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

Authors

  • Sudirman Sudirman UIN Alauddin Makassar
  • Muhammad Qaddafi UIN Alauddin Makassar

DOI:

https://doi.org/10.26618/jpf.v11i1.9505

Keywords:

concept understanding, hooke's law, phet

Abstract

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.

References

Andriani, A. A., Sultan, A. D., Rufaida, S., & Nurfadilah. (2021). Development of physics learning media based-mobile learning using adobe flash CS6 at Muhammadiyah University of Makassar. Jurnal Pendidikan Fisika, 9(1), 91-97. https://doi.org/10.26618/jpf.v9i1.4651

Bahtiar & Azmar. (2022). The effect of using a virtual laboratory on students' motivation and learning outcomes in physics learning. Jurnal Pendidikan Fisika, 10(1), 13-21. http://doi.org/10.26618/jpf.v10i1.6966

Bahtiar, B., Ibrahim, I., & Maimun, M. (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. http://doi.org/10.15294/jpii.v11i3.37279

Budiarti, I. S., Boy, B. Y., & Lumbu, A. (2021). Students’ scientific problem solving skills in 3T region: Using PhET simulation to enhance the matter. Jurnal Pendidikan Fisika dan Keilmuan (JPFK), 7(2), 59-76. http://doi.org/10.25273/jpfk.v7i2.10783

Capriconia, J., & Mufit, F. (2022). Analysis of concept understanding and students’ attitudes towards learning physics in material of straight motion. Jurnal Penelitian Pendidikan IPA, 8(3), 1453-1461. https://doi.org/10.29303/jppipa.v8i3.1381

Eveline, E., Jumadi., Wilujeng, I., & Kuswanto, H. (2019). The effect of scaffolding approach assisted by phet simulation on students’ conceptual understanding and students’ learning independence in physics. Journal of Physics: Conference Series, 1233, 1-11. Doi. 10.1088/1742-6596/1233/1/012036

Haryadi, R., & Pujiastuti, H. (2020). PhET simulation software-based learning to improve science process skills. Journal of Physics: Conference Series, 1521, 1-6. Doi:10.1088/1742-6596/1521/2/022017

Holubova, R. (2021). Education of physics teachers in the 21st century. Journal of Physics: Conference Series, 1929, 1-8. Doi. 10.1088/1742-6596/1929/1/012076

Inayah, N., & Masruroh, M. (2021). PhET simulation effectiveness as laboratory practices learning media to improve students’ concept understanding. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 9(2), 152-162. https://doi.org/10.33394/j-ps.v9i2.2923

Kemdikbud. (2008). Pengembangan materi pembelajaran. Direktorat Jenderal Manajemen Pendidikan Dasar Dan Menengah, Direktorat Pendidikan Sekolah Menengah Atas.

Khaeruddin, K., & Bancong, H. (2022). STEM education through PhET simulations: An effort to enhance students’ critical thinking skills. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 11(1), 35-45. http://doi.org/10.24042/jipfalbiruni.v11i1.10998

Niswaty, R., & Arhas, S. H. (2019). The effect of learning media on progress quality in office administration program in vocational school negeri 1 Watampone Bone Regency. Journal of Physics: Conference Series, 1387, 1-5. Doi:10.1088/1742-6596/1387/1/012042

Ozkan, G., & Topsakal, U. U. (2020) Determining students’ conceptual understandings of physics concepts. Shanlax International Journal of Education, 8(3), 1–5. https://doi.org/10.34293/education.v8i3.2908

O’leary, Z. (2004). The essential guide to doing your research project. SAGE Publication Inc.

Safarati, N., & Lubis, R. H. (2022). Students' conceptual understanding and critical thinking skills through online learning using a virtual laboratory. Jurnal Ilmu Pendidikan Fisika, 7(1), 42-49. https://doi.org/10.26737/jipf.v7i1.2221

Saputra, I. G. P. E., Sejati, A. E., & Nurazmi. (2021). Development of virtual laboratory system using ewb and zoom cloud in dynamic electricity practicum as a learning solution in the covid-19 pandemic. Jurnal Pendidikan Fisika, 9(3), 262-272. http://doi.org/10.26618/jpf.v9i3.6066

Setiyoaji, W. T., Supriana E., Latifah, E., Purwaningsih, E., & Praptama, S. S. (2021). The effect of learning simulation media on the students’ critical thinking skills in vocational school during online learning in the covid-19 pandemic. Jurnal Pendidikan Fisika, 9(3), 243-252. https://doi.org/10.26618/jpf.v9i3.5681

Sudirman., & Amaliyah, N. (2022). The relationship between self-management and students learning outcome in physics. Internasional Journal of Innovative Science and Reserach Technology, 7(12), 303-315.

Sudirman., Halima., & Hidayat M. Y. (2021). Implementation of guided inquiry learning model assited by three tier test on critical thinking. JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar, 9(2), 120-129. https://doi.org/10.24252/jpf.v9i2.23433

Sudirman., & Kennedy, D. (2022). Attitudes of Irish and Indonesian science teacher towards using medical physics module. IOSR Journal of Research & Method in Education, 12(6), 19-34.

Sugiyono (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alphabet.

Sukarelawan, M. I., Puspitasari, A. D., Sulisworo, D., Kuswanto, H., & Jumadi. (2022). A shift in the conceptual understanding of physics students through the wright map. Jurnal Pendidikan dan Pengajaran, 55(1), 127-141. https://doi.org/10.23887/jpp.v55i1.38342

Susilawati., Doyan, A., Wahyudi., Ayub, S., & Ardhuha, J. (2022). Concept understanding of students through core physics learning tools based on guided inquiry assisted by PhET virtual media. Journal of Physics: Conference Series, 2165, 1-6. Doi. 10.1088/1742-6596/2165/1/012045

Toto., Yulisma, L., & Aman, A. (2021). Improving teachers’ understanding and readiness in implementing STEM through science learning simulation. Jurnal Pendidikan IPA Indonesia, 10(2), 303-310. https://doi.org/10.15294/jpii.v10i2.27509

Yunzal, A. N., & Casinillo, L. F. (2020). Effect of physics education technology (PhET) simulations: Evidence from STEM students’ performance. Journal of Educational Research and Evaluation, 4(3), 221-226. https://doi.org/10.23887/jere.v4i3.27450

Downloads

Additional Files

Published

2023-01-31

Issue

Vol. 11 No. 1 (2023): PENDIDIKAN FISIKA

Section

Articles

License

Copyright:

Authors who publish with this journal agree to the following terms:

1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licence:

Authors are free to:

1. Share: Copy and redistribute the material in any medium or format

2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.

The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:

1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Jurnal Pendidikan Fisika  is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.