Integrating whole person education in physics asynchronous learning about rainbow

In the past years, the calling of whole-person education that encourages a holistic approach to teaching and learning speaks louder. This study was conducted in a freshmen class to address the challenges of advocating whole-person education to combine academic quality with a humanistic approach to student development. This study aims to design an asynchronous physics learning about the rainbow that integrates whole-person education through an English for Science course. The benefit of this study is to give an example of conducting asynchronous physics learning that integrates whole-person education. This research is qualitative research using the narrative inquiry technique. The respondents were 10 freshmen who took the English for Science course. The learning is held in virtual asynchronous mode, except the evaluation is held in virtual synchronous mode. This study performs a design an asynchronous physics learning about the rainbow that integrates whole-person education through English for Science course. The learning steps effectively enables achieving the learning objective and integrating whole-person education in asynchronous physics learning. The teacher successfully develops the whole person – intellectually, spiritually, and ethically, connecting academics (physics concept) to values (spiritual values). It is an example to advocate whole-person education in combining academic quality with a humanistic approach to student development.