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All Journal Indonesian Journal of STEM Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Innovation and Educational Technology
Ziadatun Nikmatillah
University of Mataram
Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Other

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Research Trends in PhET Virtual Laboratories Toward Critical Thinking Skills in Physics Learning: A Decade Bibliometric Analysis (2015–2025) Alia Cahyani; Maria Anastasia Da Lopez; Ziadatun Nikmatillah; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i1.2287

Abstract

This study aims to analyze research trends in PhET virtual laboratories on critical thinking skills in physics learning during the period 2015–2025. The study used a descriptive quantitative approach with bibliometric analysis methods. Data were obtained from Google Scholar using the Publish or Perish application, then analyzed using VOSviewer. The selection process resulted in 34 articles that met the inclusion criteria. The analysis results show that research has increased significantly since 2020 and peaked in 2025, influenced by the development of digital-based learning after the COVID-19 pandemic and the implementation of the Independent Curriculum. Bibliometric visualization shows that the topics of critical thinking, PhET simulation, and virtual laboratories are the main focus of research, with a tendency to use PhET combined with various learning models such as problem-based learning and guided inquiry. Citation analysis indicates that research examining the effectiveness of PhET use in improving critical thinking skills has a significant impact. However, studies that specifically address critical thinking skills in the context of certain materials or aspects of learning outcomes are still limited. Therefore, this study provides a comprehensive overview of research trends and opens opportunities for the development of more in-depth and focused research in the future.
The Use of Phet Simulations to Improve High School Students’ Understanding of Physics Concepts: A Systematic Literature Review Maria Anastasia Da Lopez; Ziadatun Nikmatillah; Alia Cahyani; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The use of technology-based learning media, particularly PhET (Physics Education Technology) simulations, is widely adopted in high school physics education. PhET provides interactive simulations capable of visualizing abstract physics concepts, thereby facilitating a better understanding of the material for students. Various studies indicate that the integration of PhET can enhance conceptual understanding, learning outcomes, and student engagement in the learning process. This study aims to analyze research trends regarding the use of PhET in improving high school physics conceptual understanding during the 2014–2023 period, providing a comprehensive overview of literature development over the past decade through a Systematic Literature Review (SLR) approach. Data were gathered from relevant academic databases and analyzed to identify the growth in publication numbers, author collaboration patterns, and dominant research topics. The results show a steady increase in PhET-related publications over the years. Frequently researched topics include conceptual understanding, learning outcomes, critical thinking skills, and technology-based learning. Furthermore, PhET has proven effective in helping students grasp complex physics concepts through interactive visualization. In conclusion, research on PhET displays an upward trend and contributes positively to improving the quality of physics education at the senior high school level. This study is expected to serve as a valuable reference for developing innovative and effective learning media
The Effectiveness of Interactive E-Modules on Physics Concept Understanding in the Implementation of the Merdeka Curriculum: A Literature Review Maria Anastasia Da Lopez; Ziadatun Nikmatillah; Alia Cahyani; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i2.2449

Abstract

Technological advancements in education have driven the use of more interactive digital teaching materials, one of which is the e-module. In physics learning, which is inherently abstract, students' conceptual understanding remains a significant challenge. Along with the implementation of the Merdeka Curriculum, which emphasizes independent and technology-based learning, innovative learning media are required to enhance student engagement and comprehension. This study aims to analyze the effectiveness and characteristics of interactive e-modules on students' conceptual understanding of physics, one of which is on wave mechanics. The method employed is a literature review, analyzing a number of relevant scientific articles obtained from the Google Scholar database using the Publish or Perish application based on specific criteria. The results of the study indicate that interactive e-modules are generally equipped with features such as animations, simulations, and quizzes, which can increase student engagement in the learning process. Furthermore, the use of interactive e-modules also shows a positive trend toward improving students' conceptual understanding and learning outcomes. Therefore, interactive e-modules hold great potential to support more effective and innovative physics learning within the implementation of the Merdeka Curriculum.
Co-Authors Alia Cahyani Gunawan Gunawan Maria Anastasia Da Lopez Nina Nisrina