PROPOSING A PHYSICS TEACHING PROCESS BASED ON THE ASICC MODEL COMBINED WITH CTL TO FOSTER STUDENTS’ CAREER ORIENTATION COMPETENCE
Main Article Content
Abstract
In high school Physics teaching, the content strand of Work, Energy, and Power has strong potential to be connected with real-life situations and career contexts. However, this orientation has not yet been implemented in a systematic and well-developed manner. To enhance the applicability of knowledge and contribute to fostering students’ career orientation competence, this study applies the ASICC instructional model in combination with Contextual Teaching and Learning (CTL) to design and organize learning activities for the entire Work, Energy, and Power strand in Grade 10 Physics. The model was implemented in an experimental class, while the control class was taught through different conventional instructional approaches. Data collected from pre- and post-tests, classroom observations, and career orientation competence assessment forms were analyzed using descriptive statistics and t-tests. The results show that the experimental class demonstrated significantly better development of career orientation competence than the control class (p < 0.05). The study confirms the feasibility and effectiveness of applying the ASICC model combined with context-based teaching, while also suggesting potential for extension to other content strands and subjects in high school.
Keywords
ASICC model, career orientation competence, context-based teaching, high school Physics
Article Details
References
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