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All Journal International Journal of Essential Competencies in Education
Al Haris, Umar
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Education Mathematics Other

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Integrating PhET Simulations and ChatGPT within the 7E Learning Cycle: High School Students’ Understanding of Wave Concepts Al Haris, Umar; Gummah, Syifa’ul; Sabatier, Laureano Leonel
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/wp1j4x29

Abstract

Understanding wave phenomena requires students to integrate physical representations, quantitative relationships, and scientific reasoning. This study investigated the integration of PhET simulations and ChatGPT within the 7E Learning Cycle to support high school students’ conceptual understanding of waves. A quasi-experimental pretest–posttest design involved 71 Grade XI students, comprising 35 students in the experimental group and 36 in the control group. The experimental group received integrated 7E–PhET–ChatGPT instruction, while the control group received Direct Instruction. Conceptual understanding was assessed using ten validated essay items covering five conceptual-reasoning indicators and three higher-order cognitive dimensions. Data were analysed using descriptive statistics and baseline-adjusted regression with HC3 robust standard errors. The experimental group demonstrated higher adjusted posttest performance, with a difference of 12.18 percentage points (95% CI [6.76, 17.60]). The largest differences occurred in quantitative application (38.76 points) and scientific reasoning and investigation (30.06 points). Written responses illustrated more explicit conceptual differentiation, quantitative justification, evidence evaluation, and independent investigation design. These findings suggest that integrating simulations and AI-supported clarification within structured learning activities is associated with stronger conceptual reasoning, although classroom-level confounding and the short intervention limit causal interpretation.
Co-Authors Gummah, Syifa’ul Sabatier, Laureano Leonel