Hands-on Optics Learning Through a Pinhole Camera Experimental Activity

Abstract

This study investigates the effect of a hands-on pinhole camera activity on junior high school students’ motivation in learning light and optics. The study employed a descriptive research design implemented through a practicum-based learning activity within a Research-Based Learning (RBL) extracurricular program. Participants consisted of 18 students in Grades 7 to 9 who constructed and experimented with a pinhole camera to observe image formation by varying the distance between the pinhole and the screen. Data were collected through student worksheets and a motivation questionnaire using a five-point Likert scale. The results show that students consistently observed inverted images and systematic changes in image sharpness and size, indicating that the pinhole camera activity effectively represented key principles of image formation and rectilinear light propagation. Descriptive analysis of motivation data revealed high motivation during the hands-on activity and moderate motivation after learning. Students identified direct experimentation and observation as the most meaningful aspects of the learning experience. These findings suggest that hands-on pinhole camera activities can support meaningful optics learning by promoting conceptual understanding and enhancing students’ situational motivation in science learning.