Need Analysis for a Tracker Assisted Project Based Electronic Module on Projectile Motion to Support Grade 10 Students Critical Thinking

Abstract

Learning about projectile motion still faces various obstacles, particularly students’ difficulties in visualizing projectile trajectories and connecting the concepts with real-world phenomena. In addition, the teaching materials used have not been optimal in facilitating investigative activities and supporting the development of students’ critical thinking skills. This study aims to analyze the needs for developing an electronic module on the concept of projectile motion based on Project-Based Learning (PjBL) assisted by Tracker to support the development of critical thinking skills among tenth-grade students at senior high school in Boyolali. The study used a quantitative descriptive method involving 36 tenth-grade students and one physics teacher as participants. Data were collected through questionnaires and interviews and analyzed using percentages and qualitative descriptions. The results showed that 97.5% of students expressed a need for more innovative electronic learning materials for learning projectile motion. In addition, students showed high interest in project-based learning, experimentation, and the use of digital technology. These findings indicate the need to develop an electronic module on projectile motion based on PjBL and assisted by Tracker to provide more contextual and investigative learning experiences and to support the development of students’ critical thinking skills.