2 (2) (2019)
Journal of Curriculum Indonesia
http://hipkinjateng.org/jurnal/index.php/jci
Development of Props Atmega 16 Based Momentum with Sensor System
Hasan Al Asy’ari, Riskana Br Sitepu, Hartono, Supriyadi
Universitas Negeri Semarang, Indonesia
Info Articles
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History Articles:
Submitted 8 January 2019 Revised 11 July 2019 Accepted 1 September 2019 ___________________________
Keywords:
Momentum Conservation Law, Media Development, Sensors
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Abstract
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Learning media plays an important role as a tool to create effective learning processes in understanding physical concepts. Momentum is one of the sub topics in abstract physics learning, therefore it is necessary to have teaching aids as a media for delivering more concrete information. The purpose of this study was to create teaching aids to prove the law of conservation of momentum by using sensors. The method used in this research is R & D (research and development) research method and this research was conducted at Semarang Wira Samudra Sailing Vocational School. The results of the validation data analysis by the material expert got a percentage of 85%, the results of the test respondents got a percentage of 81.9%, and the results of laboratory tests get an average value of the initial total momentum of 11.11 and the end of 8.7. Overall teaching aids can be declared good so that it is suitable to be used in the learning of momentum material in class.
Address correspondence:
Email: [email protected] e-ISSN 2549-0338
Hasan Al Asy’ari et al. / Journal of Curriculum Indonesia 2 (2) (2019) INTRODUCTION
Physics is one of the branches of science and is the first foothold in technological progress today. Physics has a huge role in technological progress in the 21st century, but the reality in the world of education in Indonesia is a bad scourge for students of physics is one of the lessons that is quite difficult to follow. [1] One aspect that is an obstacle in achieving the objectives of physics learning is the use of methods that are inappropriate in the learning process that still emphasize aspects of remembering, and understanding. Another obstacle in the process of learning physics is also because physics learning only contains abstract principles, concepts, and theories [2]
In essence, physics is a collection of knowledge, ways of thinking, and investigation (experiment), its application in learning must consider an effective and efficient learning model and be able to make students interested and motivated to learn physics. One effective physics learning activity that truly reflects the nature of physics itself is through practical activities. Almost all teachers realize that investigation by empirical means or direct observation is a hallmark of natural science. [3] Practical activities play an important role in physics learning because practicum provides opportunities for students to be creative in innovating, or gain knowledge about the done by scientists in discovering the laws of physics. [4] Material of learning physics is abstract, one of which is momentum. therefore it is necessary to have teaching aids as a media for delivering more concrete information. One sub- momentum material discussed in learning at the secondary school level is the law of conservation of momentum.
The law of conservation of momentum holds an important role in collision events. The law of conservation of momentum states that the amount of momentum before collision is equal to the amount of momentum after the collision. The momentum (P) of a particle is defined as the result of the mass (m) of velocity (v). The change in body momentum per unit of time is proportional to the
resultant force acting on the object and is directed at the same force. [5]
Collisions can be very short, for example collisions between two billiard balls, can also last a long time, such as inter-stars in space. In all collision processes, objects colliding with each other will interact strongly only during collisions.
Even if there is an external style that works, the amount will be much smaller than the interaction style that occurs, and therefore the style is ignored.
[6]
Research related to momentum has been carried out by vadas [7] by using a rotary encoder sensor to produce an angular relationship with time as an ingredient in determining the gravitational acceleration of the earth.
microcontroller-based measurement results obtained by the design tool approach the theory of law enforcement of conservation of momentum.
But this tool is weak if the speed is more than 6m / s and error in the calculation of the initial and final comparisons. and Aghy [9] with the design of the microcontrl momentum momentum conservation kit obtained by the design kit has not been able to prove the law of conservation of momentum and conservation of kinetic energy in accordance with the theory. Of the few weaknesses found by researchers trying to design props using sensors to prove the law of conservation of momentum.
METHODS
Research and development methods or Research and Development are research methods used to produce certain products and test the effectiveness of products. [7] This study uses R & D research methods because it will develop momentum props using sensors.
Data collection techniques used in this study are questionnaires in questionnaires, questionnaires in the form of questionnaires are a number of written questions that are used to obtain information from respondents in the sense of reports about his personality, or other things known. [8]
Hasan Al Asy’ari et al. / Journal of Curriculum Indonesia 2 (2) (2019) RESULTS AND DISCUSSION
Expert Validation
Expert validation is done to find out how feasible the props can be used, as well as to get inputs to the improvement of teaching aids. The aspects measured by the material expert first include aspects of conformity, including concepts contained in teaching aids, suitability of teaching aids with students' cognitive abilities, ability of teaching aids in providing understanding to students, and suitability with KI and KD. second is the technical aspect of use which includes ease of use, level of security, and ease of storage. The third is the benefit aspect, among others, is able to encourage student learning outcomes, able to encourage students to build their own knowledge and be able to shape students' conceptual understanding. The total score of each aspect is then broken down by separating between one aspect and another which can be observed in table 1.
Table 1. Percentage of scores for each aspect of material validation
Aspect Score obtained
Maximum score
Presentase (%) Material
suitability
10 10 100
Technical
Usage 8,5 10 85
Benefit 10 10 100
Based on the results of data analysis obtained scores on aspects of material suitability are 10, aspects of usage technicians get a score of 8.5 and aspects of benefit get a score of 10.
Presentations of the three aspects in sequence are 100%, 85% and 100%. The percentage of props is in the very good category (SB) which is at intervals of 85% - 100%.
Laboratory test results
Teaching aids before being tested in school first tested in the laboratory. Tests are needed to determine the validity of the props whether it is in accordance with the concept of momentum regarding collisions. Laboratory tests were
conducted to determine the percentage of accuracy in the performance of teaching aids as a tool to measure the amount of momentum. Laboratory tests were conducted at the Semarang State University Basic Physics laboratory by students majoring in Physics. The results of the testing of teaching aids can be observed in table 2.
Table 2. Test results of teaching aids
No P (Early) P (End)
1. 11 8,5
2. 11,1 8,7
3. 11,2 8,9
Average 11,1 8,7
The trial of the props is carried out three times with a fixed mass and distance. In this trial to test the validation of props is in accordance with the momentum equation about collisions. The results obtained are quite significant with an average momentum before collision of 11.11 kg m / s and the average total momentum after collision is 8.7 Kgm/s.
Figure 1. Momentum Sensor Tool
This teaching aid is a time measuring device but is designed so that it can explain the concept of momentum. The props that are time-measuring devices themselves cannot be tested directly for validity, so as a solution to find out whether the props are in accordance with the collision concept, a trial of the suitability of the props with the concept of momentum is conducted.
The first concept of collision is that the total initial momentum of an object is the same as the total final momentum of an object, this concept is often known as the law of conservation of momentum. But in real life, we cannot find any momentum that is truly eternal, nor with momentum props. From the results obtained the average initial momentum of the total object is
Hasan Al Asy’ari et al. / Journal of Curriculum Indonesia 2 (2) (2019) the total object is 8.7 Kg m / s. These results
indicate that the total initial momentum is greater or not equal to the final momentum, meaning that the collisions that occur are perfect collision collisions or better known partial collisions. There are several factors that cause a difference in results between the total initial momentum and total final momentum. Uneven trajectories, barriers when the car rubs against the track, friction between the car and the track barrier, and the sensor.
Test results of respondents
Limited trials in the study were conducted on Semarang State University physics student respondents with 15 students. The test of respondents was held on Thursday, May 17 2018.
In a limited trial each student is given a questionnaire to be presented as a response to the teaching aids that have been used. Percentage of each aspect of the respondent's test can be observed in table 3.
Table 3. Percentage of each aspect of the respondent's test
N
o Aspect
Score obtain ed
Maxim um score
Present ase (%)
1. Display 8,4 10 84
2. Material Compatib
ility
7,6 10 76
3. Technical
Usage 8,2 10 82
4. Benefit 8,7 10 87
Average score 8,19 81,9
If viewed from each aspect of assessment varies slightly with the acquisition of values in the aspect of display is 8.4, aspect of material suitability 7.6, technical aspects of use 8.2 and aspects of benefit of 8.7. Presentation scores from each successive aspect were, 84%, 76%, 82%, and 87%. Broadly speaking, all aspects are in a very good category at intervals of 75% - 100%.
The questionnaire contains four aspects of discussion including aspects of appearance, aspects of material suitability, technical aspects of use and aspects of benefit. Overall according to the
likert scale the props are in the very good category with an average percentage of 81.9%.
The display aspect gets a value of 8.4 from a maximum score of 10. The aspect of the display in the form of clarity of the LCD screen is still said to be less clear. LCD sometimes depends on the situation of the surrounding light when the light around the bright LCD becomes a little invisible to the outside light. The suitability aspect of the material gets a value of 7.6. This value is less than other aspects. A value of 8.2 obtained the technical aspects of the use of the results by student respondents. The student assessment states that the observations possessed by the props have not been maximized, this is consistent with the previous assessment of the LCD display and the accuracy of the sensors. The ease of storing props is said to be a little difficult because of the large number of cables that make the storage process a little cautious. The last aspect is the aspect of benefit with a value of 8.6 which gets the highest score from other aspects of assessment. The aspect of usefulness is enough to get a good response from students who mostly stated very well about the points presented.
CONCLUSIONS
Based on the results of the experiment and respondents it can be concluded that the momentum practicum tool using sensors can be used as a learning material for momentum material. Suggestions for practicum prove the conservation of momentum should the car and its trajectory be replaced with materials with a smaller friction force, and increase sensor calibration.
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