Keefektifan Pembelajaran IPA melalui Analisis Video Gerak Harmonik Sederhana Menggunakan Tracker untuk meningkatkan keterampilan berpikir kritis

Abstract

The objectives of this study are to: (1) to determine the effectiveness of implementing simple harmonic motion video analysis using Tracker in improving students’ critical thinking skills; (2) to identify differences in critical thinking skills between students taught using Tracker and those taught through conventional learning; and (3) to examine students’ responses toward the implementation of Tracker-based learning. This study employed a quasi-experimental method with a nonequivalent pretest-posttest control group design. The research was conducted at SMPIT Abu Bakar Yogyakarta involving eighth-grade students. The sample consisted of 72 students, including 36 students in the experimental class and 36 students in the control class. Data were collected through critical thinking skills tests, student response questionnaires, and classroom observations. Data analysis was conducted descriptively using the normalized gain (N-gain) and inferentially using the Wilcoxon Signed-Rank Test and the Mann–Whitney U Test.

The results showed that the experimental class achieved an N-gain score of 0.654, categorized as moderate to high, while the control class obtained an N-gain score of 0.314, categorized as moderate. The Wilcoxon test yielded an Asymp. Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant improvement in students’ critical thinking skills after the implementation of Tracker-based learning. Furthermore, the Mann–Whitney U test produced an Asymp. Sig. (2-tailed) value of 0.001 < 0.05, indicating a significant difference between the experimental and control classes. The student response questionnaire revealed an average percentage score of 81.36%, indicating positive responses toward the use of Tracker. Therefore, learning through simple harmonic motion video analysis using Tracker is effective in enhancing students’ critical thinking skills in junior high school science education.