A. Wijayanti, H. Kuswanto, A. Datiatur Rahmat, A. Samsudin, A. Yoga Purnama, J. Jumadi, A. Wiyarsi
Culture is one of the teaching materials in education. But in reality, it is still rare to use culture in teaching because education and culture look like two different things. Culture and education are considered separate things, even though the former is important to be integrated into the latter so that it is sustainable. Students can learn Indonesian culture through cultural integration in education that follows the trend of digitization so that they learn science meaningfully according to the demands of the times. This research aims to use tracker software, GNU Octave and Spreadsheet to visualize the parabolic motion of Hombo Batu jumpers and as an alternative learning tool. Euler Cromer’s method was used in the GNU Octave Software and compared the results with Software Tracker. Hombo Batu jumper movements were recorded, and then analysed using tracker software. Data processing was done through a manual process using the parabolic motion formula and the law of conservation of mechanical energy. This tracker software can analyse the video on each tracker. This research used the experimental method. The experiment incorporates a video from YouTube, a tracker, and spreadsheets. The data collection was through tracker experiments, literature studies, and documentation. The data analysis used descriptive techniques. This paper succeeds in making parabolic motion visualization of Hombo Batu jumpers in Nias in ethnoscience-based learning to develop students’ thinking skills analytically and numerically. Software Tracker and Spreadsheet are easier to use because they don’t use a complicated programming language like GNU Octave. The experimental results show that through a tracker the value of the acceleration of gravity in the Hombo Batu jump is 9.38 m/s2. This shows that the Hombo Batu jumping movement in Nias can be integrated through an ethno-scientific approach so that students can learn science from Indonesian culture. Trackers and spreadsheets can help students think analytically, so they should be used in other learning materials as well. Trackers and spreadsheets can be used as an alternative to learning parabolic motion. © 2025 Sociedad Mexicana de Fisica. All rights reserved.
Department of Science Education, Faculty of Mathematics and Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Physics Education, Faculty of Mathematics and Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Physics Education, Faculty of Mathematics and Science, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Science Education, Faculty of Training Teacher and Education, Universitas Sarjanawiyata Tamansiswa, Yogyakarta, 55167, Indonesia; Department of Chemistry Education, Faculty of Mathematics and Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
