Concept Acquisition of Rotational Dynamics by Interactive Demonstration and Free-Body Diagram

Abstract

The concepts of force and motion are essential material in physics. However, students experience many difficulties in the concept of force in rotational dynamics. This research was conducted to measure students' concept acquisition of the rotational dynamics through Interactive Demonstration assisted by Free-body diagram. The mixed research method was chosen through the use of test instruments in the forms of 10 multiple-choice with open ended questions. The subjects of the research were 35 students XI IPA Senior High School 2 Sungai Penuh-Indonesia. Students' concept acquisition was measured before and after the intervention to be analyzed quantitatively. The obtained N-gain score was 0.41, and it showed that there was a moderate improvement in students' concept acquisition, while the effect size value was 1.82 showing that the intervention strongly affected students' concept aquisition. The data were also supported by the results of the qualitative analysis of the students' answers and worksheets given during the intervention process.

Students’ understanding of vector operations: With and without physics education technology simulation

“…Vector addition and subtraction in the questions use a visual representation in the form of arrows. The length and direction of the arrows become crucial indicators in determining accuracy in vector operations (Pranata & Lorita, 2023). Student responses are converted into quantitative data based on a modified rubric, as shown in Table 2.…”

“…The length of arrow or magnitudes of both vectors remain the same, only the second vector has the opposite direction. Studies on students' abilities to operate arrows become crucial to emphasize in learning, especially in physics (Pranata & Lorita, 2023).…”

“…Superficial understanding of vectors becomes a source of difficulty for students in one-dimensional kinematics and becomes more serious in two dimensions (Shaffer & McDermott, 2005). Students' understanding of vectors can also facilitate their analysis of systems consisting of many forces at work (Knight, 1995;Nguyen & Meltzer, 2003), such as producing a well-constructed free-body diagram (Pranata & Lorita, 2023). A free-body diagram based on vector understanding in the form of arrow representations has been proven to help students understand the concepts of dynamics, both in translation (Pranata & Lorita, 2023) and rotation (Pranata et al, 2017).…”

“…Students' understanding of vectors can also facilitate their analysis of systems consisting of many forces at work (Knight, 1995;Nguyen & Meltzer, 2003), such as producing a well-constructed free-body diagram (Pranata & Lorita, 2023). A free-body diagram based on vector understanding in the form of arrow representations has been proven to help students understand the concepts of dynamics, both in translation (Pranata & Lorita, 2023) and rotation (Pranata et al, 2017). Therefore, students' success in physics topics, especially kinematics and dynamics, depends on their understanding and ability to operate and reason using vector concepts (Flores et al, 2004).…”

Interdisciplinary Approach (S.T.E.M.) of the Rotational Motion of Solids Bodies: Α Comparative Study

“…The analysis of their questionnaire data indicated that there was no statistically significant difference in the responses of male and female learners, in relation to previously examined concepts. Pranata, et al (2017) examined the degree of Senior High School students' understanding of the concepts of rotational movement with the help of an interactive simulation, assisted by a free body diagram (Tanang et al, 2014), a questionnaire and a worksheet, specifically designed for it. Among other things, the researchers came into the conclusion that students: found it difficult to define the concept of force in complex rotating systems, tended to believe that the upward force usually has a positive torque and, vice versa, and knew that the moment of inertia of an object is affected by its mass and radius but found it difficult to refer to this.…”