<![CDATA[Teachers often face challenges when introducing new concepts that students are unfamiliar with, and students are rarely accustomed to connecting prior knowledge to construct new concepts. These teacher-related barriers and student difficulties contribute to low conceptual understanding. To address this, innovative learning strategies such as the application of PhET simulations combined with problem-solving models can be implemented. This research was conducted at SMPN 1 Kateman to examine the effect of PhET simulation integrated with a problem-solving model on students’ conceptual understanding. The study employed an experimental design with a quasi-experimental, nonequivalent posttest-only control group. Data were collected using a conceptual understanding test consisting of 33 reasoned multiple-choice questions and analyzed using descriptive and inferential statistics. The results indicated that students in the experimental class outperformed those in the control class, demonstrating a significant improvement in conceptual understanding through the PhET simulation with a problem-solving model.]]>
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