Locally Made Apparatus in Teaching Law of Acceleration and Projectile Motion (original) (raw)
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The aim of this paper was to present reflections on the teaching of physical science using the topic of projectile motion as a launch pad. It focused on the teaching model and what the Department of Basic Education expects from teaching physical science subjects. Furthermore, it looked at some of the challenges regarding teaching physical science in general and in particular to the projectile motion topic. It looked at empirical studies in projectile motion to situate the current research interest to articulate gaps in the topic and the subject. It concludes with recommendations and highlights a need to focus on all grades when teaching physical science subjects, particularly projectile motion than only in grade 12 as stipulated by Curriculum Assessment Policy Statement. The team teaching approach amongst curriculum implementers and subject teachers is also accentuated, and further investigations are proposed.
The first aim of this study is to provide a teaching material to develop students' thinking skills. There are many kinds of experiment in physics lesson. In this paper authors just focus how to develop an experimental design based on projectile motion and how to explore the students’ creative and critical thinking through projectile motion experiment. This lab for projectile motions will be investigating the properties of the x displacement of a projectile. Practical knowledge and school knowledge are becoming mutually exclusive; many students see little connection between what they learn in the science classroom with real life. Students should be able to apply what they learn in school to the various situations in real-life. So that, authors second purpose of this paper is to design an experiment that can integrate the students’ understanding in the classroom with the application in the real life. To realize this second purpose, the 5 E teaching-model will be conducted to the projectile motion experiment. In the projectile motion experiment, students will be taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations and discussions. So the final of these exercises are designed to encourage students to see that their critical and creative thinking skills through 5 E model-teaching in the projectile motion experiment
JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), 2020
The main problem of this study is that students who are not able to gain the minimum score were not given remedial teaching and learning that were adjusted to their learning style. This study aimed to determine the effect, improvement, and effectiveness of the use of projectile motion props in remedial teaching on kinesthetic style students learning outcomes and students' response to the use of the props. The research method used in this study was a quasi-experiment with nonequivalent control group design. Hypothesis test results of the post-test results with the Mann-Whitney U test at the confidence level of 95% (α = 0.05) obtained the significance value (2-tailed) that was 0.000. Alternative research hypotheses (H1) were accepted (there were effects of projectile motion props on remedial teaching on kinesthetic style student learning outcomes). The kinesthetic style student in the experimental group successfully gained 0.64 (middle category) in their learning outcomes, and the controlled group students gained less only 0.31 (middle category) in their learning outcomes. In the cognitive domain of C2 (understanding), the experimental group students experienced the highest increase, which was 0.72, while the controlled group gained only 0.50. The effectiveness of remedial teaching in the experimental group was very effective (80%); meanwhile, in the controlled group, it showed ineffectiveness (28%). Students of kinesthetic style's response are very good (81%) on the use of projectile motion props.
Students always bring intuitive ideas about physics into classes, which can impact what they learn and how successful they are. To examine what Cambodian students think about projectile motion, we have developed seven open-ended questions and applied into grade 11 students before (N=124) and after (N=131) conventional classes. Results revealed several consistent misconceptions, for instance, many students believed that the direction of a velocity vector of a projectile follows the curved path at every position. They also thought the direction of an acceleration (or a force) follows the direction of motion. Observed by a pilot sitting on the plane, the falling object, dropped from a plane moving at a constant initial horizontal speed, would travel backward and land after the point of its release. The greater angle of the launched projectile creates the greater horizontal range. The hand force imparted with the ball leads the ball goes straight to hit the target. The acceleration direction points from the higher position to lower position. The misconceptions will be used as primary resources to develop instructional instruments to promote Cambodian students' understanding of projectile motion in the following work.
Integrated Science Education Journal
Purpose of the study: This study aims to identify the level of understanding of draft student class X MIPA against Theory motion straight. Methodology: A Study was conducted on 13-19 October 2020 at SMA Negeri 1 Muaro Jambi. A study was conducted with instruments in the form of a questionnaire containing questions about the Theory of motion straight. Data collection techniques are carried out with the method student fill in the questionnaire given in the form of questions about Theory motion straight via the google form link. Main Findings: From the research conducted generated data, 42% of the sample had a level lack of understanding of the Theory of motion straight, 36% of the sample had a level enough understanding of the material, 12% of the sample had level good understanding, 8% sample has level very poor understanding to material and only 2% of samples that have a level very good understanding to Theory motion straight taught. So can be concluded that participant students at ...
Acquisition of projectile motion concepts on phenomenon based physics’ experiential learning
Journal of Physics: Conference Series, 2020
This research aimed to explore the concept acquisition in phenomena based experiential learning on projectile motion. Through phenomenon based physics’ experiential learning, students analyze a phenomenon & link it with the existing concept so that it will be able to increase the acquisition of the concept. This research employed a mixed-method with an embedded experimental model. The data was obtained from test, interview, and observation on 26 tenth graders of Senior High Schools in Malang, East Java, Indonesia. Data was analyzed by N-Gain score and d-effect size. The students’ concept acquisition was grouped based on a cognitive level and projectile motion concept. The results showed that the improvement of students’ concept acquisition after taught with phenomenon-based physics’ experiential learning. The average score of pretest and posttest is 29.96 and 77.69 with high N-gain and large d-effect size, 0.681 and 5.5 respectively. Concepts of velocity and acceleration on the proj...