The role of PHET-based virtual laboratories on primary student motivation and conceptual understanding in the Energy Transformation concepts

Authors

  • Sopari Department of Primary Teacher Education, Universitas Pendidikan Indonesia
  • Asep Kurnia Jayadinata Department of Primary Teacher Education, Universitas Pendidikan Indonesia
  • Ali Ismail Department of Primary Teacher Education, Universitas Pendidikan Indonesia

Keywords:

PheT Based virtual laboratory, Motivation, Conceptual understanding

Abstract

This research was conducted based on the importance of motivation and understanding of concepts at the elementary school level. Learning with a PhET-based virtual laboratory is an innovative approach in science education that can help visualize abstract concepts. A quantitative descriptive method was chosen for this study, with a pre-experimental one-group pretest-posttest design. The sample consisted of fourth-grade students from public primary schools in Indonesia. The instruments used in this study were observation guidelines, questionnaires, and test questions. The results showed that the implementation of PhET-based virtual laboratory learning received an average score of 97.77%, which is considered very good. Motivation after learning with the PhET-based virtual laboratory had an average score of 71%, indicating a good level. Students' conceptual understanding increased after the implementation of PhET-based virtual laboratory learning, with the average pretest score rising from 55.8% to a posttest score of 77.2%.

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Published

2024-05-18

How to Cite

Sopari, Kurnia Jayadinata, A., & Ismail, A. (2024). The role of PHET-based virtual laboratories on primary student motivation and conceptual understanding in the Energy Transformation concepts . Research in Physics Education, 3(1), 8–14. Retrieved from https://journal.institutpendidikan.ac.id/index.php/ripe/article/view/38

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