Published date: Apr 03 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Materials and Modules

Pages: 670–679

DOI: 10.18502/kss.v9i8.15631

Dwi Sulistyaningsihdwi.sulistyaningsih@unsil.ac.idDepartement of Physics Education, Universitas Siliwangi, Siliwangi Street no. 24 Tasikmalaya City, 46115, Indonesia

Rifa'atul MaulidahDepartement of Physics Education, Universitas Siliwangi, Siliwangi Street no. 24 Tasikmalaya City, 46115, Indonesia

Ifa Rifatul MahmudahDepartement of Physics Education, Universitas Siliwangi, Siliwangi Street no. 24 Tasikmalaya City, 46115, Indonesia

Yanti Sofi MakiyahDepartement of Physics Education, Universitas Siliwangi, Siliwangi Street no. 24 Tasikmalaya City, 46115, Indonesia

The use of teaching aids in learning can provide direct learning experiences to students so that learning becomes more meaningful. Students observe physics phenomena that occur and get physics data from these phenomena. The observed physics phenomena often happen very quickly, so it is impossible to record data manually. Therefore, a method is needed to facilitate data recording and analysis. One way to use a video-based laboratory (VBL) is by utilizing a tracker. This method allows for analyzing the objects contained in a video and displays the data in graphs and tables. This study aims to investigate the motion of objects using tracker video analysis on a mini-roller coaster tool. The video analyzed is a video of a solid ball-shaped object with a mass of 8.6 g moving along a roller-coaster trajectory. By tracking an object, physics data will be obtained to analyze acceleration and the law of conservation of mechanical energy. The analysis results match the experimental results and the physics concepts that apply to the roller coaster motion.

Keywords: video-based laboratory (VBL), tracker, laboratory-scaled mini roller coaster

[1] Saputro Handoyo SY. Mini Roller Coaster (Miroco) sebagai media untuk menghitung percepatan ditinjau dari energi mekanik. Risalah Fisika. 2018;2(2):29–33.

[2] Ristiawan A, Raya Sukoharjo J, Tengah J. Analisis gerak jatuh bebas dengan metode Video Based Laboratory (VBL) menggunakan software tracker. JoTaLP: Journal of Teaching and Learning Physics. 2018;3(2):26–30.

[3] Agustina Dwi Astuti I, Asep Sumarni R, Budi Bhakti Y. Penggunaan Video Based Laboratory (VBL) dalam menentukan nilai modulus elastisitas penggaris aluminium. 2018.

[4] Anissofira A, Latief FD, Kholida L, Sinaga P. Newton’s cradle experiment using video tracking analysis with multiple representation approach. J Phys Conf Ser. 2017;895:12107.

[5] Suwarno DU. Analysis of rotating object using video tracker. Journal of Science & Science Education. 2017;1(2):75–80.

[6] Wee LK, Chew C, Goh GH, Tan S, Lee TL. Using Tracker as a pedagogical tool for understanding projectile motion. Phys Educ. 2012;47(4):448–55.

[7] Hadi M. “Physics of roller coaster,” (2021).

[8] Afrianto F, Jaya Putra D, Kurniawati H, Hasdi Aimon A, Neny Kurniasih D, Studi Magister Pengajaran Fisika P. “Studi analisis mekanika fisika dalam lintasan loop the loop berbentuk clothoid pada roller coaster.,” Presented at the (2018).

[9] Maulidah R, Mahmudah I, Sulistyaningsih D. “The development of laboratory-scaled mini roller coaster media for non-conservative energy observations.,” Presented at the (2022). https://doi.org/10.4108/eai.21-12-2021.2317271.

[10] Hartanto B, Angga M. “Visualisasi gerakan kereta roller coaster berdasar sifat-sifat fisiknya.,” Gematika Jurnal Manajemen Informatika. vol. 8, no. 2, p. 2007.

[11] Halliday D, Resnick R, Walker J. Fisika dasar. Jakarta: Erlangga; 2015.

[12] Hewitt PG. Conceptual physics. Pearson Education. United State; 2015.

[13] Sears FW, Zemansky MW. Fisika untuk universitas 1, mekanika, panas, dan bunyi. Jakarta: Binacipta; 1991.

[14] Putra IY, Sigalingging SF, Saraswati DL. “Penentuan ketinggian dan kecepatan minimum benda pada track melingkar vertikal.” Jurnal Riset dan Kajian Pendidikan Fisika. vol. 5, no. 1, p. 46, 2018. https://doi.org/10.12928/jrkpf.v5i1.8561.

[15] Anissofira A, Dzar F, Latief E, Sinaga P, Fisika PP. Analisis gerak roller coaster menggunakan tracker dengan pendekatan multi modus representasi sebagai sarana siswa memahami konsep kinematika., 2016.