<![CDATA[Understanding electrical concepts requires students to connect abstract relationships with observable phenomena. Limited opportunities for investigation highlight the need for instructional resources that combine structured guidance with interactive experimentation. This study examined changes in students’ physics learning outcomes following the implementation of discovery-learning-based student worksheets, assisted by PhET Interactive Simulations. A quantitative, pre-experimental study using a one-group pretest–posttest design involved 32 purposively selected eleventh-grade students at Muhammadiyah High School, Jayapura, Indonesia. The intervention comprised three face-to-face sessions on electrical current concepts, during which worksheets guided students through problem identification, hypothesis formulation, virtual experimentation, data analysis, verification, and conclusion drawing. Learning outcome tests were administered before and after the intervention, and data were analyzed using descriptive statistics, a paired-samples t-test, and normalized gain (N-Gain). Mean scores increased from 68.531 to 77.625, with a statistically significant difference between measurements, t(31) = −16.856, p < .001. The mean N-Gain was 0.3019, indicating improvement at the lower boundary of the moderate category. The study’s contextual novelty lies in evaluating the classroom implementation of worksheets that connect the stages of discovery learning with PhET investigations of electrical current concepts among high school students in Jayapura. The findings indicate that this integrated approach was associated with improved physics learning outcomes, although the absence of a control group prevents causal attribution. This study contributes preliminary classroom evidence to inform the use of structured, simulation-assisted discovery activities in physics teaching and provides a basis for further evaluation using controlled research designs.]]>
