A EXPERIMENTATION OF USING PHET ON SCIENCE LEARNING OUTCOMES OF GRADE IV OF ENERGY CHANGE LESSON

Abstract

Abstract: Educational media are designed to help students grasp skills, new ideas, and expertise more easily. However, teachers often struggle with things like using new software and finding enough time. PhET simulations can offer a way to overcome these challenges. This study explores how PhET simulations affect students' understanding of energy transformations in science. Specifically, it looks at students' cognitive learning before and after using PhET, and whether there's a significant difference in their average scores. This research uses a quantitative experimental approach, with a "one-group pretest-posttest" design. Data was collected through observations, tests, and documentation, and then analyzed statistically. The results showed a range of pretest scores from 8.3 to 74.7, and posttest scores from 33.2 to 91.3. A paired sample t-test revealed a significant difference, with the calculated t-value (3.066) exceeding the critical t-value (0.68920), and a p-value (0.007) less than the significance level (0.05). This leads to the conclusion that using PhET simulations does indeed lead to a significant improvement in students' cognitive learning about energy transformations. In other words, PhET makes a real difference

Key Word:PhET,  Learning Outcome, Science Learning