GATA-Fisika: A New Learning Innovation to Help Students Better
Understand the Concept of Simple Harmonic Motion
Rani Wahyu Andani
1
, Badi’atus Sholihah
1
, Nurul Hidayat
1
, Izzatun Navis
2
, Erni Yulianti
3
1
Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia
2
Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang,
Indonesia
3
Study Program of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang
Indonesia
Keywords: Educational Game, Learning Innovation, Simple Harmonic Motion.
Abstract: The most significant goal of teaching approach is improving students’ success in term of their conceptual
understanding. The effective learning are very important during the learning process. Meanwhile, most of
students think that physics is very difficult to understand. Many researchers have developed any learning
strategies. Up to now, multimedia-based teaching approach is claimed as an interesting in teaching physics.
However, many reports claim that they were not sufficient due to the lack of students’ kinaesthetic aspect.
Therefore, we introduce the combination of multimedia technology and Indonesian traditional game as a new
physics learning strategy. Our research was conducted in SMAN 9 Malang with the topic of simple harmonic
motion (SHM). Our previous observation uncovered that many students faced difficulty in understanding the
topic even the basic definition of SHM. The subject in this research was class X-MIA 5 consisting of 28
students. This research design used a mixed method with an embedded experimental design. The chosen
traditional game was engklek well packaged combined with some puzzles and quizzes using Macromedia
Flash Player. This research showed that GATA-FISIKA could improve the students’ understanding of the
topic of simple harmonic motion.
1 INTRODUCTION
Simple harmonic motion or abbreviated by SHM is
one of the physics topics which is abstract and
difficult to understand. According to (Serway and
Jewett, 2014), SHM is a reciprocating motion of a
certain object to pass the equilibrium point because of
restoring force. SHM is essential to be studied since
it is a basis to learn any object motions disturbed from
the equilibrium position, either the macroscopic wave
phenomena to quantum phenomena. According to
(Parnafes, 2010), SHM is significant not only in the
physics field but the other natural science field as well
as technical engineering. Besides, SHM is fatherly
beneficial for the life running 21
st
century namely to
estimate walking distance for waist-mounted PDR, to
develop backward wave oscillation (BWOs), and to
develop mechanism for length-dependent regulation
of muscle active tension (Earley, 1991; Lan and Shih,
2012; Amin, Saber and Sagor, 2015).
The significance of SHM demands the student to
not only know but also understand the concept of
SHM. Uunderstanding a concept is one of the
essential goals in learning. The good conceptual
understanding is the basis to develop the concept and
connect the concepts so that they can be used to solve
the problems in daily life (Jumadin, Hidayat and
Sutopo, 2017). Moreover, the understanding of SHM
is deeply needed to facilitate the students in applying
SHM in the daily life (Sugara and Yeyehn, 2016).
However, the essence of SHM is not in line with
the students’ understanding of the SHM topic. Some
research results showed the students’ low
understanding of SHM (Sufahmi and Safitri, 2017).
The research of (Haryono, 2017) on the students of
class X SMA Negeri 2 Yogyakarta resulted that
57.16% of the students did not understand, 21.79% of
them partly understood, 19.36% of them understood,
and 2.47% of them underwent misconception of
SHM. This result was supported by another research
result showing the students’ understanding of the
Andani, R., Sholihah, B., Hidayat, N., Navis, I. and Yulianti, E.
GATA-Fisika: A New Learning Innovation to Help Students Better Understand the Concept of Simple Harmonic Motion.
DOI: 10.5220/0008412003450350
In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 345-350
ISBN: 978-989-758-391-9
Copyright
c
2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
345
SHM topic was 28.21 categorized as low (Aprilia,
Syuhendri and Andriani, 2015).
That misconception caused the students difficult
in understanding some concepts, misconception of
SHM equation of 92.56%, the period of spring system
of 79.65%, frequency and SHM period of 50% and
the restoring force of 40.31% (Haryono, 2017). The
research conducted by (Aprilia, Syuhendri and
Andriani, 2015) showed that there was a
misconception of velocity, acceleration, force,
energy, and effort of the spring. Furthermore, the
research results indicated that the students were
confused with the relationship of mass and the rope
length to the pendulum period (Husniyah, Yuliati and
Mufti, 2016).
Such misconception happens due to the less
optimum learning in the class. Some research
mentioned that the less optimum learning was caused
by the teacher less variously and creatively teaching
and less appropriately choosing the teaching method
(Liliawati and Ramalis, 2008; Widyaningrum,
Sarwanto and Karyanto, 2013). Another research
mentioned that the students’ misconception was
because the students were less interested in the topic
being taught (Sakti, 2013).
Based on the above explanation, students need
good and appropriate learning. The good learning
should involve the students actively (Jumadin,
Hidayat and Sutopo, 2017). According to
(Widyaningrum, Sarwanto and Karyanto, 2013), the
good learning is a learning using the proper model
and media. The good learning is pleasant and can
improve the students’ passion for learning (Siagian,
2015).
Therefore, model and media, that follow the
development of the era and improve the students’
passion for learning SHM topic, are necessary,
namely GATA-FISIKA. GATA-FISIKA is a learning
model and media using traditional game approach
namely engklek integrated with digital technology in
the form of Macromedia Flash for SHM topic.
Engklek is a traditional playground game for children
which can be played in a set numbers of players. The
players toss a small object into numbered rectangles
or triangles outlined on the ground prior to hopping
or jumping with one foot through the spaces to regain
the object. GATA-FISIKA was designed like a game
having a game dynamic giving a reward for the best
player. GATA-FISIKA was created to be able to
improve the students’ interest in learning since the
taught students could learn while playing. Besides,
GATA-FISIKA was designed to be able to enhance
the students’ mastery of concept by increasing the
students’ interest in learning and digital technology
integrated with it.
2 METHOD
This research aimed to improve the students’
understanding of simple harmonic motion concept.
The research focus was to know the effectiveness of
GATA-FISIKA in helping the students to understand
the simple harmonic motion topic. This research used
a Mixed Method research design with an Embedded
Experimental Design developed by (Creswell, 2017).
Hence, the obtained data were quantitative and
qualitative. The research design used was One Group
Pretest-Posttest, where the research stages can be
seen in Figure 1.
Figure 1: Mixed methods research design with embedded experimental design (Creswell, 2017).
The research subjects namely the students of X
MIA 5 consisting of 28 students SMA Negeri 9
Malang. The research instruments were the questions
of pre-test and post-test in the form of multiple-choice
with reason, interview sheet, and questionnaire before
and after learning using GATA-FISIKA. Before
using the instrument, it was firstly validated and
tested limitedly. The instrument validation was done
to some experts namely two lecturers of physics.
Based on the validation results, the topic in GATA-
FISIKA was stated as very feasible with the mean of
87.5% and the media of GATA-FISIKA was stated
very feasible with the mean of 93%. Meanwhile, the
results of the validation of item instrument in the form
of ten multiple-choice questions with reason tested to
the students of SMAN 9 Malang that had taken SHM
could be stated valid with the reliability of 0.704.
ICLI 2018 - 2nd International Conference on Learning Innovation
346
The data were taken using a test, interview,
questionnaire distribution, taking a picture, and video
documentation. After that, the quantitative data
analysis technique used SPSS 16.0 and Ms. Excel
2013. The quantitative analysis was started with a
descriptive statistic, pre-requirement test (normality),
difference test with a paired test, n-gain and d-effect
size. Furthermore, the qualitative data analysis was
carried out by reduction, representation, data
interpretation, and drawing a conclusion.
3 RESULTS AND DISCUSSION
The improvement of the understanding of SHM topic
using GATA-FISIKA could be obtained by analysing
the students’ scores of pre-test and post-test where
before doing descriptive statistical analysis, the
normality and difference tests were conducted. The
descriptive statistical analysis results showed the
score of mean, maximum and minimum scores, and
the total number of the scores of pre-test and post-test
that can be seen in Table 2. The results of the
normality test can be seen in table 6, and the results
of the difference test using a t-test can be seen in
Table 3.
Table 1: The result of descriptive statistic
N
Minimum
Maximum
Mean
Std.
Deviation
Skewness
Statistic
Statistic
Statistic
Statistic
Statistic
Std.
Error
Pre-test
28
0.00
30.00
8.1350
0.581
0.441
Post-test
28
50.00
90.00
10.65947
-.029
0.441
Valid N
(listwise)
28
Table 2: The result of normality test using one sample kolmogorov smirnov test.
Unstandardized Residual
N
28
Kolmogorov-Smimov Z
1.199
Asymp. Sig. 2-tailed (p)
0.113
Table 3: The result of difference test using paired sample test.
Pair 1 Pre-test-
Post-test
-6250
1.323
0.250
-6.763
-5.737
-
250.000
27
0.000
Paired Differences
t
df
Sig. (2
tailed)
Mean
Std.
Deviation
Std.
Error
95% Confidence Interval on the
Differences
Lower
Upper
GATA-Fisika: A New Learning Innovation to Help Students Better Understand the Concept of Simple Harmonic Motion
347
Figure 4: Graph of comparison of mean in pre-test and post-
test.
Figure 5: Graph of comparison of the number of students
answering correctly in pre-test and post-test.
Table 4: Tabulation of the cross of number 3.
Figure 4 shows that the means of pre-test and
post-test were 8.93 and 71.07, respectively meaning
that there was a significant improvement in SHM
understanding. Besides, the qualitative analysis of
learning using GATA-FISIKA indicated that the
students felt more pleasure when learning using
GATA-FISIKA since it is unique, interactive, arising
discussion, and improving the students’ critical
thinking. In addition, during the learning, the students
were not frantic and more courageous to express their
opinion.
The mean of post-test was 71.07 meaning that the
students were still difficult in understanding SHM.
The students’ difficulty could be explained through
the analysis of students’ answer. The following is the
analysis of students’ reason for the question with the
lowest enhancement of the number of students
answering correctly that was number 5.
In the item number 3, the students’ understanding
significantly increased proven by the students
answering correctly increasing from three students to
28 students. The indicator of the item number 3 is
analysing the pendulum period with the various rope
lengths. The students were demanded to understand
the period concept and what quantities that influence
the period. Based on table 8, in pre-test, three students
answered A, five students answered B, one student
answered D, and the rest of them did not answer.
Meanwhile, in post-test, 28 students answered A
where A is the right answer. The students that had
correctly answered A had been able to understand the
concept of pendulum period where the longer the
rope, the pendulum period will be longer in
accordance with the equation 1. The students who
answered except A had not understood the concept of
period correctly. Figure 6 presents the example of the
students’ work on the item number 3.
𝑇=4𝜋
√
𝑙
𝑔
(1)
Figure 6: Description of student’s reason for item number 3 (a) wrong reason (b) right.
Pre-test
Tota
l
Post
-test
A
*
B
C
D
E
Empt
y
A*
3
5
1
0
0
19
28
B
0
0
0
0
0
0
0
C
0
0
0
0
0
0
0
D
0
0
0
0
0
0
0
E
0
0
0
0
0
0
0
Empt
y
0
0
0
0
0
0
0
Tota
l
3
5
1
0
0
19
0
ICLI 2018 - 2nd International Conference on Learning Innovation
348
Figure 7: The description of student’s wrong reason of item number 5 (a) in pre-test (b) in post-test.
For item number 5, the students’ low
understanding of SHM increased indicated by the
students who correctly answered from two students
became 11 students. The question number 5 is related
to determining the period if the load mass is diverse.
Both question number 3 and 5 discuss the pendulum
period. However, for item number 5, many students
had not understood that mass does not influence the
pendulum period. Based on Table 9, in the pre-test,
six students answered A, nine students answered B,
12 students answered C, and one student did not
answer. The choice of C is the right answer. The
students who answered C had understood that mass
does not influence the pendulum period. Meanwhile,
the students who answered a thought that the heavier
the mass, the pendulum period is faster. The students
thought that mass influences the pendulum motion to
the vertical direction, whereas it does not. The
students who answered B thought that the light mass
could accelerate the pendulum period; this reason is
wrong as well.
Table 5: Tabulation of cross of number.
Moreover, the analysis of students’ difficulty for
ten items explained in the sub-chapter of the topic is
in accordance with Table 6. Based on Table 6, the
sub-chapters of SHM topic that were hard to
understand by students were velocity, force, and
energy of spring and pendulum as well as the graph
of SHM equation, where the percentage of the
students who understood was only 50%
Table 6: The Understanding of SHM-Sub-Topic.
Sub-Topic
Understand (%)
Pre-
Test
Post-
Test
57.1
85.7
Pendulum period
9.8
75.9
Graph of SHM Equation
0
59.5
Velocity of spring and
pendulum
0
67.9
Force of spring and pendulum
0
53.6
Eenergy of spring and
pendulum
0
60.7
Based on the analysis results, this research is in
line with the other research conducted by (Sakti,
2013), where the learning using direct instruction
model through animation media of Macromedia Flash
could improve the students’ passion and
understanding. Besides, the use of the traditional
game of engklek added the interaction between
students arisen from the discussion process. The
students’ difficulty in understanding SHM also
occurred in this research as well as the other research
(Aprilia, Syuhendri and Andriani, 2015; Husniyah,
Yuliati and Mufti, 2016; Haryono, 2017). This case
showed that there were the other factors which caused
such misconception. One of the causes was the
students often asked for permission to leave the
learning due to another activity (Observation in
SMAN 9 Malang, 2018).
4 CONCLUSION
SHM learning using GATA-FISIKA could be
significantly influential based on the score of the
effect size of 5.133 and improve SHM understanding
Pre-Test
Total
Post-
Test
A
B
C*
D
E
Empty
A
1
0
1
0
0
4
6
B
0
0
0
0
0
9
9
C*
5
0
1
0
0
6
12
D
0
0
0
0
0
0
0
E
0
0
0
0
0
0
0
Empty
0
0
0
0
0
1
1
Total
6
0
2
0
0
20
28
GATA-Fisika: A New Learning Innovation to Help Students Better Understand the Concept of Simple Harmonic Motion
349
based on the score of n-gain of 0.601. The qualitative
data before learning using GATA-FISIKA were
obtained from the results of the interview with the
physics students in SMAN 9 Malang showing that
physics learning was monotonous where the teacher
was lack of various ways in learning, and less able to
make the students understand. Meanwhile, the
qualitative data after learning using GATA-FISIKA
indicated that the learning using GATA-FISIKA
made the learning pleasant, unique, not frantic, and
arising discussion and increasing the students’
thinking skills.
REFERENCES
Amin, R., Saber, G. and Sagor, R. H. (2015) ‘Numerical
study of the dispersion properties of an X-band
backward wave oscillator with rectangularly rippled
wall resonator’, Procedia-Social and Behavioral
Sciences, 195, pp. 2548–2555.
Aprilia, S., Syuhendri, S. and Andriani, N. (2015) ‘Analisis
pemahaman konsep mahasiswa Program Studi
Pendidikan Fisika pada pokok bahasan gerak harmonik
sederhana’.
Creswell, J. W. (2017) Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches (Fourth
Edition). London: SAGE publications Inc.
Earley, J. J. (1991) ‘Simple Harmonic Motion of
Tropomyosin : Proposed Mechanism for length-
Dependent Regulation of Muscle Active Tension’,
American Journal of Physiology-Cell Physiology,
261(6), pp. C1184–C1195.
Haryono, P. F. (2017) Efektivitas Pembelajaran
Eksperimen Terhadap Hasil Belajar, Pemahaman
Konsep dan Keaktifan Siswa Kelas X SMA Negeri 2
Yogyakarta pada Pokok Bahasan Gerak Harmonik
Sederhana Tahun Ajaran 2016-2017. Universitas
Sanata Dharma.
Husniyah, A., Yuliati, L. and Mufti, N. (2016) ‘Pengaruh
Permasalahan Isomorfik Terhadap Keterampilan
Pemecahan Masalah Materi Gerak Harmonis
Sederhana Siswa’, Jurnal Pendidikan Sains, 4(1), pp.
36–44.
Jumadin, L., Hidayat, A. and Sutopo, S. (2017) ‘Perlunya
Pembelajaran Modelling Instruction pada Materi
Gelombang’, Jurnal Pendidikan: Teori, Penelitian, dan
Pengembangan, 2(3), pp. 325–330.
Lan, K. C. and Shih, W. Y. (2012) ‘Using simple harmonic
motion to estimate walking distance for waist-mounted
PDR’, in In Wireless Communications and Networking
Conference (WCNC), 2012 IEEE, pp. 2445–2450.
Liliawati, W. and Ramalis, T. R. (2008) ‘Identifikasi
Miskonsepsi Materi IPBA di SMA dengan
Menggunakan CRI (Certainty of Response Index)
dalam Upaya Perbaikan Urutan Pemberian Materi
IPBA Pada KTSP’, Jurnal Pendidikan Teknologi dan
Kejuruan, 4, pp. 156–168.
Parnafes, O. (2010) ‘When simple harmonic motion is not
that simple: Managing epistemological complexity by
using computer-based representations’, Journal of
Science Education and Technology, 19(6), pp. 565–
579.
Sakti, I. (2013) ‘Pengaruh media animasi fisika dalam
model pembelajaran langsung (direct instruction)
terhadap minat belajar dan pemahaman konsep fisika
siswa di SMA Negeri Kota Bengkulu’, Prosiding
SEMIRATA 2013, Universitas Lampung, 1(1).
Serway, R. A. and Jewett, J. W. (2014) Physics for
Scientists and Engineers with Modern Physics. 9th
Editio. Boston: Cengage Learning.
Siagian, R. E. F. (2015) ‘Pengaruh minat dan kebiasaan
belajar siswa terrhadap prestasi belajar matematika’,
Formatif: Jurnal Ilmiah Pendidikan MIPA, 2(2), pp.
122–131.
Sufahmi, A. and Safitri, R. (2017) ‘Peningkatan Ketuntasan
Belajar Dan Sikap Sosial Peserta Didik Melalui
Pemberian Reward Untuk Tutor Sebayapada Konsep
Gerak Harmonik Sederhana’, Jurnal Pendidikan Sains
Indonesia, 5(2), pp. 10–18.
Sugara, S. and Yeyehn, D. (2016) ‘Kesulitan Siswa SMA
dalam Memahami Gerak Harmonik Sederhana’, in Pros
Semnas Pend. IPA Pascasarjana UM, pp. 506–512.
Widyaningrum, R., Sarwanto, S. and Karyanto, P. (2013)
‘Pengembangan Modul Berorientasi Poe (Predict,
Observe, Explain) Berwawasan Lingkungan
Padamateri Pencemaran Untuk Meningkatkan Hasil
Belajar Siswa’, Bioedukasi: Jurnal Pendidikan Biologi,
6(1), pp. 100–117.
ICLI 2018 - 2nd International Conference on Learning Innovation
350