<![CDATA[This study aims to examine the effect of the guided inquiry learning model assisted by PhET simulation on students’ learning outcomes in static fluid. The study employed a quasi-experimental method using a nonequivalent control group design. The population consisted of 93 Grade XI students at SMAN 1 Kediri, from which 41 students were selected through purposive sampling. Class XI-A1, comprising 21 students, served as the experimental group and received guided inquiry instruction assisted by PhET simulation, while Class XI-A2, comprising 20 students, served as the control group and received conventional instruction. Cognitive learning outcomes were measured using an 18-item multiple-choice test that had been validated in terms of validity, reliability, difficulty level, and discriminating power. Observation sheets were also used to assess students’ affective and psychomotor outcomes as supporting data. Data analysis included normality and homogeneity tests, followed by an independent-samples t-test using the pooled-variance formula at a 5% significance level. An N-gain analysis was also conducted to assess the improvement in cognitive learning outcomes. The results showed that the calculated t-value (t = 3.46) exceeded the critical value (t = 2.02), indicating a statistically significant difference between the experimental and control groups. The N-gain results placed the experimental group in the high category and the control group in the low category. The mean affective scores of the experimental and control groups were 84.92 and 82.24, respectively, both of which were categorized as good. The experimental group also obtained a higher mean psychomotor score than the control group (85.71 vs. 80.58). These findings indicate that the guided inquiry learning model assisted by PhET simulation has a significant positive effect on students’ learning outcomes in static fluid.]]>
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