Abstract
The main problem of this study is that students who are not able to gain the minimum score were not given remedial teaching and learning that were adjusted to their learning style. This study aimed to determine the effect, improvement, and effectiveness of the use of projectile motion props in remedial teaching on kinesthetic style students learning outcomes and students’ response to the use of the props. The research method used in this study was a quasi-experiment with nonequivalent control group design. Hypothesis test results of the post-test results with the Mann-Whitney U test at the confidence level of 95% (α = 0.05) obtained the significance value (2-tailed) that was 0.000. Alternative research hypotheses (H1) were accepted (there were effects of projectile motion props on remedial teaching on kinesthetic style student learning outcomes). The kinesthetic style student in the experimental group successfully gained 0.64 (middle category) in their learning outcomes, and the controlled group students gained less only 0.31 (middle category) in their learning outcomes. In the cognitive domain of C2 (understanding), the experimental group students experienced the highest increase, which was 0.72, while the controlled group gained only 0.50. The effectiveness of remedial teaching in the experimental group was very effective (80%); meanwhile, in the controlled group, it showed ineffectiveness (28%). Students of kinesthetic style’s response are very good (81%) on the use of projectile motion props.
Highlights
The process of learning physics in some areas on the concept of projectile motion is still facing problems
Many kinesthetic style students are incomplete because the learning they do is not using media that is appropriate to their learning style
There is an influence of the use of projectile motion props on kinesthetic style student learning outcomes in remedial teaching
Summary
The process of learning physics in some areas on the concept of projectile motion is still facing problems. Marthafiani stated that learning physics at SMAN 4 South Tangerang City still uses conventional methods, kinesthetic style students only listen to the teacher’s explanation without doing practicum activities because of the limited practical tools at school (Putri 2019). The method causes difficulties for kinesthetic students in learning the projectile motion concept. The students’ difficulties include: determining the magnitudes of the projectile motion and difficult to distinguish the use of the right formula (Putri 2019).
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