Transferring process of raw data is an important part of physics laboratory to make analysis

process easier. It can transform in table or graph to make appropriate conclusion. The proportional
principle easy to describe when the raw data is transferred into the graph wherein it clearly shows
the relation between variables. In a data there are several types of variables: dependent,
independent and control variables. A mistake from plotting graph in variable or experiment can
detect. A mistake from plotting graph in variable or experiment can detect graphical
representations. The graph should show enough data to make a better conclusion. The
representations such as diagram and graph play a critical role in the effectiveness of interaction
between students and physics learning environment. The graph is very important because of the
proportional principle which gives dependent and independent variable for the experiment
describes due to what is ask or aim. The graph gives the easy idea on physical proportional which
cannot easily be recognize by a table with the same data. The appropriate analysis of data takes
the correct interpretation as well as to the conclusion. For that reason a graphical representations
is required so it is necessary to analyze the graphical representation. (J.I Ketintang, Surabaya
60231, Indonesia)
Ellis (2002), mentioned in many textbooks, graphical analysis is usually presented as
optional choice to the use of constant acceleration equations for solving kinematics problems.
While students may learn to solve problems more quickly through the application of constant
acceleration equation, we feel that their understanding of motion particularly the general case in
which acceleration may vary time, do not match the richer learning experience offered by graphical
analysis. Simply the use of graphical representation is to visualize motion. Graphical analysis takes
higher advantage and disadvantage in laboratory technology, which include real time data
collection using motion detector can be ideal tool for measuring, viewing and manipulating motion
graphs for motion with constant or time varying acceleration and video analysis.
According to turners study anyone who has physics will agree that students enter the class
with many preconceptions. For example, students have huge difficulty with situation in which
instantaneous velocity is zero while acceleration is not. Several studies illustrate the difference in
how experts and immature in the field organize understanding, when asked to verbally explain
the way they would answer the problems, experts would mentioned major principles and laws
while beginners would describe the equation that we would use and how it was manipulated.
Teaching graphical analysis using a learner centered pedagogy offers three advantages for the
study of kinematics: it can be naturally integrated with real data collection using motion detectors
or video analysis and it provides mechanism for developing insight into both physics and calculus.
(Turners, 2002)
Effective learning may not take place if the preconceptions that students bring to the
classroom are not opened up. A sequence of laboratories was designed in all class activities
designed to expose and address student preconceptions both predictable and non-predictable.
A textbook from 2002 stated that measurements and graphical analysis are introduced
through non threatening activities. Mathematics is lessen in these activities by using graphing and
individual measurements. On measuring skills are presented, they will be repeated most of the
physics topics. Likewise, graphical analysis is often used in mechanics for the study of kinematics
and dynamics. Vibration and waves and several other topics also graphical techniques. (Zitzewitz,
2002)
The National Research Community (NRC) that students find hard in graphical analysis due
to lacking of idea about the concept in which it is indeed important in analyzation of ideas. The
curriculum implementation should be in the 11th grade physics class because students laboratory
investigations will be fully discovered.
 https://www:chegg.com/homework-help/definitions/graphicalanalysis-
4//ed.final.gov/arise/guides/phy02-graphicalAnalysis.pdf

Glencoe Physics: Principles and Problems (Chapter 2)

Paul W.Zitzewitz, Ph. D. 2002. Most high school and college textbooks treat measurements and
graphicala analysis

A S Adam, S Angganaguri, A Kholiq, N P Putri and N Suprapto Departmeent of Physics,

Favulty of Mathematics and National Science, Universitos Negri Surabaya, J.I. Ketintang,£
Surabaya 60231, Indonesia

/using-graphical-analysis-to-improve-the-conceptual-understanding-of-kinematics, pdf

Glenn W. Ellis, Warren A. Turner. 2002

Smith college/ Massachusetts Academy of Mathematics and Science at WPI