Ananda Aprilia, Pipit Wijayanti, Insih Wilujeng, Ichwan Aryono, Wipsar Dwandaru

Tracker Software Assisted Guided Inquiry Learning Model to Improve High School Students' Graphical Representation Ability

Introduction

Tracker software assisted guided inquiry learning model to improve high school students' graphical representation ability. Enhance high school students' graphical representation skills. This study shows a Tracker software-assisted guided inquiry learning model significantly improves abilities in physics topics like Work & Energy.

Abstract

This research aimed to improve students' graphical representation using the guided inquiry learning model assisted by the Tracker software. The method used in this research was a pre-experimental study with a one-group pretest-posttest design. The data collection techniques used were observation, interview, and tests. The sample for this research was students of science class X at Public Senior High School. The analysis techniques were carried out using Wilcoxon and N-Gain test calculations. The results of the research showed that the Wilcoxon test produced a significance, which means that there were differences in the guided inquiry learning model assisted by Tracker software to improve the graphical representation abilities of high school students on the Work and Energy topic. The N-Gain test indicated that more than half of the students achieved a high category, while only a small number obtained the low category. Moreover, the N-Gain results for the two-question item indicators showed that most students were in the medium and high categories. Thus, students' graphical representation abilities can be improved using the guided inquiry learning model assisted by the Tracker software.

Review

This study investigates the efficacy of a guided inquiry learning model, enhanced by Tracker software, in improving high school students' graphical representation abilities, specifically within the topic of Work and Energy. The research employed a pre-experimental one-group pretest-posttest design, utilizing tests, observations, and interviews for data collection. The findings, supported by a significant Wilcoxon test result and predominantly high/medium N-Gain scores, suggest that the intervention positively impacts students' capacity for graphical representation. This research is commendable for addressing a crucial skill in science education and integrating contemporary technological tools with a student-centered pedagogical approach. However, the methodological design presents significant limitations regarding the generalizability and causal claims of the study. A one-group pretest-posttest design inherently lacks a control group, making it challenging to definitively attribute the observed improvements solely to the guided inquiry model assisted by Tracker software. External factors such as maturation, history effects, or even the act of pretesting itself could contribute to the posttest gains. Furthermore, the abstract provides limited detail about the sample size or specific demographic characteristics beyond "students of science class X at Public Senior High School," which restricts the ability to generalize these findings to broader populations or diverse educational contexts. The distinction in N-Gain results between "more than half high category" overall and "most students were in the medium and high categories" for "two-question item indicators" could also benefit from further clarification and specific examples. To enhance the robustness and impact of this research, future studies should consider employing a more rigorous quasi-experimental or experimental design that includes a control group. This would allow for stronger inferences regarding the causal relationship between the intervention and improved graphical representation abilities. Expanding the sample size and diversifying the school settings would also bolster the generalizability of the findings. Additionally, a more detailed qualitative analysis derived from the observations and interviews could provide deeper insights into how students interact with the Tracker software and the guided inquiry process, thereby illuminating the specific mechanisms through which learning occurs. Investigating the long-term retention of these improved skills would also be a valuable extension of this promising initial work.

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