Interactive conceptual instruction model assisted by PhET simulations on the improvement of physics multiple representations

Abstract

This study aims to determine the effect of Interactive Conceptual Instruction (ICI) models aided by PhET Simulations on improving the ability of multiple representations of student’s physics. The research method used was Pre-Experimental Design with One Group Pretest-Posttest design. Fifteen multiple-choice assessment instruments in the pre-test and post-test were given to 31 students of class 10th in SMA Negeri 1 Banguntapan. The results of the analysis state that there is an influence of interactive conceptual instruction models aided by PhET Simulations on improving the ability of multiple representations of student’s physics. The improvement is shown by the Wilcoxon Sign Rank Test results. The results show that the significant value is smaller than the significant level (α), which is 0.000 <0.05. The mean value of the post-test is higher than the mean value of the pre-test shown in the descriptive analysis, and there is a shift in the range of values from 46-80 to 66-91. This research shows that interactive conceptual instruction models assisted by PhET Simulations can improve the ability of multiple representations of students physics.