Newtonian Yoyo ( Lato-Lato ) Phenomenon in Indonesia: An Innovative Resource for IGCSE Physics Teaching and Learning?

This paper aims to stimulate a teaching and learning reflection for Indonesian IGCSE physics classrooms through a recent booming and recreational game of Newtonian yoyo called lato-lato . As physics is one of the critical and complex subjects in secondary school, it establishes a struggle for students to comprehend the concept of physics. The 21st-century physics education learning aims to promote high-end reasoning and deep understanding. Contextual physic learning will support this mission to reach maximum attainment for students. Physics through contextual knowledge will be more feasible for students. The recent phenomenon of lato-lato encounters a new interest for students. Lato-lato as a demonstrator and contextual example will be a resourceful material for several concepts of Newtonian mechanics, for instance: collision and energy. In addition, lato-lato may provide an advanced idea of circular motion, momentum, and impulse, oscillation. Lato-lato involvement may bring a chance for IGCSE curriculum adjustment in mechanics topics to become a significant pre-learning process. By using the adjusted curriculum, students are more likely to reach their maximum attainment and conceptual understanding of mechanics because students feel interested and encouraged to learn through a problem-solving and real-world setup. Lato-lato (Newtonian Yoyo) phenomenon may solve students’ learning difficulties in IGCSE physics through a conceptual phenomenon.


INTRODUCTION
This paper aims to stimulate a teaching and learning reflection in Indonesian physics classrooms through a recent booming and recreational game of Newtonian yoyo called lato-lato. This Newtonian yoyo brings many aspects of physics, precisely by its rules of playing. Many children in Indonesia see this lato-lato as a creative way to entertain themselves, so this notion accelerates the lato-lato phenomenon in society. Because of its popularity and identity as part of traditional games, lato-lato may solve science learning difficulties among children, particularly in physics. Besides, physics teachers should do any innovation to maintain meaningful learning. Thus, real-life experience makes students feel easier to learn physics concepts (Putranta et al. 2021).
As lato-lato will be a helpful resource for physics learning, educators must be concerned about student safety. Educators must explain the standard procedure of how to play lato-lato safely. The two pendulums might be separated if the rope doesn't look strong enough to retain the acting force. First, educators and students must check whether the rope condition suits any classroom demonstration and challenge. If the rope is stringy, replace it immediately before playing. Due to its elasticity and centripetal forces, lato-lato will create a circular motion as students' hand moves upwards and downwards. Make sure that the students can maintain their constant hand movement. Reflecting to the fact, the Newtonian yoyo will produce uncomfortable noise in the environment, and this might lead to a new problem. So, it is preferable that during demonstration or challenge, students are separated into groups, and one group is given one lato-lato so it will not produce too much noise Physics is one of the critical and complex subjects in secondary school. Physics considers the most difficult and challenging subject (Serhane et al. 2020). It establishes a need for students to comprehend the concept of physics (Sunal et al. 2016), particularly for students with mathematics problems (Gutulo & Tekello 2015). This notion supports that physics misconception in higher education is mostly throughout secondary education (Stylos et al. 2008). Only a small part of the student interested in physics (Mallari 2020). Besides, in some schools, apparatus to support physics learning is unavailable, making teachers have to innovate and look forward to other equipment to help their students (Gutolo & Tekello 2015). This perception indicates that innovative learning equipment is needed for the physics classroom. As 21st-century physics education learning aims to promote high-end reasoning and deep learning (Bao & Koenig 2019), contextual physic learning will support this mission to reach maximum student attainment. Physics through contextual learning will be more feasible for students. It is expected that contextual teaching and learning give the students maximum competence, and the learning process will be more natural with the involvement of daily life activities (Satriawan et al. 2020). Physics classrooms must be more fun with exciting games to motivate students (Kurniawan et al. 2017).
In physics, mechanics is the confrontation between students' ideas and reasoning of common sense and the theory taught (Serhane et al. 2020), and it is considered the most challenging topic in the physics syllabus in secondary school (Spatz et al. 2020). Without proper demonstration, students may experience a misconception and failure. Most of the physics materials in high school consist of mechanical-related theories. Misconception creates low confidence in students to succeed in the exam and learning objectives (Gjerde et al. 2021). Recent phenomenon of lato-lato encounter a new interest for children. This phenomenon could solve children's learning difficulties through a conceptual phenomenon. Lato-lato is a game that brings together two spherical pendulums; later, a rope connects the two pendulums. Then, the pendulum is banged and produces a "clack-clack-clack" sound. Latolato was popular in the 1960s and 1970s. The origin of lato-lato was made of glass, which was quite dangerous. However, today, lato-lato is made of polymer plastic, making it safer for children to play with it. The existence of lato-lato could improve teaching methods relevant to the physics concept (Panagou et al. 2021).

METHODS
The purpose of this paper is to stimulate a teaching and learning reflection for educational sectors as well as physics teachers. This paper uses descriptive qualitative research methodology, focusing on real problem and reflective of the everyday life of individuals, groups, societies and organizations (Punch & Oancea 2014). Using research question: is it possible for lato-lato to become an applicable resource for physics IGCSE learning? The stage of this research includes searching and identifiying relevant literatures (Li et al. 2022). This paper analyses literatures with particular physics context (conceptual physics and mechanics) and current IGCSE physics syllabus. Later, this paper analyses the content of each relevant literature, which implicitly relates to lato-lato term. The conclusion draws on physics contexts and contents to answer the research question. Ethical consideration is not applicable for this research. This study does not need any ethical consideration as it is categorized as low-risk (non-human research) and only analyzed literature and documents available publicly.

RESULTS AND DISCUSSION
Lato-lato as a demonstrator and contextual example, will be a resourceful material for several concepts of Newtonian mechanics, for instance: collision and energy. In addition, lato-lato may provide an advanced concept of circular motion, momentum, and impulse, oscillation. There are several ways to play this Newtonian yoyo, given in the diagrams below.
Teachers can use all these three styles as a challenge for students. Through this challenge and problem-solving, playing a lato-lato gives a sense of enjoyment and meaningful learning to enhance students' critical thinking (Mallari 2020). Using contextual learning, students are capable of mastering deeper comprehension (Ramayani & Amalia 2022) of Newtonian mechanics. Moreover, the student will be more active in the classroom as teachers modify learning (Molla 2022), typically with the involvement of lato-lato in physics learning. In Physics IGCSE Syllabus, some points of learning outcomes can be used as a guide for teachers. The command words presented in the Physics IGCSE syllabus (CAIE 2020) may lead the teachers to look forward and modify teaching styles. The material and command words separate based on the styles of playing lato-lato mentioned previously, as shown in the

FIGURE 2. Physics concept intercorrelation to Lato-lato as a learning resource
In the perspective of TPACK (Koehler et al. 2014), lato-lato as a resourse will give a further integration to technology. In the classroom settings, educators may assign students to record their observation while playing lato-lato. With this integration, students will analyse the video through software (such as Tracker). This approach will lead to a higher conceptual understanding and critical thinking. As lato-lato will be a helpful resource for physics learning, educators must be concerned about student safety. Educators must explain the standard procedure of how to play lato-lato safely. The two pendulums might be separated if the rope doesn't look strong enough to retain the acting force. First, educators and students must check whether the rope condition suits any classroom demonstration and challenge. If the rope is stringy, replace it immediately before playing. Due to its elasticity and centripetal forces, lato-lato will create a circular motion as students' hand moves upwards and downwards. Make sure that the students can maintain their constant hand movement. Reflecting to the fact, the Newtonian yoyo will produce uncomfortable noise in the environment, and this might lead to a new problem. So, it is preferable that during demonstration or challenge, students are separated into groups. The sound of lato-lato is quite noisy. However, to reduce the noise, it is essential for educators to consider the use of this resource effectively, as manageable as possible.

CONCLUSION
Lato-lato was quite popular in late 2022. It went viral due to rapid sharing on social media. The educational sector and physics teachers must see this booming as an advantage, not otherwise. Typically, physics lesson is monotonous and theoretically explained, and rarely teachers intended to conduct a practical activity in the classroom (Gutolo & Tekello 2015). Furthermore, a physics classroom with student involvement in activities gives students a deeper understanding of the material (Napsawati & Kadir 2022). This perception brings an opportunity for lato-lato existence in the IGCSE physics classroom. Moreover, teachers must understand the basic concept of physics content before trying to show the students the relevant range of content and materials to support students' activity (Hernandez et al. 2014). Lato-lato involvement may allow IGCSE curriculum adjustment in mechanics topics to become a significant pre-learning process. By using an adjusted curriculum, students are more likely to reach their maximum attainment and conceptual understanding of mechanics (Spatz et al. 2020) because students feel interested and encouraged to learn through a problem-solving and real-