The effect of Phet Simulation media for physics teacher candidate understanding on photoelectric effect concept

Abstract

Abstract. Indonesian new Curriculum for senior high school students required student-centered learning. One of the curriculum implementation constraint was the difficulty of providing learning media. PhET simulations media is one of the options that can help implementation of new curriculum on learning. However, the use of this media in Indonesia still needs to be studied comprehensively. The learning was conducted on students of physics education Study Program in sebelas maret university in 2013. The sample consisted of 62 students that was taking quantum physics course. The method that was used in the research was descriptive qualitative. The method that was used in learning was demonstration's method that used PhET media and accompanied by a question and answer and groups discussion. The data was collected using multiple choice test and interview through email. We found that any students still did not understand about photoelectric effect concept. They were confused when asked about the thick material and cross section of the targets as related with the regardless of electrons in the photoelectric effect event. Other than that, the concept of the waves as a particle and its relation with the kinetic energy of the electrons was not understood by most students.

PhET Simulation Effectiveness as Laboratory Practices Learning Media to Improve Students’ Concept Understanding

“…It was because as an interactive multimedia, PhET change an abstract concept into concrete terms which can help them to understand the concept better. The visualization enables student to interact, respond and communicate, so information can be more durable and easy to remember (Supurwoko et al, 2017). This is in line with the theory of double encoding (dual code theory) certifying that a person remember better any information when it is given not only verbally but also visually.…”

Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia

“…In particular, what challenges a teacher is how to teach the wave-particle duality and the photoelectric effect experiment effectively. In these topics, teachers need to guide students to understand the particle nature of light and the concept of a photon (McKagan et al, 2009;Supurwoko et al, 2017) and address the gap between classical and quantum concepts of waves, particles, and uncertainty by emphasizing their differences in the classical and quantum world (Rodriguez, 2018).…”

“…More research has been conducted to minimize QP instructional difficulties (see: Bungum et al, 2015;Kohnle, 2010;McKagan et al, 2007McKagan et al, , 2008Ravaioli, 2019;Singh, 2008;Sokolowski, 2013;Supurwoko et al, 2017). It is also highlighted that an alternative to the teacher-centered learning strategy, a conventional strategy (Kunnath, 2017;Zollman, 1999) known as direct instruction (Mansyur & Darsikin, 2016), is needed as it was seen that the traditional strategy is not sufficient in helping students understand abstract concepts like QP (Gonen, 2006;Hubber, 2006;Sayer et al, 2017)) and had caused students to become passive learners (Francisco, 2013).…”

A needs analysis study in developing quantum physics instructional module for secondary school with an integrated stem education approach

“…Wave-particle duality and the photoelectric effect are fundamental topics in QP for the secondary school level (Krijtenburg-Lewerissa et al, 2018) that require teachers to plan a practical instruction to guide students in constructing their understanding of the nature of light and matter and the concept of a photon (McKagan et al, 2007;Supurwoko et al, 2017) and address the gap between classical and quantum concepts of waves, particles, and uncertainty by emphasising their differences in the classical and quantum world (Rodriguez, 2018).…”