Abstract
The purpose of this research is to make a learning design on Faraday’s Induction Law using a PhET Faraday’s Electromagnetic Lab simulation and to investigate the effectiveness of the design on students' understanding. Descriptive research was used as the method of this research. The instruments of this research were the observation sheet on students' attitudes and learning activities, questionnaires, and cognitive evaluation test questions. There were 14 students of grade IX of a Junior High School in Salatiga as the respondents of this research. The data collected from the research instruments were then analyzed using the descriptive qualitative technique. Based on data analysis of the observation results of learning activities, students' attitudes, questionnaires, and cognitive evaluation test scores; the results showed that the learning design for Faraday’s Induction Law using the PhET simulation of Faraday's Electromagnetic Lab was effective to help students understand the Faraday's Induction Law.
Highlights
Many students have difficulty in understanding the concept of physics involving abstract variables, such as the relationship between the induced current and magnetic field in the Faraday experiment
Learning Activities The researchers had created a learning design on Faraday's Induction Law in the form of a Learning Implementation Plan using the Physics Education Technology (PhET) simulation of Faraday's Electromagnetic Lab, which was implemented towards 14 students of grade IX of a State Junior High School in Salatiga in the learning activities
Sudjito*- Physics Learning Design of Faranetic Lab simulation are compatible with the components of the electromagnetic induction practicum tools
Summary
Many students have difficulty in understanding the concept of physics involving abstract variables, such as the relationship between the induced current and magnetic field in the Faraday experiment. The proof of the theory cannot be seen directly by the naked eye; for example, the explanation of the movement of electrons, magnetic field, and direction of the induced current generated cannot be di-. The use of learning media can be done by using simulation such as a virtual laboratory, a substitute for laboratory equipment in a real laboratory (Silva Jr., 2015). The PhET developed by the University of Colorado seeks to visualize and map science concepts so that they can be understood by students in the science learning process (The PhET Team, 2011)
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