Equilibrium Of Rigid Body Research Articles

Identification of Physics Concepts in Tanjung Batu Knock Down House

This research aims to identify the physics concepts present in various components of knock-down houses. Data collection was conducted through interviews, observations, and documentation. The research took place in the village of Tanjung Batu, Ogan Ilir Regency, South Sumatra. The method employed in this study was qualitative research with a descriptive explanatory form. The findings indicate that there are physics principles in several components of knock-down houses. These include the equilibrium of rigid bodies, evident in the stairs and supporting pillars of the house, the concept of torque that occurs when opening and closing windows, the concept of the center of gravity acting on the roof of the house, electrical concepts present in house lights, and the concepts of temperature and heat influenced by the house's materials. Additionally, the concept of measurement is evident in the lengths of the wooden beams used in the construction of the knock-down house. Based on the results of this research, it can be concluded that knock-down houses represent local wisdom that incorporates physics concepts suitable for educational purposes.

Ethnoscience Study of Tabuik Pariaman, West Sumatra in Physics Learning

Tabuik is an annual event in Pariaman City, West Sumatra which has become a tourist attraction and icon of Pariaman City. The Tabuik event has many rituals in its implementation, starting from the manufacturing process to the ceremonial procession. This Tabuik event can be studied and found in ethnoscience to be integrated and implemented in Physics and Science learning at school. The research method used is qualitative research based on case studies. Data collection techniques include video observations of the process of making and ceremonial Tabuik Pariaman, and interviews. The results obtained from this research are that the Tabuik Pariaman ceremony process has the value of reconstructing knowledge through ethnoscience which can explain the local wisdom of the community. Tabuik ethnoscience can be implemented in Physics learning in the material of Force, Mechanical and Kinetic Energy, Moment of Inertia, Equilibrium of Rigid Bodies, and Elasticity. Implementation of Tabuik ethnoscience in science learning, namely in Biology learning about the classification of living things. Suggestions for further research include the implementation of Physics and Science learning from the culture and local wisdom of other regions

Object Balance: Smartphone-based Media Development

The current transformation of technology and information is very fast, making it easier to create media. Physics concepts that are known to be very abstract and difficult can be easily understood by providing a visual representation using a Smartphone so that they can be studied anywhere and anytime. This study aims to determine the feasibility and student responses for the development of physics media on the material of rigid body equilibrium using APP Inventor. The research and development (R&D) method was used. The results of this study were in the form of learning media based on Android (.apk), which contains materials, videos, simulations, examples of problem-solving, and evaluations designed in a way as to attract students’ interest in learning scales and making it easier to understand the concept of rigid bodies.
 Keywords: object balance, smartphone, media development

Development of TPACK-Based Physics Magazine as Teaching Material for High Schools: A Study on Rotational Dynamics and Rigid Body Equilibrium

This study aims to develop a physics teaching magazine based on Technological Pedagogical and Content Knowledge (TPACK) for senior high school students, focusing on rotational dynamics and equilibrium of rigid bodies. Employing a Research and Development (R&D) approach with the 4-D model, the process encompassed definition, design, and development stages. The magazine's content and media aspects were validated by experts, achieving feasibility scores of 94% and 87.9%, respectively. The magazine was evaluated by students of SMAN 1 Lembah Seulawah Aceh Besar, with results indicating strong acceptance and effectiveness as a learning medium. While the study confirms the potential of TPACK-based interactive learning materials in science education, its limited scope and sample size suggest caution in generalizing the findings. Future research should expand the scope, involve larger samples, and integrate diverse technological tools. This research contributes to the discourse on digital competencies in science education, emphasizing the need for innovative materials and continuous professional development.

Pengaruh Model Inquiry Based Learning terhadap Hasil Belajar Fisika Siswa Madrasah Aliyah Negeri 3 Medan

The objective of this research was to determine the effect of inquiry-based learning models on students' physics learning outcomes. This research uses a type of quasi-experimental research by taking the subject of rotational dynamics and rigid body equilibrium. Samples were taken using random sampling techniques which obtained class XI MIPA 2 as an experimental class and class MIPA 1 as a control class. Data collection for learning outcomes data was carried out with a multiple-choice test technique of 30 questions. Data analysis using objective learning outcomes test instruments obtained with an experimental class average of 21.68 and a control class average of 18.17, with an experimental class standard deviation of 4.54 and a control class standard deviation of 6.16 (significant < 0.05). With a significance of less than 0.05, this shows that there was an influence on the experimental class and the control class on, so it can be concluded that the application of the Inquiry Based Learning model has an influence on the physical learning outcomes of students

Misconceptions of Physics Students On The Concept of Equilibrium of Rigid Bodies: A Case Study of Keku Culture

Misconceptions of Physics Students On The Concept of Equilibrium of Rigid Bodies: A Case Study of Keku Culture

Development of a five-tier diagnostic test instrument to identify the level of understanding and misconceptions on the subject of equilibrium of rigid bodies at SMA Negeri 9 Jambi City

This research aims to identify students' misconceptions regarding website-based rigid body equilibrium material at SMA Negeri 9, Jambi City. This research focuses on developing a diagnostic paper-based test (PBT) in the form of a website. This research method is R&D (Research and Development) development with the ADDIE (analysis, design, development, implementation, evaluation) development model. However, this research has only reached the implementation stage. The instruments used in the research were the results of media questionnaires, instrument validation, and student responses. The research results are as follows: First, Dreamweaver, MySQL, and HTML can be used in website development. Second, the results of this product development can be used because they have been validated by media experts, namely Validator One and Validator 2, to determine the feasibility of the product being developed. Thus, a five-tier diagnostic test in the form of a paper-based test has been successfully developed into a website with a suitable category for identifying misconceptions among students regarding the equilibrium of rigid bodies.

Ondel-ondel: ethno-physics-based learning media to achieve meaningful learning on rigid body equilibrium material

Ondel-ondel: ethno-physics-based learning media to achieve meaningful learning on rigid body equilibrium material

Development Physics Module Based on Project Based Learning Integrated with Local Wisdom on Rotational Dynamics and Equilibrium of a Rigid Body

Teaching aids are a component of learning. Teaching aids are resources for both teachers and students. However, in reality, teachers who continue to employ the direct learning paradigm have limited access to educational resources and achieve poor student learning outcomes, for example, while teaching rotational dynamics and rigid body equilibrium. This study intends to assess the viability of a project-based physics module for senior high school class XI's rotational dynamics and equilibrium of a rigid body. This kind of research is known as design research. The research techniques used were self-evaluation assessment sheets, expert validation sheets. The product validation data analysis approach employs Aiken's V index. Research findings indicate that the rigid body project-based learning module on rotational dynamics and equilibrium has an astounding average module validation grade of 0.83 in the very good. The rotational dynamics and equilibrium of a rigid body material project-based learning combined with local knowledge module for physics may therefore be inferred to be appropriate for usage by instructors and students throughout the learning process

The Influence of The Probing Prompting Learning Model on The Development of Students’ Critical Thinking Ability

It still has to be enhanced since students' critical thinking abilities on the subject matter of rotational dynamics and equilibrium of rigid bodies are still an issue. The purpose of this study is to ascertain the impact of the probing prompting learning model on students' capacity for critical thought with regard to the rotational dynamics and equilibrium of rigid bodies content. A total of 90 children from one of schools made up the sample for this study, which was performed there for four weeks in January 2023. The study approach employed was a quasi-experiment with a design for the control group that was not comparable. The Mann Whitney U examine was used to examine the validity of the hypothesis, and the findings revealed that Ho was rejected. The critical thinking abilities of students who study using the probing prompting model are significantly different from those of students who learn using traditional learning. In the experimental class, students' critical thinking scores increased more than those of the control class students. More than 80% of students expressed interest in using the probing prompting learning methodology. This study demonstrates how the probing prompting learning paradigm significantly enhances students' capacity for critical thought

Exploration Concept of Physics on Local Wisdom in Traditional Game Angkle (Engklek) as Student Teaching Material

Local wisdom is a characteristic or culture that develops within the local scope from generation to generation in a certain area or region with cultural values. This engklek is a game that is done by doing the engklek, angkle, or angkling movement, namely walking and jumping using one leg. This study aims to explore and analyze the relationship between physics concepts and hopscotch games. This research method uses a qualitative research method in the form of a literature study. Data collection techniques in this study were observation and documentation. The data sources used in this study are observation as primary data and literature review as secondary data. The data that has been obtained will be reduced according to the needs to be achieved. Sources of data in this study are divided into 2, namely primary data and secondary data. Primary data is done by observing and documenting the crank game. Secondary data were obtained by reviewing 7 articles between 2016 - 2021. The results of this study found that there are physics concepts in the engklek game, namely parabolic motion, Newton's law, and rigid body equilibrium. This can make the engklek game an alternative learning media with concrete examples in the surrounding environment. The concept of physics can be found in the surrounding or nearby environment to be used as a more meaningful learning resource. The meaningful learning question is that learning can make it easier for students to understand learning because it connects concepts with real life.

Using the Saoraja Lapinceng Traditional House as a Media for Local Wisdom Based-Physics Learning on Equilibrium of Rigid Body

This study aims to analyze the components of the Saoraja Lapinceng traditional house which can be used as a rigid body equilibrium material. The type of research is descriptive qualitative. Data obtained from interviews, observations, and documentation were analyzed by data reduction, data display, and verification/conclusion drawing. The results showed (1) Supporting poles (Aliri’) which can be used as a center of gravity material, the center of gravity of the house is called posi bola which has the meaning of the center of everything, according to the calculation of the house weight point is located at G = (11.75m); (5,5 m); (2,5 m). (2) Foundations (Pallangga) are used as material for the inertia moment of rigid body with a rectangular shape following the philosophy of Sulapa appa, Inertia moment of pallangga is I= 416,67 (3) Pattolo’ and Arateng can be used as examples of rigid body equilibrium of cantilever beams, the results of the analysis are known that pattolo' and arateng have the following equilibrium equations Στ=2,5FA−0,12mg=0, (4) Stairs (Addengeng) can be used as an example of rigid body equilibrium on a ladder, The stairs have an angle of 40° which is the ideal angle for stairs and have the following equilibrium equations Στ= 3 mg− 0,2 FA =0, (5) Timpa’ Lajja can be used as an example for understanding the concept of a force moment which has a slope angle of 30̊ and signifies a sign of balusu power, namely tellu boccoe, force moment of timpa’ lajja is τ ⃗=0,5 F ⃗. Keywords: physics learning, equilibrium of rigid bodies, local wisdom. Abstrak: Penelitian ini bertujuan untuk menganalisis komponen rumah adat Saoraja Lapinceng yang dapat dijadikan sebagai materi kesetimbangan benda tegar. Jenis penelitian yaitu kualitatif deskriptif. Data diperoleh dari hasil wawancara, observasi, dan dokumentasi yang dianalisis dengan cara data reduction, data display, dan verivication atau conclution drawing. Hasil penelitian menunjukkan bahwa (1) Tiang penyangga (Aliri’) yang dapat dijadikan materi titik berat, titik berat rumah disebut posi bola yang memiliki makna pusat segalanya yang sesuai hasil perhitungan titik berat badan rumah terletak di G=(11,75m);(5,5 m);(2,5 m). (2) Pondasi umpak (Pallangga) dijadikan materi momen inersia benda tegar dengan bentuk segi empat mengikuti falsafah Sulapa Appa, momen inersia dari pallangga sebesar I = 416,67 M (3) Pattolo’ dan Arateng dapat dijadikan contoh kesetimbangan benda tegar dari penerapan balok kantilever, hasis analisis diketahui bahwa pattolo’ dan arateng memiliki persamaan kesetimbangan sebagai berikut Σ𝜏=2,5𝐹𝐴−0,12𝑚𝑔=0, (4) Tangga (Addengeng) dapat dijadikan contoh kesetimbangan benda tegar dari penerapan kesetimbangan pada tangga, tangga memiliki sudut 40° yang merupakan sudut yang ideal untuk tangga dan memiliki persamaan kesetimbangan sebagai berikut Σ𝜏= 3 𝑚𝑔− 0,2 𝐹𝐴 =0, (5) Timpa’ Lajja dapat dijadikan contoh untuk pemahaman konsep momen gaya yang memiliki sudut kemiringan susunan atap kemiringan 30̊ dan menandakan tanda kekuasaan balusu yaitu tellu boccoe, momen gaya timpa’ lajja sebesar τ ⃗=0,5 F ⃗. Kata kunci: pembelajaran fisika. kesetimbangan benda tegar, kearifan lokal. DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp98-113

DEVELOPMENT OF E-MODULES USING AUGMENTED REALITY IN PHYSICS TEACHING AT HIGH SCHOOL OF MANOKWARI REGENCY

The development of the physics E-Module at this time really needs to be done because of the very rapid development of information technology and coupled with the Covid-19 pandemic situation which requires the availability of the physics E-Module so that it can assist students in learning physics both face-to-face and virtual learning. Based on preliminary observations made in public high schools and private high schools, it was found that the physics module used was a conventional module, namely the printed version of the physics module and the printed year of the module was out of date, so the module is less relevant when used today. The aim of this research is to develop a high school Physics e-module in Manokwari Regency so that it becomes a valid, effective and practical e-module. The method used is the four-D (4D) method. The population of this study were students of class XI IPA 4 at SMA Negeri 1 Manokwari and class XI IPA at SMA YAPIS Manokwari. This research produces an E-Module of Rotational Dynamics and Rigid Body Equilibrium using Augmented Reality (AR) which can be used interactively by students via mobile devices or computers, where in this E-Module there are simple experiments presented in the form of videos, animations using AR, virtual reality that can be accessed anywhere and anytime so that it can improve the physics learning outcomes of class XI IPA students. The purpose of this research is to produce E-Modules using AR in physics lessons that are practical and effective and can improve student learning outcomes.

Pengembangan Media Pembelajaran Fisika Berupa Booklet pada Materi Kesetimbangan Benda Tegar

This study aims to develop learning media in the form of booklets and determine the eligibility level of booklets. This type of research is Research and Development (R&D) adapted by Sugiyono. The subjects of this study were students of class XI SMA Muhammadiyah 1 Belitang. The results of this research and development are learning media in the form of material booklets on rigid body equilibrium. The steps used in this research are determining potentials and problems, data collection, product design, design validation, design revision, product testing and final revision. The results of the booklet validation stage by the media expert team obtained a percentage of 80.8% and the material expert team obtained a percentage of 86.60% with very good criteria. The results of the teacher's response in the form of a questionnaire to the booklet obtained a 90% agree percentage. Whereas in the results of student responses in the form of a questionnaire to the developed booklet, the percentage results obtained were as much as the percentage of good responses as much as 63.8%. From the results of the study it can be concluded that the development of learning media in the form of booklets for class XI SMA students is feasible to use

Development of Five-Tier Diagnostic Test to Identify Misconception in Rigid Body Equilibrium

The misconception is the interpretation of a concept that is not following the conception agreed upon by scientists. The purpose of the research was to determine the product development process of the five-tier diagnostic test and the product quality of the five-tier diagnostic test. The type of research used is Research and Development (R&D). The development model used is the 4D model. The research sample was 98 students of class XI MIPA 1, XI MIPA 2, XI MIPA 3 and XI MIPA 4 at Senior High School 1 Jambi City. The results showed that the quality of the instrument was feasible to use because the test showed valid qualitative and quantitative results.

Development Of A Learning Module Using The Self Organized Learning Environment (Sole) Model With Augmented Reality Assistance On The Materials Of Rotation Dynamics And Equality Of Rigid Bodies

This research aims to describe the characteristics of the learning module by using the Self Organized Learning Environment (SOLE) model with the aid of Augmented Reality on the material of rotational dynamics and rigid body equilibrium, to describe the feasibility of the learning module using the Self Organized Learning Environment (SOLE) model with the aid of Augmented Reality on the dynamics material rotation and equilibrium of rigid bodies and describe students' perceptions of the readability of learning modules using the Augmented Reality-assisted Self Organized Learning Environment (SOLE) model on the material of rotational dynamics and rigid body equilibrium. This research method is a Research and Development (R&D) method with a 4D development method modified into 3D, namely define, design and development. The resulting product is a printed learning module using the Self Organized Learning Environment (SOLE) learning model assisted by Augmented Reality video playback made using the Unity 3D application. This module aims to train high school students critical thinking skills. The data samples used in this study were physics teachers and class XI students from three schools. The instruments used in this study were observation sheets, review sheets of learning implementation plan documents, the teacher needs questionnaires, student needs questionnaires, expert team validation questionnaires, and student perceptions questionnaires. Assessment of the validation test questionnaire and students' perceptions were interpreted with a Likert scale. Product validation was carried out by 3 expert validators who were reviewed from 6 aspects, namely content, presentation, critical thinking indicators, language, SOLE model stages, and media. The results obtained from this study indicate that the developed module is included in the very decent category with an average score percentage of 85.96% and students' perceptions of the developed module are in the very good category with an average score percentage of 90.01%.

Exploration of physics concepts with traditional engklek (hopscotch) game: Is it potential in physics ethno-STEM learning?

Engklek, is one of the traditional games that have many physics concepts to explore, has the potential to be applied in Ethno-STEM-based physics learning. So far, no study has been carried out on exploring the physical concept of this game. Hence, this study aims to explore the concepts of physics in traditional Engklek game and its potential applications in Ethno-STEM-based physics learning. This study uses a qualitative research method with an exploratory design. Data collection using three methods: observations, interviews, and literature studies.Data were analyzed descriptively through three stages: data reduction, presentation, and verification or inference. The results show that the main physics concepts contained in this game are parabolic motion; work and energy; momentum and impulse; and equilibrium of rigid body. This game also can be applied to physics learning because it is relevant to the 2013 curriculum and the Ethno-STEM review. Therefore, the Engklek game can be more meaningful, fun, interactive, and contextual physics learning media. This research implies that the results of exploration and analysis of its potential application to Ethno-STEM-based science learning can be tested for future research or applied directly to physics learning. It is hoped that this learning can increase students' learning motivation while preserving the local wisdom game of Engklek

Deduction of ultimate equilibrium limit states for concrete gravity dams keyed into rock mass foundations based on large displacement analysis

Concrete gravity dams are mass concrete structures, often built on rock mass foundations, conceived to rely upon their weight for stability. To prevent sliding, these structures are usually keyed/embedded into the foundation, a good construction practice particularly relevant in medium to high intensity seismic zones. In stability analysis, the extra strength obtained by keying the dam into the foundation is usually either neglected or taken as a passive resistance, which, such as explored in this paper, do not reflect the real structural response in pre-collapse situations. Limit state philosophy requires the ultimate equilibrium conditions to be expressed as accurately as possible. In this paper, the rigid-body equilibrium of a wedgy model representing the dam and a downstream rock wedge is analyzed according to the large displacement regime. Failure mechanisms were identified, analytically described and numerically validated. Application to two Portuguese large concrete gravity dams led to safety factors considerably larger than those computed assuming the usual practice. The proposed approach is intended to support probabilistic and/or semi-probabilistic methodologies for safety assessment of concrete gravity dams, in the design and feasibility phases, in which the limit state approach is inherently followed.

Analysis of High School Students’ Learning Difficulties in Understanding the Mechanics Concept

Students have difficulty learning to understand the concept of mechanics. This is due to not having mastered the prerequisite skills. This study aims to determine the difficulties of students in understanding and mastering mechanical material. This study uses a descriptive method with quantitative and qualitative approaches. The subjects of this study were 18 high school students, both private and public in Yogyakarta, which were taken using a stratified random sampling technique. The steps of this research include finding references, determining subjects, making questionnaires, distributing questionnaires, analyzing data, and concluding. The instrument used is a questionnaire with answers that can be in the form of choices, opinions, and/or suggestions. The results of the study show that most students considered physics to be a difficult subject, especially the concept of mechanics. The concepts of mechanics that are considered difficult are rotational dynamics and rigid body equilibrium; impulse, momentum, the law of conservation of energy, and fluid dynamics. The learning method applied by the teacher is not appropriate because it only provides material without a more complete explanation. Students have difficulty physics learning on mechanics material because of their perception and inappropriate learning methods.

Lessons Learned from Using Competency Based Assessment (CBA) in a First Year Engineering Statics Course

During the Fall term of 2020, the first year Statics course in the College of Engineering at theUniversity of Saskatchewan was taught remotely, and synchronously, using a competency-based assessment (CBA) implementation. CBA is commonly used in other professions, especially medical education and teacher education, but it has yet to see widespread use in engineering education.CBA can involve a number of key differences from conventional assessment practices. In this pilot, it involved the following key differences. Whereas previous versions of the course had involved assignments, labs, a midterm, and a final exam, each worth a certain weight in the overallcourse grade, the 2020 CBA version was broken into three modules, each with a “module test”. The module tests were superficially similar to a midterm, and there was no cumulative final exam. Open book assignments, quizzes, labs, and module tests consisted of questions and exercises that addressed a variety of learning outcomes (LOs) within the modules. The LOs were assigned weights in the overall course grade, as opposed to assigning weights to assessments themselves as in a conventional assessment system. Students could therefore overcome poor performances in early assessments of LOs, as better later results on the same LOs would replace the earlier results.A key feature of this approach was that students had at least two and typically three or more opportunities to exhibit competence with respect to the course’s LOs. Another key aspect of this CBA implementation was the division of course material into three levels or “types”. Type A materials were the most basic building blocks of the course i.e. basic definitions, calculations, and concepts. Type B materials were basic integrative problems e.g. solving a basic 2D or 3D particle or rigid body equilibrium question, or solving a basic truss. Type C materials were advanced or “tricky” integrative problems that probed deeper understanding and required more adaptive problem solving. Students were required to meet competency thresholds for Type A and B materials i.e. theyneeded to exhibit a minimal level of competency in the LOs in order to pass the course.Overall, the class excelled in this assessment format and anecdotal evidence suggests that the students enjoyed it. A summary description of the complete system will be presented in this paper, including how grades were determined, how assessments were conducted and evaluated, how LOs were determined, and how the three levels of material were arranged. As well, basic statisticalresults from the class’ performance will be presented, along with a number of observations made by the instructors and some anecdotal impressions conveyed to them by students. The observed outcomes will be compared with the CBA literature for related STEM contexts, although the remote learning/COVID context did obscure the causes and origins of some of the observed outcomes. Changes that will be made in next year’s implementation of the course will also be discussed.