Student Responses to The Use of Phet Simulation in Science

Learning
Sudirman1, Widiatmoko. A2
1
Faculty of Mathematics and Natural Sciences, Semarang State University,
2
Faculty of Mathematics and Natural Sciences, Semarang State University

Abstract
With the increasingly rapid development of the world of technology and information,
teachers can utilize various learning media, one of which is physics and educational
technology (PhET) simulations. This research is to determine students' responses to the use
of PhET simulations in science learning. The research sample was students who had used
PhET simulation, student response data was taken through a questionnaire. Data analysis
uses qualitative descriptive analysis. The results of the research show that the majority of
opinions (59.46%) on the use of PhET simulations in science learning stated that it was
very useful and helped understand concepts better and a small percentage (2.70%) said it
was not. The majority of students' satisfaction with the experience of using PhET
simulation (62.2%) stated that they were very satisfied, enjoyed every moment and gained
a better understanding and a small percentage (8.1%) said no. 48.6% of students'
understanding of science concepts through PhET simulation stated that they had a good
understanding, but still needed some help to understand some parts of the concept and a
small part.

Keywords: Phet Simulation, Student Responses, Science Learning

Introduction
Natural Science Education (IPA) plays a key role in developing students'
understanding of natural phenomena and scientific concepts. In recent years,
technology has played an increasingly important role in enriching the science
learning experience, with the introduction of various tools and applications that
support interactive and technology-based learning. One technology that has
received great attention in this context is PhET Science Learning Simulation
(Brown, 2009). In the abstract concept of integrated science, there is complexity in
presenting chemical, physical and biological processes directly in real laboratory
activities and ultimately this makes the level of understanding of the concept less.
PheT as a simulation laboratory can replace a real laboratory. PhET simulations
provide convenience for students and teachers in conditions where practical
equipment and materials are limited (Laksono et al., 2023)
The increasingly rapid development of the world of technology and
information can provide an alternative for educators to use various learning media,
one of which is Physics Education and Technology (PhET). (Rizaldi et al., 2020),
PhET Science Learning Simulation is an online learning media platform that
provides various interactive simulations for science learning. (Astuti & Handayani,
2018), Physics Education Technology (PhET) simulation is an interactive
simulation on the internet using the Java and Flash programming languages,
developed by a team from the University of Colorado, United States.
 Learning media is one component in the science learning process, where
students can interact directly with the media. (Wulandari et al., 2023a), learning
media is a tool that can help teachers to convey learning material so that children
can have interest and interest in the learning material presented. Learning media is
one strategy for students to be active and involve themselves in the learning process.
(Hake, 1998a), different teaching strategies to create an active learning environment
and involve students in the learning process and show that active learning increases
understanding and retention of information. It is also effective in developing higher
level cognitive skills. Interactive methods receive special attention in the physics
learning process compared to traditional methods that teachers usually use (Hake,
1998b)
However, to ensure the effectiveness of using PhET Simulation in a science
learning context, it is important to understand students' responses to this technology.
Student responses to the use of PhET simulations can provide valuable insight into
their effectiveness in increasing understanding of science concepts, facilitating
active learning, and increasing students' interest in science. Students' positive
response to technology in learning can be seen from the use of PhET simulations.
The use of PhET simulation technology tends to improve students' perceptions of
technology in learning. For students, technology is a useful and effective tool in
helping understand complex science concepts. Learning activities that include the
use of PhET simulations often increase student engagement in learning and students
tend to be more enthusiastic and interested in learning when they engage in virtual
experiments, observations, and data analysis conducted through simulations.
Interesting and interactive learning activities, such as the use of PhET simulations,
can increase motivation (Perkins et al., 2006).
The response to the use of PhET simulation, as per research conducted by
Bhakti et al., (2019), views the PhET simulation material as very relevant to the
field of physics, this is proven by a response of 76.9% which states that the PhET
simulation material is very relevant to physics learning. . Training participants also
rated very well (92.3%) the benefits of knowledge of using this media in the physics
learning process. By understanding students' responses to PhET simulations,
educators and curriculum developers can identify the strengths and weaknesses of
this technology in the context of science learning. This can help them design more
effective learning strategies and ensure that the use of simulation technology
provides maximum benefits for students. Therefore, research on student perceptions
of the development of PhET Science Learning Simulation is very important in
advancing innovative and effective science education (Fitria et al., 2023)
Penelitian ini merupakan mini riset yang bertujuan untuk mengetahui respon
siswa terhadap simulasi interaktif berbasis komputer menggunakan platform PhET
(Physics Education Technology) sebagai alat bantu dalam pembelajaran IPA untuk
siswa Sekolah Menengah Atas. Simulasi ini dirancang untuk memberikan
pengalaman belajar yang menarik dan interaktif, serta membantu siswa dalam
memahami konsep-konsep IPA yang kompleks. (Wieman et al., 2008),
menjelaskan proyek PhET Interactive Simulations dapat meningkatakan
pemahaman konsep-konsep fisika di kalangan siswa dan dapat membantu
memperbaiki pembelajaran sains. PhET Interactive Simulations dirancang untuk
memberikan pengalaman belajar yang mendalam dan intuitif kepada siswa dalam
memahami konsep-konsep pembelajaran IPA yang seringkali dianggap abstrak dan
sulit.
Melalui penggunaan teknologi simulasi seperti PhET simulasi, pendekatan
pembelajaran sains menjadi lebih dinamis, menarik, dan relevan bagi siswa.
Simulasi ini membantu siswa untuk terlibat secara aktif dalam proses pembelajaran,
menguji hipotesis, mengamati fenomena, dan melakukan eksperimen virtual yang
mirip dengan pengalaman di laboratorium nyata. Dengan demikian, PhET simulasi
membantu memperbaiki metode pembelajaran sains secara keseluruhan dengan
mengintegrasikan teknologi yang inovatif. PhET simulasi ini dikembangkan
dengan Lembar Kegiatan Peserta Didik (LKPD) sebagai panduan dalam
melakukan praktikum virtual, disamping itu peneliti juga memberikan tutorial cara
menggunakan PhET simulasi yang dapat siswa lakukan dengan panduan-panduan
yang pada Lembar Kegiatan Peserta Didik. Pembelajaran menggunakan LKPD
lebih eefektif untuk meningkatkan hasil belajar, pengetahuan, sikap dan
keterampilan peserta didik.(Sholikhah & Sucahyo, 2021)
Combining PhET simulation with LKPD can help students experience for
themselves how theoretical concepts are applied in practical contexts. This will help
strengthen students' understanding of the relationship between theory and its
application in real life. Preparing structured LKPD can make it easier for teachers
to evaluate students' understanding of lesson material. The questions contained in
the LKPD can be indicators for teachers to measure the extent to which students
have understood the concepts being taught. PhET simulation allows students to
conduct experiments in a safe virtual environment. (Perkins et al., 2006)
Students' positive response to technology in learning can be seen from the
use of PhET simulations. The use of PhET simulations tends to improve students'
perceptions of technology in learning. For students, technology is a useful and
effective tool in helping understand complex science concepts. Learning activities
that include the use of PhET simulations increase student involvement in learning
and students tend to be more enthusiastic and interested in learning and engaging
in virtual experiments, observing and analyzing data carried out through
simulations. Interesting and interactive learning activities, such as the use of PhET
simulations, can increase motivation (Perkins et al., 2006). Student involvement in
learning will provide encouragement in seeking new understanding of science
concepts because simulations provide a different and enjoyable learning
experience. (Hake, 1998c)
The research question that is the problem to be studied is: How do students
respond to the development of PhET simulations in science learning? The research
question is described as follows:
1. What do students think about the use of PhET simulations in learning
Natural Sciences (IPA)?
2. What is the level of student satisfaction with the experience of using PhET
simulations for science learning?
3. What is your level of understanding of the science concepts learned through
the use of PhET simulations?
Research method
This research is a mini research study with the aim of knowing students'
responses to the use of PhET simulations. The research sample was 37 upper
secondary students who had used PhET simulation. Collecting student response
data about learning experiences using PhET simulations through questionnaires and
distributing them to students to fill out. The questionnaire contains closed questions
that ask for responses in the form of multiple choices with a Likert scale which are
given online, then analyzed using qualitative descriptive methods.

Results and Discussion

Based on questionnaire data, student responses consist of 1) students'
opinions regarding the use of PhET simulations in science learning, 2) students'
level of satisfaction with the experience of using PhET simulations for science
learning, 3) level of students' understanding of science concepts learned through the
use of PhET simulations. The results and discussion are as follows:

1. Students' opinions about the use of PhET simulations in science learning.

Table 1. Percentage of students' opinions regarding the use of PhET

simulations in science learning

No. Indicator Number of %

Respondents
1 Very useful and helped me 22 59, 46
understand the concept
better
2 Helpful, but I had some 10 27,03
difficulties operating the
simulation
3 Quite helpful, but I prefer 4 10,81
other learning methods
4 It's not useful and I have 1 2,70
difficulty understanding
concepts through
simulations
Total 37 100,00

Based on the table above, it can be seen that students' opinions regarding
the use of PhET science learning simulations are: Students stated that it was very
useful and helped in understanding concepts better. 59.46% of students stated that
it was useful even though there were some difficulties in operating the simulation
10 students 27.03 %, students stated that it was quite helpful in understanding the
concept and however they preferred other learning methods 4 students 10.81%, and
liked the method in Phet simulation as many as 3 students 8.3%, and it was not
useful and I had difficulty understanding the concept through simulation as much
as 1 student 2.70%.
 Students generally state that the use of PhET simulations in science learning
is very helpful and helps them understand concepts better. More than half of
students who said that PhET simulations were used in science learning said they
were "very useful and helped me understand concepts better", indicating that most
students felt that simulations helped them understand science concepts
significantly. This suggests that PhET simulations may be effective in helping
students understand complex concepts in science subjects. Research conducted by
Arifin et al., (2022), shows that there is an increase in student learning outcomes
and students admit that they are enthusiastic and not bored so that it is easier for
students to understand the material taught by the teacher
This opinion is very important because the use of technology in learning can
have a positive impact on students' concept awareness, understanding and
understanding of the subject matter being taught. If more than 50% of students find
simulations very helpful and help them understand concepts better, then this method
may be worth considering for wider use in science learning. In theory, the PhET
simulation itself aims to increase students' interest in understanding student
concepts and improve student learning outcomes. The PhET simulation is designed
so that students can focus on participating actively and interactively in developing
their understanding of the concepts that have been explained, (Muna et al., 2023).
The use of PhET simulation is one application that is believed to be able to increase
students' understanding of concepts. (Abdi et al., 2021)

2. Level of student satisfaction with the experience of using PhET simulation

for science learning

Table 2. Level of student satisfaction with the experience of using PhET

simulation for science learning
No. Indikator Jumlah %
Responden
1 Very useful and helped me understand 23 62,20
the concepts better.
2 Helpful, but I'm having some 10 27,00
difficulty operating the simulation
3 Quite helpful, but I prefer other 1 2,80
learning methods.
4 It's not useful and I'm having trouble 3 8,10
understanding the concept through
simulation
Total 37 100

Based on the graph, the level of student satisfaction with the experience of
using PhET simulation for science learning was 62.2% of students said they were
very satisfied, I enjoyed every moment and got a better understanding. As many as
27.8% of students expressed satisfaction, but I hope there are some improvements
or additional features. As many as 2.8% were dissatisfied, I felt the simulation did
not fully meet my expectations, and as many as 8.1% of students said they were
dissatisfied, I felt the simulation did not provide significant benefits for my
learning.
These results indicate that PhET simulation appears to be a beneficial
experience for most students. Not only were students satisfied with the use of this
technology, but students also found that using it helped them understand the science
concepts being taught. PhET simulations have the potential to improve the quality
of science learning by meeting students' needs and attracting students' interest.
These results may also indicate that simulation technologies such as PhET can be
an effective tool for science learning because they can increase student engagement
and help them understand complex concepts. Therefore, it is recommended that this
simulation be included more in science learning in schools. However, 8.1% of
students said that they were not satisfied with the use of PhET simulations for
science learning, because they felt that the simulations did not provide significant
benefits for their learning, which has several implications that need to be
considered. First, it shows that although the majority of students feel satisfied and
benefit from the use of this simulation, there are still a small number of students
who do not feel the same benefits. This may be due to various factors, such as
differences in learning styles, level of technology readiness, or even a lack of
effective integration of such simulations in learning. Choosing a technology-based
learning platform that can be used to support the development of problem-solving
skills, including the use of simulation software, learning games, or interactive
learning applications, can provide support for the learning process (Jonassen, 2011).
Second, this statement highlights the importance of understanding students'
individual perspectives and needs in the learning process. To achieve effective and
efficient learning, it cannot be separated from the teacher's efforts to understand,
guide and meet the needs of students at school. Therefore, a teacher needs to
understand, knowing the types of students' needs so that they can guide and meet
students' needs through various learning activities (Vanista & Nurjamiludin, 2023)

3. The level of student understanding of science concepts learned through the

use of PhET simulations.

Table 3. Level of students' understanding of science concepts through the

use of Phet simulation.
No. Indikator Jumlah %
Responden
1 I have a deep understanding and can 23 62,20
explain concepts well.
2 I have a good understanding, but still 10 27,00
need some help understanding some
parts of the concept
3 My understanding of the concept is 1 2,80
still limited, and I find it difficult to
explain it.
 4 I had difficulty understanding the 3 8,10
concept as a whole, and the simulation
did not help me clarify my
understanding.
Total 37 100

Based on the graph, the level of students' understanding of science concepts

through PhET simulation is 48.6% stating they have a good understanding, but still
need some help to understand some parts of the concept. Students may understand
most of the concepts well, but still need a little help understanding some of the more
complicated parts of the concepts. On the other hand, a small number of students
(5.4%) had difficulty understanding the concept as a whole through the use of the
simulation. They felt that the simulation did not help them clarify their
understanding of science concepts. This shows that although simulations can be an
effective tool for most students to understand concepts, there is still a small
percentage of students who may need a different learning approach or additional
resources to fully understand the concepts.
These results suggest that PhET simulations may help most students
understand science concepts, but there remains the problem of ensuring all students
gain a deep understanding. According to Revvina et al., (2023), PheT simulation is
able to facilitate understanding of the concept of material, because with PheT
students can carry out experimental activities on the material independently and can
be arranged according to the student's wishes. However, it is also important to
emphasize the importance of considering students' unique needs and providing a
variety of resources and learning approaches to support students' different learning
styles and levels of understanding. (Panggabean et al., 2023) based on the results
of their research, the application of the POE2WE learning model assisted by the
PhET virtual android lab application can improve students' understanding of
concepts in the material of rigid body equilibrium. Although simulation technology
can be an effective tool in facilitating conceptual understanding, varying responses
from students indicate that a one-size learning approach does not always fit all.
(Rizaldi et al., 2020b), The disadvantage is that implementation in schools relies on
available computer units; PhET simulation media is effectively used to help
teachers and students learn physics concepts; and the PhET simulation media is
very well combined with the inquiry learning model. Because the right learning
media will provide good results for the learning process. (Wulandari et al., 2023b),
appropriate learning media is very important in supporting student learning and
choosing the right learning method can help students understand the learning
material presented by the teacher. The learning model used by the teacher will also
influence the success of using simulated PhET, this has been proven based on
research that there is an influence of the Discovery Learning learning model assisted
by simulated PhET media on students' understanding, (Maulida et al., 2022)

Conclusion
Based on the results and discussion above, it can be concluded that the
students' opinion regarding the use of PhET simulations in science learning is that
the majority stated that it was very useful and helped students understand concepts
better (59.46%) and stated that it was not useful, having difficulty understanding
concepts through simulations. (2.70%). The level of student satisfaction with the
experience of using PhET simulation for science learning was 62.2% of students
stated that they were very satisfied, I enjoyed every moment and got a better
understanding. As many as 27.8% of students said they were satisfied, but I hoped
there would be some improvements or additional features and as many as 8.1% of
students said they were not satisfied, I felt the simulation did not provide significant
benefits for my learning. The level of students' understanding of science concepts
learned through the use of PhET simulations was 48.6%, stating they had a good
understanding, but still needed some help to understand some parts of the concept
and a small number of students (5.4%) had difficulty understanding the concept as
a whole. through the use of the simulation.
To promote better understanding of concepts and increase student
satisfaction, more comprehensive PhET simulation usage guidelines should be
created based on student responses. Further research should be conducted on the
factors that influence student satisfaction and understanding of the use of PhET
simulations in science learning. This can be done based on student responses.

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