Ethnophysics through Marble Games: A Learning Trajectory Design to Reduce Kinematics Misconceptions Afridha Sesrita(1*), I Made Astra(2), Edwita(3)
1)Departement of Basic Education, Postgraduate, Universitas Negeri Jakarta, Jakarta, Indonesia
*afridha.sesrita[at]mhs.unj.ac.id
2)Department of Physics Education, Universitas Negeri Jakarta, Jakarta, Indonesia
3)Department of Elementary School Teacher Education, Universitas Negeri Jakarta, Jakarta, Indonesia
Abstract
Kinematics has consistently been identified as a challenging area in physics education due to its abstract nature and students^ reliance on everyday reasoning. Despite formal instruction, misconceptions about motion, velocity, and acceleration persist among primary teacher education students. Previous studies on concept remediation have often neglected cultural relevance, creating a gap in meaningful learning approaches. This study aimed to identify misconceptions among primary teacher education students and design a culturally responsive learning trajectory using the ethnophysics approach through traditional marble games. The research followed a design research methodology in the preliminary phase, involving a literature review, diagnostic assessment using selected items from the Force Concept Inventory, and 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 across six kinematic concepts, with correct responses falling below 30%. These findings informed the design of an HLT that leveraged marble games to contextualize kinematic principles such as distance, displacement, speed, and acceleration. The approach enabled students to relate abstract concepts to tangible experiences, fostering conceptual change. The study concluded that integrating ethnophysics with traditional games presents a promising strategy to reduce misconceptions and enhance physics understanding in culturally meaningful ways.
