Analysis of students’ visual representation ability in physics based on empirical test results on the topic of rotational dynamics in the context of the traditional game of gasing

Visual representation ability plays a crucial role in physics learning, as it helps students develop a comprehensive and conceptual understanding of physical phenomena. However, this competence remains challenging for many learners. Therefore, this study aims to examine students’ visual representation abilities through empirical written tests on the topic of rotational dynamics, using the traditional spinning-top game gasing as a case study. This research adopts a quantitative descriptive approach to assess students’ visual representation skills through essay-type questions developed based on specific visual representation indicators. The results show that the majority of students demonstrate a very low level of visual representation ability, with 52% classified in this category. Furthermore, the average scores across all indicators were consistently low. The indicator related to analysing images, diagrams, tables, or graphs in order to draw conclusions obtained the lowest mean score. Thus, it can be concluded that students’ visual representation ability in physics learning, particularly in the context of rotational dynamics and the traditional gasing game, remains limited. Consequently, efforts are required to enhance this competence through innovative and appropriate physics learning activities.