<![CDATA[The use of innovative learning approaches, supported by interactive learning tools, is crucial for facilitating students’ understanding of energy conversion concepts, which are often difficult to visualize. This study examined the impact of the “team game tournament” cooperative learning strategy, combined with PhET simulations, on the cognitive performance of fourth-grade students in science class. This study employed a quasi-experimental design with non-equivalent control groups. It involved 48 participants who were randomly assigned to either the experimental group (TGT combined with PhET) or the comparison group (problem-based learning). Students’ cognitive performance was measured using a test based on the revised Bloom’s taxonomy (levels C1 through C6). Statistical analysis using the Mann-Whitney U test yielded a p-value of 0.012, below the predetermined significance threshold of 0.05, indicating a significant difference between the two groups. Students in the experimental group achieved a normalized average performance increase of 57.03% and an effect size of 0.363. The greatest improvements were observed in the cognitive domains of application (C3) and planning/design (C6). These findings suggest that the combination of team game tournament and PhET Simulations can effectively enhance students' cognitive development while promoting collaborative, engaging, and enjoyable learning experiences]]>
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