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| Researcher | At the time of the pretest you chose the answer option B with the average reason “heavier objects will fall first than lighter objects depending on the ratio of their weight, because the Coulomb force of heavier objects is greater than lighter objects.” Is there any background why you give such reasons? |
| Student 18 | Both objects leave the table with the same speed, while the effects of different forces cause different accelerations, so that the heavier object falls faster than the light object |
| Student 19 | Yes sir, and because it weighs two times, the acceleration is also two times, so it’s two times faster |
| Student 20 | When I used to study Newton’s Laws in high school, the force was proportional to the acceleration, sir. If the force is two times, the acceleration is also two times |
| Student 21 | Since the acceleration is two times, the heavy object takes half the time for the light object |
| Student 22 | Since the time is half, the horizontal distance is half |
| Student 23 | Ditto with your friends, sir, but what I use as a basis is my experience, if an iron object for example, even though it’s the same size as wood, the iron falls first |
| Student 24 | Same with friends sir, the basis I use Newton’s second law which states that the force is proportional to the acceleration. It’s poop style, sir. So if the weight is two times, then the acceleration is also two times |
| Student 25 et al. | Ditto sir |
| Researcher | Ok, that’s a good reason too. Fine, but after learning, you all change your answer to choose the correct answer option A. Please tell me in as much detail as possible, why did you change the answer option from B to A? |
| Student 18 | The lesson begins by showing a video related to force proportional to acceleration. Next there is a video about the difference in the time of falling from iron and wood. That leads us to think that your answer is correct. After that, complex problems are presented and allow us to answer differently but still be correct if the assumptions are different |
| Student 21 | At that time it was given the problem “there is a slip of mica plate on a very slippery surface.” At that time there was a table with small holes, and air was blown from the holes, so that the plates seemed to float on the table without friction |
| Student 19 | I believe the table is frictionless because when I touch the plate the slightest bit is already moving |
| Student 20 | I continue Gunawan sir. The plate is moved to the right, then the problem is, if I push this plate up, how will the plate travel |
| Student 23 | After that we discussed and tried to answer the problem by experiment |
| Student 22 | During the discussion, we received assistance that was directed so that we answered the problem and did not lead to other goals |
| Student 25 | After these discussions and experiments, I got the concept that, if there is no force, then the object will return to its original state, namely moving in a straight line |
| Student 24 | In addition, I also get the fact that on the surface of the earth, and from the same height, then we are not talking about gravity, but talking about gravitational fields. Because the gravitational field strength of objects at the same height, then the acceleration of gravity is the same, finally we came to the conclusion, related to problem number 2 earlier, in the horizontal direction there is no force which means that both objects have the same GLB with the same speed, towards the bottom are the same at the same acceleration due to gravity, finally, the objects fall the same distance from the table |
| Student 26 | At the end of the lesson, a video is also shown, although the objects are different, for example cotton and iron, if the room is vacuumed, the cotton and iron fall at the same time |
| Student 27 | With us we also contract our cognition, with the fact that the 2 objects fall together at the same distance |
| Student 28 | You’ve tried at first we didn’t believe in Phet, but we were able to design if air friction is dominant, then the two objects fall at different distances, but if gradually the air friction force is reduced, the place where they fall horizontally becomes more equal, and when friction is made zero, So the place where the two objects fall is the same |
| Student 29 and others | Ditto sir |
| Researcher | Ok, now you Student 29, what happened during that learning |
| Student 29 | First, I feel that I can understand the flow of thought that should be like during the discussion, secondly, the problems provided by you are able to build a mindset, so that it can be applied to other cases |
| Student 30 | As before, sir, we are starting to be able to organize our discussion so that we come to the concept that, not the gravitational force, which is a problem variable, but the strength of the gravitational field, which we often call the acceleration of gravity |
| Student 26 | We were able to follow your direction during the discussion until we were able to analyze the problem properly, and at that time I imagined that if later I had a problem, we used that pattern, and didn’t need to be directed by anyone |
| Student 23 | I agree with Student 22 Sir, the problem chosen will determine our success in changing our mindset. The problem is complex, it can be approached in different ways but produces different answers that are equally correct, but all of them still build our mindset, that in the case of question number 2, the first determining variable is the presence of One-Dimensional Motion with Constant velocity in the horizontal direction, and the acceleration the same gravity in the vertical direction |
| Researcher | Ok, you have answered well. If later the score of this course is on the border of less than 1 or two points, then I will without hesitation add it so that you get a higher grade score. Thank you |
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