Momentum Concept Learning using Tracker as a Virtual Experiment Model: Looking at Students’ Learning Independence

https://doi.org/10.24042/jipfalbiruni.v10i1.7007

Bambang Subali, Nindy Ulqia, Ellianawati Ellianawati, Siswanto Siswanto

Abstract


Visualization of physical phenomena through modeling and virtual experiment help students to understand the physics concepts. The concept of momentum is quite challenging to explain without the help of virtual experiments.This study aimed to analyze students' independent learning after conducting the learning process on the concept of momentum using Tracker software as a virtual experimental model. This study was quasi-experimentalwith the purposive sampling technique to determine the control class and the experimentalclass. There were 42 students involved in this research. The control class was treated by actual experiments on learning, while the experimental class used the Tracker software as a virtual experiment model. The instrument used was questionnaires given at the end of learningto measurestudents’ learning independence. The data were analyzed by using the descriptive statistics method. Learning independence in the control class obtained 51.31% in the medium category, and the experimental class obtained 60.95% in the medium category. Although the average achievement was not significantly different, the aspects of responsibility, motivation, and self-evaluation of the experimental classwere better than that of the control class. 

Keywords


tracker software; virtual experiment;momentum

Full Text:

PDF

References


Adams, N., Hayes, C., Dekkers, A., Elliott, S., & Atherton, J. (2012). Obtaining learning independence and academic success through self-assessment and referral to a mathematics learning centre. The International Journal of the First Year in Higher Education, 3(2), 21–32. https://doi.org/10.5204/intjfyhe.v3i2.126

Agustriani, E., Hidayati, & Syafriani. (2018). Penggunaan media berbasis virtual laboratory pada materi momentum terhadap hasil belajar kelas X SMAN 2 Pariaman. Pillar of Physics Education, 11(1), 161–168. https://doi.org/http://dx.doi.org/10.24036/2721171074.

Ambarsari, W., Santosa, S., & Maridi, M. (2013). Penerapan pembelajaran inkuiri terbimbing terhadap keterampilan proses sains dasar pada pelajaran biologi siswa kelas VIII SMP Negeri 7 Surakarta. Jurnal Pendidikan Biologi, 5 (1), 81-95.

Anissofira, A., Latief, F. D. E., Kholida, L., & Sinaga, P. (2017). Newton’s cradle experiment using video tracking analysis with multiple representation approach. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012107

Arista, F. S., & Kuswanto, H. (2018). Virtual physics laboratory application based on the android smartphone to improve learning independence and conceptual understanding. International Journal of Instruction, 11(1), 1–16. https://doi.org/10.12973/iji.2018.1111a

Bartholomew, SR (2017). Kebiasaan, persepsi, dan pembelajaran mandiri. International Journal of Self-Directed Learning, 14 (2), 27-44.

Bernard, M., Sunaryo, A., Tusdia, H., Hendriani, E., Suhayi, A., Nurhidayah, N., Parida, M., Fauzi, A. & Rolina, R. (2019). Enhance learning independence and self ability of exceptional children through developing learning media vba for excel games. Journal of Physics: Conference Series, 1315 (1), 1-11.

Chiriacescu, B., Chiriacescu, FS, Miron, C., Berlic, C., & Barna, V. (2020). Arduino and tracker video–didactic tools for study of the kater pendulum physical experiment. Romanian Reports in Physics, 72(1), 1-14

Ediansyah, E., Kurniawan, DA, Salamah, S., & Perdana, R. (2019). Investigasi pembelajaran berbasis masalah: proses pemahaman konsep dan kemandirian belajar pada mata pelajaran statistika penelitian. Humaniora & Ilmu Sosial Reviews (HSSR), 7 (5), 1-11.

Fadholi, L., Harijanto, A., & Lesmono, A. D. (2018). Analisis video kejadian fisika dengan Tracker software sebagai rancangan bahan ajar momentum dan impuls untuk meningkatkan kemampuan berfikir kritis siswa SMA kelas X. Jurnal Pembelajaran Fisika, 7(3), 263–270. https://doi.org/https://doi.org/10.19184/jpf.v7i3.8598

Fahradina, N., & Ansari, B. I. (2014). Peningkatan kemampuan komunikasi matematis dan kemandirian belajar siswa SMP dengan menggunakan model investigasi kelompok. Jurnal Didaktik Matematika, 1(2), 54-64.

Hasibuan, A. M., Saragih, S., & Amry, Z. (2018). Development of learning materials based on realistic mathematics education to improve problem solving ability and student learning independence. International Electronic Journal of Mathematics Education, 14(1), 243–252. https://doi.org/10.29333/iejme/4000

Jian-hua, S., & hong, L. (2012). Explore the effective use of multimedia technology in college physics teaching. Energy Procedia, 17, 1897–1900. https://doi.org/10.1016/j.egypro.2012.02.329

Kamelta, E. (2013). Pemanfaatan internet oleh mahasiswa jurusan teknik sipil fakultas teknik universitas negeri padang. CIived, 1(2), 142–146.

Kesuma, A. T., Harun, Z., Putranta, H., & Kistoro, H. C. A. (2020). Evaluation of the self-regulated learning model in high schools: A systematic literature review. Universal Journal of Educational Research, 8(10), 4792-4806

Kholida, L., & Latief, F. (2018). Investigation of linear momentum and impulse using video analysis. Proceedings of the 1st International Conference on Education Innovation (ICEI 2017), 176–179. https://doi.org/10.2991/icei-17.2018.47

Kinchin, J. (2012). Tracker demonstrates circular motion. Physics Education, 47(1), 15–17. https://doi.org/10.1088/0031-9120/47/1/F06

Liu, X., & Li, Q. (2011). Combination of the research-based learning method with the modern physics experiment course teaching. International Education Studies, 4(1), 101–104. https://doi.org/10.5539/ies.v4n1p101

Mulyono, D., Asmawi, M., & Nuriah, T. (2018). The effect of reciprocal teaching, student facilitator and explaining and learning independence on mathematical learning results by controlling the initial ability of students. International Electronic Journal of Mathematics Education, 13(3), 199–205. https://doi.org/10.12973/iejme/3838

Pichailuk, P., & Luksaneeyanawin, S. (2015). Enhancing learner autonomy in rular young efl learners through project-based learning: An action research. ABAC Journal, 37(2), 16-32.

Prima, E. C., Mawaddah, M., Winarno, N., & Sriwulan, W. (2016). Kinematics investigations of cylinders rolling down a ramp using Tracker. AIP Conference Proceedings, 1708. https://doi.org/10.1063/1.4941183

Rabgay, T. (2018). The effect of using cooperative learning method on tenth grade students' learning achievement and attitude towards biology. International Journal of Instruction, 11(2), 256-280. https://doi.org/10.12973/iji.2018.11218a

Rodrigues, M., & Simeão Carvalho, P. (2014). Teaching optical phenomena with Tracker. Physics Education, 49(6), 671–677. https://doi.org/10.1088/0031-9120/49/6/671

Rohmah, M., & Sutiarso, S. (2017). Analysis problem solving in mathematical using theory newman. EURASIA Journal of Mathematics, Science and Technology Education, 14(2), 671-681. https://doi.org/10.12973/ejmste/80630

Sartika, Y., Wahyudi, I., & Abdurrahman, A. (2019). Using guided inquiry learning with tracker application to improve students’ graph interpretation ability. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 4(1), 17–25. https://doi.org/10.24042/tadris.v4i1.3060

Semerci, A. & Aydin, M. K. (2018). Examining High School Teachers Attitudes towards ICT Use in Education. Internatinal Journal of Progressive Education, 14(2), 93-105.

Sharma, M. D., Johnston, I. D., Johnston, H., Varvell, K., Robertson, G., Hopkins, A., Stewart, C., Cooper, I., & Thornton, R. (2010). Use of interactive lecture demonstrations: A ten year study. Physical Review Special Topics - Physics Education Research, 6(2), 1–9. https://doi.org/10.1103/PhysRevSTPER.6.020119

Sulisworo, D., & Sutadi, N. (2017). Science learning cycle method to enhance the conceptual understanding and the learning independence on physics learning. International Journal of Evaluation and Research in Education (IJERE), 6(1), 64. https://doi.org/10.11591/ijere.v6i1.6348

Trocaru, S., Berlic, C., Miron, C., & Barna, V. (2020). Using tracker as video analysis and augmented reality tool for investigation of the oscillations for coupled pendula. Romanian Reports in Physics, 72(1).

Van Halem, N., Klaveren, C. van, Drachsler, H., Schmitz, M., & Cornelisz, I. (2020). Tracking patterns in self-regulated learning using students’ self-reports and online trace data. Frontline Learning Research, 8(3), 140 - 163. https://doi.org/10.14786/flr.v8i3.497

Wee, L. K., Tan, K. K., Leong, T. K., & Tan, C. (2015). Using tracker to understand “toss up” and free fall motion: A case study. Physics Education, 50(4), 436–442. https://doi.org/10.1088/0031-9120/50/4/436




DOI: https://doi.org/10.24042/jipfalbiruni.v10i1.7007

Article Metrics

Abstract views : 903 | PDF downloads : 267

Refbacks

  • There are currently no refbacks.


Creative Commons License

Jurnal ilmiah pendidikan fisika Al-Biruni is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © Physics Education Department, Universitas Islam Negeri Raden Intan Lampunge-ISSN 2503-023X