Ghevira Syaharani Aulia Muharam, Eka Cahya Prima, Nanang Winarno, Riandi Riandi

Kinematics on Handmade Rubber Car using Tracker Experiment Design in Learning Force and Motion

Introduction

Kinematics on handmade rubber car using tracker experiment design in learning force and motion. Explore an alternative experiment for junior high force & motion learning. Analyze kinematics of handmade rubber cars using Tracker to study acceleration & force, boosting student engagement.

Abstract

Experimental activity in learning science allows students to develop critical thinking, active learning, creativity, scientific, and collaboration skills. This study aims to create an alternative experimental design for learning force and motion, which analyzes the kinematics aspect of handmade rubber cars using Tracker. The method used is the R&D method with the ADDIE model to develop the experimental design on the material of force and motion for grade 7 junior high school students. The Tracker application was used to evaluate trial data on handmade rubber cars to calculate the acceleration, force, and time needed by the vehicle with varying the number of rubber turned. Then, to evaluate the experimental design, this study used a questionnaire instrument, and the experimental design was implemented in four classrooms of junior high school students in the seventh grade. The results were examined based on the percentage of students who answered each statement. The kinematics analysis of handmade rubber cars using Tracker shows that the more significant the number of turns given to the vehicle, the more acceleration and force decrease. Meanwhile, the car still travels longer when the number of rubbers turned is higher. This happened because the car took longer to reach maximum speed, and the rubber band detaches when more rubber is turned on. Moreover, the experimental activity of making handmade rubber cars using Tracker was well received by students, as seen from the response questionnaire scores, which were categorized as high. This study suggests that further research can implement different independent variables as the experiment design parameters based on this result. Teachers and other researchers can utilize the developed experimental design as an alternative strategy in learning force and motion topics.

Review

This study presents an innovative and highly relevant experimental design for teaching force and motion to junior high school students, effectively combining hands-on construction with modern technological analysis. The use of handmade rubber cars provides an engaging and accessible platform, while the integration of the Tracker application allows for sophisticated kinematic analysis, fostering critical thinking and scientific skills. The application of the R&D method with the ADDIE model ensures a structured and thoughtful development process, highlighting the potential for this alternative design to significantly enhance active learning and collaboration in science classrooms. The positive reception from students, as evidenced by high questionnaire scores, underscores the pedagogical value and student engagement capabilities of this approach. The experimental findings regarding the kinematics of the rubber cars offer intriguing insights, particularly the observation that increasing the number of rubber turns leads to a decrease in acceleration and force, yet allows the car to travel a longer distance. The authors attribute this to the car taking longer to reach maximum speed and the rubber band detaching. This specific finding is a critical point that warrants further elucidation. While the extended travel distance could be due to a more gradual energy release or longer duration of force application, the reported decrease in initial acceleration and force with more turns might seem counter-intuitive if one assumes more turns equate to higher initial potential energy and thus greater initial propulsion. A deeper analysis into the mechanics of the "detachment" and the efficiency of energy transfer at higher turn counts would strengthen this aspect of the research. Overall, this study makes a valuable contribution to science education by providing a well-structured and engaging experimental design. To further enhance its impact, future research could focus on clarifying the detailed mechanical reasons behind the observed kinematic behavior, perhaps by exploring the initial tension, elasticity limits, and energy conversion efficiency more rigorously. Additionally, investigating the effects of other independent variables, such as rubber thickness, car mass, or surface friction, as suggested by the authors, would broaden the applicability and educational scope of this experimental design. The developed activity is highly commendable and offers a practical, replicable strategy for educators seeking to enrich their lessons on force and motion.

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