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All Journal Momentum: Physics Education Journal Journal of Environment and Sustainability Education
Eka Cahya Prima
Universitas Pendidikan Indonesia, Indonesia
Chemistry Education Environmental Science Physics Other

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Kinematics analysis on accelerated motion using tracker video analysis for educational purposes Jelita Renika; Eka Cahya Prima; Amprasto Amprasto
Momentum: Physics Education Journal Vol. 8 No. 1 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i1.8883

Abstract

This study aims to determine the effectiveness of video analysis tracker-based practicum on the material of the motion of objects on an inclined plane and the motion of objects in free fall. The use of video tracker analysis-based practicum is useful for determining some kinematics parameters of objects that cannot only be calculated by traditional practicum methods. By using the video tracker analysis method, all object kinematics parameters can be found directly in visual form. The results show that (1) There is no relationship between mass and kinematics parameters. (2) There is an influence due to air friction on the acceleration value of the object. (3) The suitability of the concept with the tracker application produced with the error value in the experiment of object motion on an inclined plane () (4) The suitability of the concept with the tracker application produced with the error value in the experiment of object motion in free fall ()  (5) The graphical representation of the tracker is in accordance with the theory studied. This research implies that the existence of learning using practicum, especially practicum-based video tracker analysis can improve understanding and process skills in understanding science concepts. This research is written so that the programme can be further applied to science education.
The correlation of student’s motivation and self-concept: A case study in science learning Luthfiyah Azzahra Kurniawan; Adi Rahmat; Nanang Winarno; Eka Cahya Prima
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.75

Abstract

Although the relationship between student motivation, self-perception, and achievement in science education is well established, there is still a lack of focused studies on these aspects at the lower secondary level, particularly in private school settings where student demographics and learning environments may pose unique challenges. The purpose of this study is to: (1) assess lower secondary students' motivation and self-concept in scientific learning; and (2), using correlational analysis and qualitative feedback, determine ways to improve these aspects. Using a quantitative descriptive survey design, this study assessed 60 grade 7-9 students from a private lower secondary school. The Students’ Motivation Toward Science Learning (SMTSL) and adapted Chemistry Self-Concept Inventory (CSCI) measured motivation and self-concept, respectively. Data analysis included mean scores for both variables and Spearman’s rank correlation (accounting for Liker-scale ordinality and non-normal distributions). A moderate-high level of motivation (Active learning strategies [ALS]=4.0-4.1 highest, Performance Goal [PG]=2.8-3.1 lowest) and self-concept (Positive Perception of Science Self Concept [PSSC]=3.8-3.9 highest, Mathematic Self-Concept [MSC]=2.9-3.2 lowest) with moderate positive correlation (r = 0.572, p < 0.001) underscores that self-concept and motivation are interrelated, suggests interventions should simultaneously promote active learning (to enhance ALS) while addressing mathematical confidence (to improve MSC). These findings suggest that teachers can boost engagement through active learning and confidence-building strategies, while school and policymakers should design targete interventions to support students with low scientific confidence and high performance pressure.
Co-Authors Adi Rahmat Amprasto Amprasto Jelita Renika Luthfiyah Azzahra Kurniawan Nanang Winarno