<![CDATA[PhET is an instructional medium with high attractiveness for science learning. This study aimed to analyze the utilization of the PhET Colorado simulation in teaching science learning in junior high school science. A descriptive qualitative approach was employed to explore how teachers and students engaged with the PhET simulation during the learning process. The participants consisted of 34 seventh-grade students and four science teachers selected purposively. Data were collected through classroom observations, semi-structured interviews, questionnaires, and documentation analysis, including lesson plans and worksheets. Observations focused on teacher implementation and student activities, while questionnaires examined students’ interest, ease of use, and conceptual understanding. The results showed that the utilization of PhET was categorized as good to very good, with an average teacher implementation score of 84.25% and student activity of 81.76%. Student responses were highly positive (86.32%), particularly in helping them understand abstract concepts. Teachers reported that PhET increased student engagement and supported conceptual visualization, although challenges related to limited devices and time management remained. In conclusion, PhET Colorado simulation is an effective and interactive medium for teaching science learning. Its successful integration requires careful instructional planning, sufficient resources, and structured guidance to optimize learning outcomes.]]>
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