<![CDATA[The rapid development of educational technology has brought significant changes to science learning, primarily by integrating virtual laboratories. These tools provide interactive and student-centered experiences that are more accessible than conventional labs. This study explores the importance of PhET-based virtual labs in enhancing students' understanding of energy and work concepts in a Basic Science Concepts course, emphasizing their relevance in modern, inquiry-based science education. This research analyzes university students’ perceptions of the usability and quality of PhET simulations used in the course. Using a quantitative survey method, data were collected from 161 randomly selected university students through a Likert-scale questionnaire. The results show an overall satisfaction rate of 71.68%, indicating a positive response categorized as "good." Students particularly appreciated the user-friendly interface and dynamic visualizations that encouraged independent exploration and more profound comprehension of abstract concepts. The study concludes that PhET-based virtual labs are practical supplementary tools in science education. Despite limitations such as reliance on self-reported data and short-term evaluation, the findings highlight the potential of virtual labs to enhance conceptual learning. Future research should investigate long-term learning outcomes and compare virtual, traditional, and blended learning environments to optimize instructional strategies.]]>
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