ISSN: 2222-6990
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This pilot study demonstrates the effectiveness of using a Low-cost Projectile Launcher Experimental kit as a teaching tool. The Low-cost Projectile Launcher Experimental kit offers a unique visual and interactive approach to assist students, especially those encountering difficulties with projectile motion. Before conducting the experiment, students were asked a simple question about whether projectile motion is one of the challenging topics in fundamental physics. They were then given a period of time to solve a projectile motion problem using the Low-cost Projectile Launcher Experimental kit. The findings highlight the significant challenges of understanding two-dimensional trajectory, affected by launch angles and initial velocities. Introducing the experimental kit noticeably improved students' understanding. Approximately 60% of students agreed that projectile motion is one of the most challenging topics in fundamental physics. After implementing the kit, there was a significant increase in the percentage of students achieving a very good level of understanding (50%) and a good level (48.5%). Only a small percentage showed poor understanding (1.5%), while the majority fell into the good category. These outcomes suggest the efficacy of the projectile launcher experimental kit in strengthening students' grasp of projectile motion concepts. The study advocates for further research to uncover the root causes of initial difficulties and to develop targeted interventions for sustained progress. Furthermore, educators are encouraged to focus on addressing specific challenges highlighted in the study, such as visualizing two-dimensional trajectories and comprehending factors influencing horizontal distance.
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(Mahmud et al., 2024)
Mahmud, P. N. S. M., Balian, S. R. C., Mustafa, M. F., Johari, N. ’Aisyah, Ibrahim, S., & Nazri, N. A. A. (2024). Pilot Study: Investigating The Effects of The Low-Cost Projectile Launcher Experimental Kit on Student Learning. International Journal of Academic Research in Business and Social Sciences, 14(4), 1691–1698.
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