<![CDATA[The integration of digital technology in science education has increased significantly, particularly through the use of the PhET Virtual Laboratory, which enables students to conduct interactive virtual experiments. This study aimed to investigate the relationship between students’ perceptions of the PhET Virtual Lab and their scientific literacy in the topic of dynamic electricity. A quantitative approach with a correlational design was employed. The participants consisted of 49 students enrolled in the Elementary School Teacher Education Program (PGSD) who were taking the Basic Science Concepts course at a teacher education institution in Makassar, Indonesia. The sample was selected using a random sampling technique. Data were collected through a questionnaire measuring students’ perceptions of the PhET Virtual Lab and a 25-item multiple-choice scientific literacy test developed based on the PISA Science Framework 2025, covering the domains of scientific competencies, scientific knowledge, environmental science, and science identity. Data were analyzed using descriptive statistics and Spearman’s rank correlation test. The findings revealed that students’ perceptions of the PhET Virtual Lab were categorized as high, with mean scores of 3.92 for ease of use and 4.29 for the content aspect of dynamic electricity. Students’ scientific literacy was categorized as very high, with mean scores of 98.53 for scientific competencies, 99.66 for environmental science, 93.53 for scientific knowledge, and 98.64 for science identity. The Spearman correlation analysis yielded a correlation coefficient of -0.031 with a significance value of 0.835 (> 0.05). These results indicate that there is no significant relationship between students’ perceptions of the PhET Virtual Lab and their scientific literacy in the topic of dynamic electricity.]]>
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