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All Journal JPF : JURNAL PENDIDIKAN FISIKA Optika : Jurnal Pendidikan Fisika Jurnal Pendidikan Dasar Perkhasa Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Carmin: Journal of Community Service Jurnal Pendidikan MIPA
Lefudin Lefudin, Lefudin
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Humanities Education Physics Social Sciences

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Journal : Jurnal Pendidikan MIPA

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Enhancing Students' Conceptual Understanding and Motivation in Electricity Through Web-Based Problem-Solving with PhET Simulations Lubis, Patricia Hotma Minar; Lefudin, Lefudin; Khaokhajorn, Wacharaporn; Emiliannur, Emiliannur; Winarno, Nanang; Hakim, Lukman
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1107-1128

Abstract

This study explores the effectiveness of web-based problem-solving learning integrated with PhET simulations in enhancing students' conceptual understanding and motivation on the topic of electrical circuits. Utilizing a quasi-experimental method, the study involved 30 students from a private university in Palembang who engaged in web-based instruction supported by interactive simulations and contextual problem-solving activities. Data were collected through a learning style questionnaire, a concept understanding test, and a motivation questionnaire administered via Google Forms. The results revealed a significant increase in students' post-test scores across five indicators of conceptual understanding electric current, potential difference, resistance, Ohm's Law, and circuit configuration with N-Gain values ranging from moderate to high. Notably, students with auditory and kinesthetic learning styles showed slightly higher gains. Learning motivation also demonstrated a very high category, with 88% of students indicating strong interest and persistence in the learning process. The integration of web-based platforms and PhET simulations not only facilitated flexible and personalized learning experiences but also supported students' engagement, exploration, and self-regulation. These findings highlight the potential of technology-enhanced science instruction to bridge cognitive and affective learning domains, making it a valuable approach for future pedagogical innovations in physics education.     Keywords: web-based learning, conceptual understanding, learning motivation.
Co-Authors Dwi Ratnaningdyah, Dwi Elsi Adelia Fitri Emiliannur Emiliannur Istiqomah, Santi Khaokhajorn, Wacharaporn Linda Lia, Linda Lubis, Patricia H. M Lukman Hakim Nanang Winarno Paradila, Niken Ayu Patricia Lubis, Patricia Rizkyutami, Berlia Rohmah, Tanti Ainur Roma Wina, Demi Sugiarti Sugiarti Sulistiawati Sulistiawati Triyanti Triyanti Utami, Petrisia Salsha Dyah Putri