THE IMPACT OF UTILIZING INTERACTIVE CONCEPTUAL INSTRUCTION ASSISTED BY PHET SIMULATIONS ON STUDENTS' UNDERSTANDING ABILITY IN PHYSICS
Keywords:
Interactive conceptual instruction; PhET simulations; Understanding ability; Physics
Interactive conceptual instruction; PhET simulations; Understanding ability; Physics
Abstract
The objective of this study is to assess the effects of employing Interactive Conceptual Instruction with the assistance of PhET Simulations on students' understanding ability in the field of physics. The study employed a quasi-experimental research approach, specifically utilizing a matching-only pretest-posttest control group design. The sample consisted of 62 students from a high school in Indonesia. The utilized instrument was a understanding ability test in the modified Bloom's Taxonomy. The acquired data were subjected to analysis using t-test and N-Gain. There is a significant difference in the understanding of abilities among students who are enrolled in interactive conceptual instruction facilitated by PhET simulation compared to those who are enrolled in interactive conceptual instruction without any assistance from PhET simulation. The findings of the study indicate that the utilization of Interactive Conceptual Instruction Assisted by PhET Simulations has the potential to enhance students' understanding ability in the field of physics.
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References
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Lancaster, K., Moore, E. B., Parson, R., & Perkins, K. K. (2013). Insights from using PhET’s design principles for interactive chemistry simulations (Vol. 1142, p. 126). https://doi.org/10.1021/bk-2013-1142.ch005
Luliyarti, D. S., Jumadi, & Astuti, D. P. (2020). Application of e-handout with Schoology-based PhET simulations to improve students’ visual representation ability on optical material. 1440(1). https://doi.org/10.1088/1742-6596/1440/1/012058
Maulidina, W. N., Samsudin, A., & Kaniawati, I. (2019). Overcoming students’ misconceptions about simple harmonic oscillation through interactive conceptual instruction (ICI) with computer simulation. 1280(5). https://doi.org/10.1088/1742-6596/1280/5/052007
McKagan, S. B., Perkins, K. K., Dubson, M., Malley, C., Reid, S., Lemaster, R., & Wieman, C. E. (2008). Developing and researching PhET simulations for teaching quantum mechanics. American Journal of Physics, 76(4–5), 406–417. https://doi.org/10.1119/1.2885199
Mizayanti, Halim, A., Safitri, R., & Nurfadilla, E. (2020). The development of multi representation practicum modules with PhET in Hooke’s law concept. 1460(1). Scopus. https://doi.org/10.1088/1742-6596/1460/1/012124
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Nulhaq, S., & Setiawan, A. (2016). Influences of Multiple Representation in Physics Learning to Students in Understanding Physics Material and Scientific Consistency. Proceedings of the 2015 International Conference on Innovation in Engineering and Vocational Education, Icieve 2015, 235–238. https://doi.org/10.2991/icieve-15.2016.51
Perkins, K., Moore, E., Podolefsky, N., Lancaster, K., & Denison, C. (2012). Towards research-based strategies for using PhET simulations in middle school physical science classes. 1413, 295–298. https://doi.org/10.1063/1.3680053
Setyani, N. D., Cari, C., Suparmi, S., & Handhika, J. (2017). Student’s concept ability of Newton’s law based on verbal and visual test. International Journal of Science and Applied Science: Conference Series, 1(2), 162. https://doi.org/10.20961/ijsascs.v1i2.5144
Suryani, Y., Distrik, I. W., & Suyatna, A. (2018). The Practicality and Effectiveness of Student Worksheet Based Multiple Representation to Improve Conceptual Understanding and Students’ Problem-Solving Ability of Physics. International Journal of Research - Granthaalayah, 6(April), 166–173. https://doi.org/10.5281/zenodo.1243075
Sutrisno, H. (2016). An analysis of the mathematics school examination test quality. Jurnal Riset Pendidikan Matematika, 3(2), 162–177. https://doi.org/10.21831/jrpm.v3i2.11984
Waldrip, B., Prain, V., & Carolan, J. (2006). Learning Junior Secondary Science through Multi-Modal Representations. Electronic Journal of Science Education, 11(1), 87–107. https://doi.org/10.2136/sssaj2009.0437
Adimayuda, R., Sari, L., Ismail, A., Amalia, I. F., Gumilar, S., & Samsudin, A. (2021). Assessing two-dimensional collisions second-years students using PhET simulations on momentum and impulse concept. 1869(1). https://doi.org/10.1088/1742-6596/1869/1/012204
Admoko, S., Yantidewi, M., & Oktafia, R. (2019). The Implementation of Guided Discovery Learning Using Virtual Lab Simulation to Reduce Students’ Misconception on Mechanical Wave. 1417(1). https://doi.org/10.1088/1742-6596/1417/1/012089
Agustina, F. R. & Dwikoranto. (2021). Development of STEM model student worksheets with PhET simulation on Hooke’s law material to improve the ability students’ critical thinking. 2110(1). Scopus. https://doi.org/10.1088/1742-6596/2110/1/012023
Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. https://doi.org/10.1016/j.learninstruc.2006.03.001
Aminah, S. N., Jumadi, & Astuti, D. P. (2020). The development of PBL e-handout assisted by PhET simulation of optical material-lenses for high school students. 1440(1).. https://doi.org/10.1088/1742-6596/1440/1/012038
Aminoto, T., Pujaningsih, F. B., Dani, R., & Riantoni, C. (2021). Assessing pre-service physics teachers’ competencies in designing photo-electric effect experiment using PhET simulation. 1876(1). https://doi.org/10.1088/1742-6596/1876/1/012065
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed). Longman.
Ardiyati, T. K., Wilujeng, I., Kuswanto, H., & Jumadi. (2019). The Effect of Scaffolding Approach Assisted by PhET Simulation on the Achievement of Science Process Skills in Physics. 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012035
Aryani, W. D., Suhendi, E., Suyana, I., Samsudin, A., & Kaniawati, I. (2019). Effectiveness of implementation interactive conceptual instruction (ICI) with computer simulation to overcome students’ misconceptions about newton’s law of gravitation. 1280(5). Scopus. https://doi.org/10.1088/1742-6596/1280/5/052011
Astutik, S., & Prahani, B. K. (2018). The practicality and effectiveness of Collaborative Creativity Learning (CCL) model by using PhET simulation to increase students’ scientific creativity. International Journal of Instruction, 11(4), 409–424. https://doi.org/10.12973/iji.2018.11426a
Bahtiar, Ibrahim, & Maimun. (2022). Analysis of Students’ Scientific Literacy Skill in Terms of Gender Using Science Teaching Materials Discovery Model Assisted by Phet Simulation. Jurnal Pendidikan IPA Indonesia, 11(3), 371–386. https://doi.org/10.15294/jpii.v11i3.37279
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Sixth edition). Pearson.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Haryadi, R., & Pujiastuti, H. (2020). PhET simulation software-based learning to improve science process skills. 1521(2). https://doi.org/10.1088/1742-6596/1521/2/022017
Hasyim, F., Prastowo, T., & Jatmiko, B. (2020). The Use of Android-Based PhET Simulation as an Effort to Improve Students’ Critical Thinking Skills during the Covid-19 Pandemic. International Journal of Interactive Mobile Technologies, 14(19), 31–41. https://doi.org/10.3991/ijim.v14i19.15701
Irawan, E., & Wilujeng, H. (2020). Development of an online mathematical misconception instrument. Journal of Physics: Conference Series, 1657(1), 012080. https://doi.org/10.1088/1742-6596/1657/1/012080
Johan, H., Suhandi, A., Wulan, A. R., & Sipriyadi, S. (2018). Impact of Learning Earth Litosphere using Interactive Conceptual Instruction on Logic Thinking, Conceptual Understanding, and Spiritual Aspect Embedding. Jurnal Pendidikan Fisika Indonesia, 14(1), 7–17. https://doi.org/10.15294/jpfi.v14i1.8259
Kurnaz, M. A., & Arslan, A. S. (2014). Effectiveness of Multiple Representations for Learning Energy Concepts: Case of Turkey. Procedia - Social and Behavioral Sciences, 116, 627–632. https://doi.org/10.1016/j.sbspro.2014.01.269
Lancaster, K., Moore, E. B., Parson, R., & Perkins, K. K. (2013). Insights from using PhET’s design principles for interactive chemistry simulations (Vol. 1142, p. 126). https://doi.org/10.1021/bk-2013-1142.ch005
Luliyarti, D. S., Jumadi, & Astuti, D. P. (2020). Application of e-handout with Schoology-based PhET simulations to improve students’ visual representation ability on optical material. 1440(1). https://doi.org/10.1088/1742-6596/1440/1/012058
Maulidina, W. N., Samsudin, A., & Kaniawati, I. (2019). Overcoming students’ misconceptions about simple harmonic oscillation through interactive conceptual instruction (ICI) with computer simulation. 1280(5). https://doi.org/10.1088/1742-6596/1280/5/052007
McKagan, S. B., Perkins, K. K., Dubson, M., Malley, C., Reid, S., Lemaster, R., & Wieman, C. E. (2008). Developing and researching PhET simulations for teaching quantum mechanics. American Journal of Physics, 76(4–5), 406–417. https://doi.org/10.1119/1.2885199
Mizayanti, Halim, A., Safitri, R., & Nurfadilla, E. (2020). The development of multi representation practicum modules with PhET in Hooke’s law concept. 1460(1). Scopus. https://doi.org/10.1088/1742-6596/1460/1/012124
Moore, E. B., Chamberlain, J. M., Parson, R., & Perkins, K. K. (2014). PhET interactive simulations: Transformative tools for teaching chemistry. Journal of Chemical Education, 91(8), 1191–1197. https://doi.org/10.1021/ed4005084
Nulhaq, S., & Setiawan, A. (2016). Influences of Multiple Representation in Physics Learning to Students in Understanding Physics Material and Scientific Consistency. Proceedings of the 2015 International Conference on Innovation in Engineering and Vocational Education, Icieve 2015, 235–238. https://doi.org/10.2991/icieve-15.2016.51
Perkins, K., Moore, E., Podolefsky, N., Lancaster, K., & Denison, C. (2012). Towards research-based strategies for using PhET simulations in middle school physical science classes. 1413, 295–298. https://doi.org/10.1063/1.3680053
Setyani, N. D., Cari, C., Suparmi, S., & Handhika, J. (2017). Student’s concept ability of Newton’s law based on verbal and visual test. International Journal of Science and Applied Science: Conference Series, 1(2), 162. https://doi.org/10.20961/ijsascs.v1i2.5144
Suryani, Y., Distrik, I. W., & Suyatna, A. (2018). The Practicality and Effectiveness of Student Worksheet Based Multiple Representation to Improve Conceptual Understanding and Students’ Problem-Solving Ability of Physics. International Journal of Research - Granthaalayah, 6(April), 166–173. https://doi.org/10.5281/zenodo.1243075
Sutrisno, H. (2016). An analysis of the mathematics school examination test quality. Jurnal Riset Pendidikan Matematika, 3(2), 162–177. https://doi.org/10.21831/jrpm.v3i2.11984
Waldrip, B., Prain, V., & Carolan, J. (2006). Learning Junior Secondary Science through Multi-Modal Representations. Electronic Journal of Science Education, 11(1), 87–107. https://doi.org/10.2136/sssaj2009.0437
Published
2024-10-07
How to Cite
FurqonM. (2024, October 7). THE IMPACT OF UTILIZING INTERACTIVE CONCEPTUAL INSTRUCTION ASSISTED BY PHET SIMULATIONS ON STUDENTS’ UNDERSTANDING ABILITY IN PHYSICS. SPEKTRA: Jurnal Kajian Pendidikan Sains, 10(2), 244-258. https://doi.org/https://doi.org/10.32699/spektra.v10i2.7740
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