Permasalahan pemahaman konsep yang rendah dalam pembelajaran fisika masih sering terjadi termasuk pada konsep momentum dan impuls. Penggunaan teknologi seperti software Tracker dalam membangun konsep pada pembelajaran fisika juga masih sangat kurang. Salah satu solusi untuk mengatasi permasalahan tersebut ialah mengembangkan bahan ajar fisika berbasis konflik kognitif menggunakan software tracker pada materi momentum dan impuls. Penelitian ini bertujuan untuk menganalisis praktikalitas produk bahan ajar momentum impuls berbasis konflik kognitif. Penelitian ini melaporkan tahap pengembangan pada model pengembangan Plomp yaitu small group evaluation (uji kepraktisan). Instrumen pada penelitian ini berupa lembar angket untuk uji kepraktisan yang dianalisis dengan teknik presentase. Hasil uji kepraktisan produk bahan ajar secara keseluruhan didapat persentase rata-rata 87,76 dengan kriteria sangat praktis. Bahan ajar momentum impuls berbasis konflik kognitif mengguakan software tracker telah praktis bagi siswa dalam hal kemudahan, daya tarik, manfaat dan efisiensi.

Video analysis experiments can be used to construct physics concepts and equations. Integrating video analysis experiments into cognitive conflict learning allows students to increase their understanding of concepts. Some research results show that students need clarification about momentum and impulse material, low conceptual understanding, and misconceptions occur. The problem of misconceptions can hinder student learning progress. One solution to overcome these problems is the application of physics teaching materials based on cognitive conflict integrated with real experiment video analysis. This study aims to analyze the effectiveness of these teaching materials in improving students’ understanding of the concept of momentum and impulse. This study used a quasi-experimental method with a nonequivalent control group design. The sample consisted of 72 high school students with two sample classes, the experimental and the control classes, which were selected using the cluster random sampling technique. The instrument in this study was a concept test that was valid and reliable. Data were analyzed using Mann-Whitney test nonparametric statistics with the help of IBM SPSS Statistic 25. The results obtained by Sig. Asim < 0.05, in the rejection area of H0, means that teaching materials influence students’ understanding of concepts on momentum and impulse. Thus, conflict-based teaching materials integrating real experiment video analysis have been effective in increasing students’ conceptual understanding.