PhET Simulation Research Articles

Conceptions of Science Gifted Students in the Electric Circuit Inquiry Activity Using PhET Simulation

Conceptions of Science Gifted Students in the Electric Circuit Inquiry Activity Using PhET Simulation

Bibliometric Analysis: The Use of PhET Simulation in Physics Learning

Since the birth of industry 4.0, almost all aspects of life have been projected onto the virtual world or the internet. Then followed again by society 5.0, initiated by the Japanese government. One of the SDGs goals that must be realized is quality education. Not a few teachers have difficulty providing simple experimental tools. PhET simulation is a virtual lab application that provides free trials. PhET simulation is important in helping teachers and students carry out the physics learning process. Given this role, it is necessary to research previous studies regarding the relationship between PhET simulation and other terms and indicate opportunities for further research on PhET simulation. This research uses the text analysis method, presenting the data as bibliometric analysis. Using the Publish or Perish (PoP) application, 930 articles were published in the last ten years. Opportunities for further research based on the results of bibliometric analysis (title and abstract) with the keywords PhET simulation can be linked to critical thinking skills, data, inquiry models, process skills, and perception.

Cognitive framework for blended mathematical sensemaking in science

BackgroundBlended mathematical sensemaking in science (“Math-Sci sensemaking”) involves deep conceptual understanding of quantitative relationships describing scientific phenomena and has been studied in various disciplines. However, no unified characterization of blended Math-Sci sensemaking exists.ResultsWe developed a theoretical cognitive model for blended Math-Sci sensemaking grounded in prior work. The model contains three broad levels representing increasingly sophisticated ways of engaging in blended Math-Sci sensemaking: (1) developing qualitative relationships among relevant variables in mathematical equations describing a phenomenon (“qualitative level”); (2) developing mathematical relationships among these variables (“quantitative level”); and (3) explaining how the mathematical operations used in the formula relate to the phenomenon (“conceptual level”). Each level contains three sublevels. We used PhET simulations to design dynamic assessment scenarios in various disciplines to test the model. We used these assessments to interview undergraduate students with a wide range of Math skills. Interview analysis provided validity evidence for the categories and preliminary evidence for the ordering of the categories comprising the cognitive model. It also revealed that students tend to perform at the same level across different disciplinary contexts, suggesting that blended Math-Sci sensemaking is a distinct cognitive construct, independent of specific disciplinary context.ConclusionThis paper presents a first-ever published validated cognitive model describing proficiency in blended Math-Sci sensemaking which can guide instruction, curriculum, and assessment development.

Development of Student Worksheet Helped PhET Simulation on The Study of Physics

Related this teaching material in the form of LKPD, students are expected to be able to find physics concepts properly and correctly. This type of research is developmental research that using the 4-D model which consists of the stages of defining, design, development and disseminate Data collection is a tool in the form of a statement questionnaire. Based on the test result data from the student response questionnaire, the percentage was 88%. Thus it can be concluded that there are differences in student learning outcomes using Phet Simulation learning media that can be applied to physics lessons.Based on the validation analysis of teaching materials, it is found that the teaching materials that have been developed are in the very valid category. The results of the LKPD validation obtained 86% in the very valid category. The teacher’s response questionnaire to the practicality of LKPD was obtained 9 0% with the very practical category and the effectiveness of LKPD was at 88.75% with the very effective category. Thus, this research produces high school physics teaching materials in the form of LKPD assisted by PhET simulation which is very valid, very practical and very effective
 Keywords: PhET simulation; student worksheet; physics

Tutorials + PhET: a simple and efficient active-learning approach for the teaching of kinematics of circular motion in a technically-oriented high school

A quasi-experimental group comparison experiment was conducted to improve the conceptual learning of rotational kinematics by 11th grade students of a technically-oriented high school in Argentina. The experimental instruction complemented the original Tutorials in Introductory Physics activities with the PhET simulation Ladybug Revolution. Conceptual learning was determined with pre and post instruction application of the multiple-choice test Rotational Kinematics Inventory (RKI). This procedure allowed for the determination of a large difference in normalized learning gain between the experimental (g = 0.48) and control (g = 0.17) groups. It is also shown that the final conceptual knowledge of the experimental group is clearly higher than that of the students and teachers samples used in developing the RKI. An analysis of the institutional evaluation showed that this important difference in conceptual learning between the two groups did not affect the problem-solving performance of the experimental group. These results indicate the convenience of affecting part of the problem-solving classroom time in the proposed experimental instruction. A few recommendations to improve the experimental teaching approach are given.

Literatur Review : Tren Penggunaan Aplikasi Sebagai Fasilitator Dalam Penerapan Model Blended Learning Pada Pembelajaran Fisika

This study aims to see what applications are commonly used by teachers in teaching physics with blended learning. This study uses a literature review method. from the search results retrieved four articles that represent the use of the application as a facilitator in applying the blended learning model to learning physics. The applications used in the articles that were successfully reviewed were the Zoom Meeting, Whatapp, PHeT simulation, Quipper School, and Edomo applications. Based on the review results, it was found that each application has its own advantages. but both are able to improve learning outcomes and student independence in learning. Especially for the PHet simulation application, students who have low abilities have lower scores when using blended learning assisted by the PHet simulation. Whereas students who have high abilities have higher scores when using the PHeT simulation. This is because each student requires proficiency in using technology, availability of facilities and sufficient ability or understanding to maximize the potential of the media PhET simulation

Validity of Phet Simulation Assisted Poe2we Learning Model on Ideal Gas Materials

The purpose of this study was to describe the validity of the POE2WE model physics learning device assisted by PhET simulation to improve students' critical thinking skills. The learning tools described include the syllabus, lesson plans, LKPD, textbooks and pre-test post-test questions. The research was conducted in class XI SMA Negeri 2 Pasuruan on ideal gases. Descriptive-quantitative data analysis technique by describing and describing the assessment in percentage of agreement. The results showed that the percentage of syllabus validity was 95.75% in the very valid category, the percentage of RPP validity was 96.75% in the very valid category, the LKPD validity was 96.50% in the very valid category, the validity of textbooks was 94.25% with the category is very valid, and the validity of the pre-test post-test is 95.50% with a very valid category. Based on the results of the analysis of the data obtained, it can be stated that the learning device developed is feasible to use with very valid criteria.

Pengaruh Model Pembelajaran PBL dengan Media PhET Terhadap Hasil Belajar Kognitif Siswa

This study aims to determine the effect of Problem Based Learning learning model with PhET Simulation media on cognitive learning outcomes on temperature and heat material in class XI MAS Jabal Nur. The type of research is quasi-experimental, the research design is Nonequivalent Control Group Design. The sample was selected by purposive sampling technique, class XI IPA³ as the experimental class and XI IPA¹ as the control class with a total of 28 students. Based on data analysis, the average value of Pretest-Posttest cognitive learning outcomes in the experimental class was 38 and 85.14, while the average value of Pretest-Posttest cognitive learning outcomes in the control class was 38.85 and 76. Hypothesis testing using SPSS-assisted t-test 18.0 obtained a significant value (2-tailed) of 0.000 < 0.05, meaning that is rejected and is accepted. The results of student responses to the Problem Based Learning (PBL) learning model with PhET simulation media were 84% with good criteria. Based on the research, it can be concluded that there is an effect of Problem Based Learning (PBL) learning model with PhET simulation media on cognitive learning outcomes on temperature and heat material in class XI Madrasah Aliyah Swasta Jabal Nur.

The Application of Student Worksheets Based on PhET Simulation to Increase the Concept Understanding in Hooke's Law

This study aims to find out: 1) the overview of students ' concept understanding before being taught by using student worksheets based on PhET simulation, 2) the overview of students' conceptual understanding after being taught using student worksheets based on PhET simulation, 3) the increase of conceptual understanding before and after being taught using students’ worksheet based on PhET simulation. This pre-experimental study was carried out with one group pretest-posttest design. The subjects of this study were all of the students of class XI MIA 2 Madrasah Aliyah Lita, Bone Regency. The sampling technique used was purposive sampling. The instruments used was a test to measure understanding of the concepts learned. The results of the descriptive analysis show that the average scores of understanding concepts before using the student worksheet based on PhET simulation is 28.10, while the average value after being taught using the students worksheet based on PhET simulation is 75.71. It indicates that there is an improvement in students’ concept understanding before and after using the student worksheet based on PhET simulation. Meanwhile, the t-count obtained is 5.43 and the t-table obtained is 2.08. Thus, there is a significant difference between the understanding of the physics concept of class XI MIA 2 Madrasah Aliyah Lita Bone regency before and after applying PhET-based worksheets simulation.

Need Analysis of The Development Discovery Learning-Based Module Assisted by PhET Simulations to Train Students' Conceptual Understanding

Students' conceptual understanding is an essential component in terms of successful learning. But the fact shows that the conceptual understanding of Indonesian students is still relatively low. One of the factors for the unelevated understanding of the concept is the lack of active participation during the process. Student involvement encounter by using teaching materials that facilitate student learning independence. One way is to use a module integrated with discovery learning models that authorize students to learn independently. This research is survey research as an initial step in developing discovery learning-based learning modules assisted by PhET Simulations. The benefit of this research is to find out what students currently need in science learning and how much students need for the buildup of discovery learning-based modules. The subjects used in this study were junior high school students with a sample size of 35 students and 26 science teachers selected by region. The needs analysis includes four indicators, a) analysis of learning problems; b) student analysis; c) objective analysis; and d) learning setting analysis. Based on the results of this study, the discovery learning-based learning modules assisted by PhET Simulations needed to be developed as a science learning medium to train students' conceptual understanding in Riau and Riau Islands provinces.

The Effect of Using a Virtual Laboratory Based on PhET Simulation to Improve the Higher Order Thinking Skills of Class X Science Students

Physic Education and Technology Simulation is a learning media in the form of interactive multimedia-based computer software in the form of a series of laboratory equipment that simulates laboratory activities such as the use of appropriate practicum media by the user. To find out the effect of the use of phed-based virtual laboratories on the high level of thinking ability of class X IPA students is the purpose of this study, with 25 student samples. Purposive sampling technique is a sampling method in this study. This research is a type of quantitative research. The Quasi Experiment Method is the method used in this study, by way of Nonequivalent Control Group Design which includes two classes namely the control class and the experimental class where this is randomly chosen from the sample of two classes. The data collected is obtained by giving pre-test questions and post-test high-level thinking skills. N-Gain testing is a technique used to analyze data. The results of the study referring to the N-Gain calculation showed that the experimental class was higher than the control class. High-level thining skills increased by 59 % in the experimental class and 12 % in the control class. Based on the results og N-Gain calculations, students’ high-level thinking skills increase after using PhET for learning simulations

Mastery Level of Basic Concept of Science Course Using STEM-PBL based PHET Simulation Application

This study aims to determine the effectiveness of using the Phet Simulation application based on STEM (Science, Technology, Engineering, and Mathematics) – PBL (Problem Based Learning) for mastering the basic concepts of science, especially the subject of Dynamic Electricity. This research was conducted on 1st Semester students from one of the PTKIS in Lamongan who taught the basic science concepts course for the 2022/2023 academic year, namely 35 people. The type of research used is quasi-experimental with a One Group Pretest-Posttest research design. The data collection techniques as the main data are pretest and posttest to find out the increase in mastery of the concept. The hypothesis testing in this study used the Paired Sample t Test using the SPSS 25 application. Based on the data obtained sig.2tailed 0.000 <0.05, it can be concluded that the use of the STEM-PBL-based phet simulation application is effective in increasing students' understanding of concepts

The Effect of POE Method with PhET Simulation on Primary School Student’s Science Attitudes and Success: Greenhouse Effect

In this research, Purpose is to eliminate primary school student’s delusions about concept of greenhouse effect and to study its effect on student’s attitudes towards science. In the research, quasi-experimental study with pre-post control group has been used. The research was performed with 34 primary school students in the state located in southwest part of Turkey. The experimental group consists of 18 students and the control group consists of 16 students. While POE method supported with PhET simulations is used in the experimental group, traditional teaching method is implemented in control group. In the research, greenhouse gas concept and science attitude scale as data collection tool have been used. Data obtained from the research has been analyzed with SPSS program. According to the findings from the research, Students have had much more information about greenhouse gas thanks to POE method supported by PhET. Moreover, POE method supported by PhET has positive effect on students’ attitudes towards science.

Pengaruh Model Guided Discovery Learning Berbantuan Media Simulasi PhET Terhadap Kemampuan Berpikir Kreatif Peserta Didik

The research is aimed to examine the influence of a guided discovery learning model assisted by PhET simulation media on students' creative thinking skills. The type of research used is quasi-experiment research with a nonequivalent control group design. The population used is the students of class X IPA SMAN 1 Kediri. Sampling using a saturated sampling technique with all members of the population as a sample, where class X IPA 1 is the experimental class and X IPA 2 is the control class. The technique of data analysis was carried out by a polled variance t-test. The results of the t-test indicate that the value of is greater than (2.03) at a significant level of 5% so that Ha is accepted, which means that the creative thinking ability of students on the subject of momentum and impulse has increased after being given treatment. The highest increase occurred in the class using a guided discovery learning model assisted by PhET simulation media. Based on the results of the study, it can be concluded that there is an influence of the guided discovery learning model assisted by PhET simulation media on students' creative thinking skills

Implementing STAD cooperative learning model integrated interactive PhET simulation to enhance high school students’ learning outcomes: a case of momentum-impulse concepts

This study aims to determine the effectiveness of STAD with the help of PhET interactive simulations in increasing student activity and learning outcomes and to find out the difference in improving student learning outcomes before and after the implementation of Student Team Achievement Division (STAD) cooperative learning with the help of PhET interactive simulations about momentum and impulse. This research was conducted because there are still many students who get unsatisfactory learning outcomes in physics subjects, because students think that physics subjects are difficult to understand. One of the reasons is that learning is dominated by the teacher so that students do not have the opportunity to exchange ideas. In addition, students need tools to get an overview of the material presented by the teacher. So that STAD learning with the help of interactive PhET simulation can help students to improve student learning outcomes. The research method used is a quasi-experimental design with a non-equivalent control group. Based on the Wilcoxon test, the Z value was obtained (Z=-2.532; p=0.11<0.05), the hypothesis was that there was a difference in the improvement of student learning outcomes between those using STAD learning with the help of PhET interactive simulation and conventional learning methods.

Combining real and virtual activities about electrostatic interactions in primary school

ABSTRACT The role of virtual simulations in the evolution of primary school students' mental models about electrostatics is investigated by analysing the answers of two groups of 9–10 years old pupils inside instructional sequences that combine two hands-on activities using balloons and jackets with the same activities using PhET simulations: one group followed a sequence where the real experiments were conducted before the virtual simulations, the other group followed a sequence where the virtual simulations where proposed before the real experiments. Students’ answers were categorized into a descriptive dimension (accordance with the phenomena) and into an explanatory dimension (level of adequacy with the microscopic model based on elementary charges). Our results show that, although virtual simulations improve the level of adequacy of students' answers to the target model, this improvement is not transferred to new phenomena, so that the capability of relating the developed model to the real world is the same in both sequences. Moreover, about 40% of pupils remained at their starting non-explanatory level in both teaching sequences. We conclude that simulations per se do not help students in evaluating and refining their models, indicating the need for teachers’ support in modelling-based instruction involving not visible physical entities.

Pengembangan LKPD Berbasis PBL Berbantuan PhET Simulation untuk Meningkatkan Hasil Belajar IPA pada Materi Getaran dan Gelombang di MTs Negeri 1 Bantul

This study aims to analyze the implementation of learning and improve student learning outcomes through the development of PBL-based LKPD assisted by PhET Simulation on vibration and wave materials. This study used the LKPD development design with two experiments. The results of this study provide data on the implementation of learning at the first and second meetings with a percentage of 100% with very good criteria. The results of students' responses to this learning obtained a score of 8.94 with a high category. The improvement in cognitive learning outcomes in vibrational materials with the Gain-score calculation at the first meeting was 0.35 increased to 0.56. At the second meeting the wave material entered the moderate category, with the interpretation of the effectiveness of N-Gain at a percentage of 56-75 categories quite effective. Improved learning on the affective aspect, the experimental results at the first meeting obtained an average of 75.0 rising to 86.3 at the second meeting. The results of the observation of student activities with an average score of 88.22 at the first meeting increased to 88.33 at the second meeting with excellent student activity criteria. PBL-Based LKPD Assisted PhET Simulation can be applied to students at the Tsanawiyah madrasah level.

Implementing STAD cooperative learning model integrated interactive PhET simulation to enhance high school students’ learning outcomes: a case of momentum-impulse concepts

This study aims to determine the effectiveness of STAD with the help of PhET interactive simulations in increasing student activity and learning outcomes and to find out the difference in improving student learning outcomes before and after the implementation of Student Team Achievement Division (STAD) cooperative learning with the help of PhET interactive simulations about momentum and impulse. This research was conducted because there are still many students who get unsatisfactory learning outcomes in physics subjects because students think that physics subjects are difficult to understand. One of the reasons is that learning is dominated by the teacher so students do not have the opportunity to exchange ideas. In addition, students need tools to get an overview of the material presented by the teacher. So that STAD learning with the help of interactive PhET simulation can help students to improve student learning outcomes. The research method used is a quasi-experimental design with a non-equivalent control group. Based on the Wilcoxon test, the Z value was obtained (Z=-2.532; p=0.11), and the hypothesis was that there was a difference in the improvement of student learning outcomes between those using STAD learning with the help of PhET interactive simulation and conventional learning methods.

The Effect of Phet Simulation Media on Critical Thinking Ability and Learning Outcomes of SMA Negeri Yokiwa

This study aims: (1) To determine the effect of learning using Phet simulation media on the critical thinking skills of Yokiwa State High School students. (2) Knowing the effect of learning using Phet simulation media on the learning outcomes of Yokiwa State High School students. (3) Knowing the effect of learning using Phet simulation media on critical thinking skills and learning outcomes of Yokiwa State High School students. Data collection using questionnaires and test instruments. The results showed that in learning using Phet's simulation media on critical thinking skills, there were differences that could be seen from the increase in critical students in the pattern of solving physics problems on Ohm's Law material and the series of Barriers. And there are differences in learning outcomes between before learning and after learning. It can be seen that learning outcomes after the implementation of Phet simulation are higher, this indicates that there is a significant effect on learning using Phet simulation media. From the results of linearity test data processing, it is known that the data has a linear pattern between learning using Phet (X) simulation media on critical thinking skills (Y1) and student learning outcomes (Y2) in class XII SMA Negeri Yokiwa. The deviation from linearty sign indicates this. > 0.005 then there is a significant linear relationship between the independent and dependent variables.

Analysis of Students' Scientific Literacy Skill in terms of Gender Using Science Teaching Materials Discovery Model Assisted by PhET Simulation

This study aimed to analyze scientific literacy skills in terms of gender using discovery model science teaching materials assisted by PhET simulation. This study is a one-group pretest and posttest design and an experimental. This research was conducted at MTs Hidayatullah Mataram in class IXA students in three meetings for 80 minutes each. The material used is static electricity which consists of five sub materials, namely static electricity, atoms, electric charge, Coulomb's law, and electroscope. The collection method of the scientific literacy test is in the form of multiple-choice with the indicators of being to explain scientific phenomena, scientific discoveries, and statements, and use scientific data and evidence. Prior to use, a feasibility test was carried out. The results of the item analysis show that people have a good level of adjustment, reliability, and difficulty level. The research found that: (1) female and male students had different scientific literacy skills, where the scientific literacy skill of female students was higher (80) than male students (77.95); (2) there were three sub-materials dominated by female students, namely the sub-materials of electrical charge, Coulomb's Law, and electroscope; (3) there are two sub-materials of static electricity which are dominated by male students, namely the sub-materials of static electricity and atoms; (4) in the average percentage of the indicator of explaining phenomena scientifically and interpreting data and evidence scientifically, female students are higher than male students; and (5) the average percentage of evaluating and designing scientific statements is higher for male students than female students. Suggestions for teachers are to pay attention to the roles of female and male students in the learning process so that the abilities of female and male students are not much different.