Afridha Sesrita, I. Made Astra, Edwita
Kinematics is consistently identified as one of the most challenging topics in physics education due to its abstract nature and students' tendency to rely on everyday reasoning. Despite formal instruction, misconceptions about motion, velocity, and acceleration are common among prospective elementary school teachers. Previous studies on misconception remediation often overlook cultural relevance, leading to gaps in meaningful learning approaches. This study aims to identify misconceptions among elementary school teacher education students and design culturally responsive learning trajectories through an ethnophysics approach using traditional marbles games. This study employs a design research method in the preliminary phase, which includes literature review, diagnostic assessment using selected items from the Force Concept Inventory (FCI), and the development of a Hypothetical Learning Trajectory (HLT). Fifty first-semester students from diverse academic backgrounds participated in the diagnostic test. The results revealed widespread misconceptions regarding six kinematic concepts, with correct answer percentages below 30%. These findings were used to develop the HLT, which utilizes a marble game to contextualize kinematics principles such as distance, displacement, velocity, and acceleration. This approach is expected to facilitate students' connection to abstract physics concepts with real-world experiences, thereby encouraging conceptual change. This research proposes a solution for integrating ethnophysics with traditional games to reduce misconceptions and enhance meaningful understanding of physics concepts within a cultural context. © Published under licence by IOP Publishing Ltd.
Departement of Basic Education, Postgraduate, Universitas Negeri Jakarta, Jakarta, Indonesia; Department of Physics Education, Universitas Negeri Jakarta, Jakarta, Indonesia; Department of Elementary School Teacher Education, Universitas Negeri Jakarta, Jakarta, Indonesia
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