ANALYSIS OF VERTICAL MOTION OF OBJECTS USING THE TRACKER APPLICATION AS A BASIC PHYSICS LEARNING MEDIA
DOI:
https://doi.org/10.47652/metadata.v4i3.808Keywords:
Vertical Motion, Tracker Application, Basic Physics Learning, Motion Analysis, Quantitative-Qualitative.Abstract
A fundamental understanding of vertical motion in fundamental physics is crucial, yet often hampered by the visualization and interpretation of experimental data, creating a research gap regarding the effectiveness of digital technology. This study aims to comprehensively analyze the vertical motion trajectories of objects using the Tracker application as a learning medium for fundamental physics, focusing on evaluating the visualization capabilities of motion parameters and facilitating students' understanding of the relationships between these parameters, based on the theory of uniformly accelerated motion and quantities of motion, with the hypothesis that Tracker will improve understanding compared to conventional methods. Using a quasi-experimental mixed-methods design with 80 first-year students (40 experimental using Tracker, 40 conventional control), data were collected through video analysis of falling objects using Tracker (with proven instrument validity) and student responses, then analyzed using independent t-tests and thematic analysis. The main results showed a significant increase in understanding in the experimental group (t(78) = 4.52, p < 0.001, Cohen's d = 1.02), a more intuitive ability to identify velocity-acceleration relationships through graphs, and an unexpected increase in learning motivation, highlighting Tracker's ease of translating abstract theory into concrete visualizations. In conclusion, Tracker effectively improves understanding of vertical motion, providing theoretical contributions to the use of digital tools and practical recommendations for integrating learning technology. Further research on other physics topics is suggested, and its long-term impact on students' problem-solving abilities is also suggested.
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