The influence of the online PhET simulation-assisted using direct instruction on student’s conceptual understanding of parabolic motion

Abstract

This study aimed to investigate the effect of the online PhET simulation-assisted using the direct instruction on students’ conceptual understanding of the parabolic motion. It was quasi-experimental research with pretest-posttest control group design. The research subjects were 10th grade students, consisting of 20 students for each experimental and control groups. The data were collected using a concept understanding test. The research data were analyzed quantitatively by using descriptive and inferential statistics. The results show that the average score of the experimental class was higher than the control class. The hypothesis was tested using Mann-Whitney (U-Test) with a significance level of = 0.05. Based on data analysis, it can be concluded that there was a significant effect of online PhET simulation assisted learning model on students’ concept understanding on parabolic motion.

Use of PhET Simulations as A Virtual Laboratory to Improve Students' Problem Solving Skills

“…This makes students experience an increase in understanding concepts as recognized by 84.62% of students. According to several studies, PHeT Simulations can indeed improve understanding of concepts (Lestari & Mansyur, 2021) (Verawati et al, 2022).…”

Effect of computer-simulated teaching tools on Rwandan senior four students’ understanding of graphs of projectile motion

“…According to numerous earlier research, this issue is connected to the general learning challenges that students encounter when studying mechanics topics. Some of them highlighted the inability of traditional instruction to remove students' misconceptions related to kinematics (Kibirige & Lehong, 2016;Kirya et al, 2021;Ndihokubwayo et al, 2021;Pineda, 2020) and others on conceptual learning in motion-related topics in general (Buber & Unal, 2017;Docktor et al, 2015;Kirya et al, 2022;Lestari & Mansyur, 2021). However, in many studies, little focus is put on the connection between conceptual learning and graph skills in the topic of kinematics including projectile motion.…”