Meta-Analysis: The Effect of PhET Simulation Media on Enhancing Conceptual Understanding in Physics Learning

The siwalan dawet ice is a form of local wisdom that contains rich physics concepts and has potential applications in physics learning. To date, there has been no study that explicitly explores the physics concepts embedded in this local wisdom. Therefore, this study aims to identify and analyze the physics concepts involved in the process of making the siwalan dawet ice. This study employed a qualitative descriptive method through an analytical approach. Data were collected using three techniques: literature review, observation, and interviews, and were subsequently triangulated to enhance the validity of the findings. Qualitative data analysis was conducted through data reduction, data display, and conclusion drawing. The results reveal that the process of making the siwalan dawet ice involves several physics concepts, including hydrostatic pressure, Pascal’s Law, Archimedes’ Law, density, and temperature and heat. These findings indicate that the siwalan dawet ice has strong potential to be integrated into physics learning within the Merdeka Curriculum as a local wisdom–based learning resource that supports contextual and meaningful learning. This study implies that incorporating local cultural practices into physics instruction can provide concrete learning experiences, enhance student engagement, and serve as an alternative approach to facilitating students’ understanding of abstract physics concepts. Further research is recommended to examine the effectiveness of this learning resource in improving students’ motivation and learning outcomes.

Physical versus virtual manipulative experimentation in physics learning

This study aims to show that learning physics or understanding physics concepts is not only done in the classroom, but can be done outside the classroom even at fun playgrounds. The methods used are field case studies and literature case studies. In this study, it can be concluded that learning physics or understanding physics concepts is not only done in the classroom, but can be done outside the classroom even at fun playgrounds such as the centripetal force on the Ferris wheel and merry-go-round as well as the concept of simple harmonic motion on the Kora rides. -kora. Exploration of physics concepts on game vehicles can be an innovation in learning when students are getting bored in learning physics in theory, teachers can connect physics materials and concepts with game vehicles around us or even if possible can invite students to study outside the classroom so that learning can take place. become more meaningful, fun and easy to remember by students.

The combination of guided inquiry learning models combined with advanced organizers is needed to facilitate students who have diverse initial abilities so that they can participate in inquiry activities well. The purpose of this study is to produce a physics learning device in a guided inquiry model that is combined with an advance organizer, who has valid, practical, and effective criteria in improving students understanding of the physics concept. The learning tools testing phase was carried out in class X in one of the high schools in the Mataram, using one group pre-test post-test design. Observation and concept understanding tests do data collection. The results of the study show that: Learning tools developed are valid; The practicality of learning tools was tested through the implementation of physics learning by the guided inquiry model combined with advance organizer, and the effectiveness of the learning tools can increase student understanding of physics concepts. These results indicate that the learning device developed has valid, practical, and effective criteria to increase student’ understanding of the physics concept.

Physics material is often considered a difficult subject because it is abstract, while the limitations of laboratory facilities are also an obstacle in the learning process. In addition, conventional learning media that are still predominantly used make students less motivated and less likely to explore concepts independently. This research aims to determine the improvement in students' conceptual understanding of physics after the implementation of PhET simulation media on the topic of sound waves. The research employed a quantitative approach with a pre-experimental design, specifically a one-group pretest-posttest design. The research subjects were 30 students from class XI-2 of SMAN 20 Gowa. The instrument used was an essay test administered before and after the treatment to measure the level of students’ conceptual understanding. The data were analyzed descriptively to observe the changes in pretest and posttest scores, and the N-Gain formula was used to evaluate the effectiveness of the learning process. The results showed an increase in the average score from 6.9 (pretest) to 20.17 (posttest). The average N Gain score was 0.74, which falls into the high category. These findings indicate that the use of PhET simulation media contributes positively to improving students’ conceptual understanding in physics. Therefore, it can be considered an effective and interactive learning alternative, particularly for abstract topics such as sound waves. The implications of this research confirm that the use of PhET simulation media is not only effective in improving students' understanding of physics concepts but can also be integrated more widely as an alternative learning strategy to overcome the limitations of practicum facilities in schools.

Students’ conceptual understanding is the main outcome of all education in the world. Students must be able to understand the concept well in order to apply their knowledge in daily life. One of the efforts to improve the conceptual understanding is through computer-based learning. This study aims to improve the students’ conceptual understanding of physics by using the virtual laboratory. The participants of this study were students from three different senior high schools. The students were divided into three experimental groups and three control groups. The research instrument used was multiple choice forms. The results indicated that the use of virtual laboratory gave a positive effect on students' conceptual understanding. The final test result showed that the experimental group got a higher score than the control group. Data analysis was based on the number of students’ correct answers in every cognitive aspect. The result of the analysis in every cognitive aspect showed that in each school, students were able to answer the questions correctly on aspects of C1 (remembering), C2 (knowing), C3 (applying), and C4 (analyzing). While on the aspects of C5 (evaluating) and C6 (creating) still needed to be improved.

One of the main problems in the world of education is the weak learning process. Learning in the classroom tends to only teach memorization of information without connecting it to applications in everyday life. The purpose of this research is to find out problems related to material that are considered difficult and how to solve these learning in physics learning at MTS. The methodology of this study uses a mixed method ̧ where quantitative data is then strengthened with qualitative data. In this study, 2 science teachers, 30 students of grade VII MTS. This study uses interview, observation, and questionnaire instruments. Data is collected by directly going down to the field and analyzed using descriptive analysis for quantitative and qualitative analysis of interview results so that the data obtained becomes comprehensive. The results showed that students had difficulty distinguishing principal and derivative quantities (60%), understanding unit conversions (70%), writing unit symbols correctly (50%), and using measuring tools (57%). After applying Canva-based experimental video media, there was an increase in students' understanding of physics concepts, with an increase in understanding of principal and derivative quantities from 40% to 80%, unit conversion from 30% to 75%, and skills using measuring tools from 43% to 78%. The conclusion of this study is that the use of Canva-based interactive media can be an effective solution in improving students' understanding of the concept of quantities and units, especially for schools that have limited laboratory facilities.

Low conceptual understanding in physics remains a recurring problem in secondary education, particularly because learning is often dominated by conventional methods. Although the Problem-Based Learning (PBL) model can promote critical thinking, its potential is not maximized without the support of interactive media. This study aims to determine the effectiveness of integrating Articulate Storyline into PBL as a strategy to enhance students’ conceptual understanding of physics. This quasi-experimental research employed a non–equivalent control group pretest–posttest design, involving 50 tenth-grade students at SMAN 1 Labuhan Haji Barat, South Aceh, Indonesia. Class X IPA 1 (25 students) served as the experimental group, while Class X IPA 2 (25 students) acted as the control group, which was selected by the purposive sampling technique. Instruments consisted of a two-tier concept test and a student response questionnaire. Data were analyzed using N-Gain, an independent t-test, and qualitative categorization of conceptual understanding. The results showed that the experimental group achieved a higher N-Gain of 0.52, categorized as medium, compared to the control group of 0.26, which was categorized as low. An independent t-test revealed a significant difference between the two classes with an alpha value of 0.05. Qualitative analysis revealed a significant shift in students’ conceptual categories, as the number of students in the “not understanding” and “misconception” groups decreased. In contrast, those in the “understanding concept” category increased substantially. Moreover, 91.2% of students responded positively to the use of Articulate Storyline, particularly appreciating its visual simulations, structured learning flow, and interactive quizzes. Integrating Articulate Storyline into PBL effectively enhances students’ conceptual understanding and engagement in physics. This synergy provides empirical evidence that technology-enhanced PBL not only improves learning outcomes but also reduces misconceptions and fosters more meaningful learning experiences. Keywords: articulate storyline, conceptual understanding, problem-based learning.

Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a ‘surface’ approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning.

A substantial amount of research indicates that male students significantly outperform female students in terms of their ability and motivation to learn the subject of physics. In order to investigate the mechanism of external evaluation and physics learning motivation on students’ conceptual understanding of physics, this paper selected a sample of 252 high school students and analyzes the formation mechanism of gender differences using a structural equation model. The model shows that physics identity can significantly and positively predict students’ physics conceptual understanding level, while learning interest and self-efficacy have no significant effect on it. External evaluation is an important reason for the significant difference in physics identity between male and female students. Female students perceive a lower degree of recognition from others, which disrupts the formation and development of their physical identity, thereby further affecting their performance in physics learning.

The purpose of this study is to explore whether and how allowing students to prepare their own formula sheet (FS) for use in examinations helps them engage in meaningful learning and improve their academic performance. An action research is adopted to conduct the study. Three years (2009–11) of evaluation of the FS policy in introductory physics courses was undertaken. The data collection consists of the students' FS, examination results, and self-reported surveys. The results show that the students who were allowed to bring an FS to the examination outperformed those who were not. It is also found that the quality of individual students' FS was significantly correlated to their examination score (p < 0.001). The reported benefits of using an FS consists of facilitating conceptual understanding, highlighting cognitive demands in learning physics, and alleviating stress in examinations. The FS strategy appears to have the potential for strengthening students' understanding of physics concepts.

This research aims to evaluate the use of the spinning top method in improving students' ability to understand physics concepts. The spinning top method, which involves active and interactive learning through physical demonstrations, is used as an alternative approach in teaching physics. This research involved students as research subjects and was carried out by comparing learning outcomes between the group that received training using the gasing method and the control group that used the conventional method. Data was collected through physics concept understanding tests before and after the intervention, as well as through classroom observations. Data analysis was carried out to evaluate the effectiveness of the spinning top method in increasing students' understanding of physics concepts. It is hoped that the research results can provide valuable insight for educational practitioners in developing more interactive and effective learning strategies in the context of physics learning.

Understanding Physics Concepts is a concern for every learning process and physics practicum. The development of various physics practicum concepts in the Inquiry Lab or Project Based Lab models contributes to the Students' Concept Understanding Level. This study was conducted to determine the level of conceptual understanding of students on the concept of fluid through project-based laboratory. The method used is pre-experimental with one group pretest and posttest design. The subjects of this study were 22 prospective physics teacher students at one of the universities in Banda Aceh City. The test instrument used is a level test of concept understanding in the form of a stratified description consisting of the ability to explain the concept (P), the ability to determine the laws of physics (Q), ability to provide additional case examples of related laws (R) and define those laws (S). The results showed that students achieved an understanding of fluid concepts at the level of complete understanding (CU) after participating in a project-based laboratory. Therefore, it can be concluded that the level of understanding of physics concepts effectively increases to achieve complete understanding through project-based laboratory.

The problem found from interviews with physics teachers at SMAN 1 Gaung who said that students' understanding of physics material was still low. This is due to the use of learning models that have not been varied so that students' understanding of physics concepts is still low. Efforts to improve students' concept understanding can be applied through learning using the Susan Loucks-Horsley model with a contextual approach. This study aims to improve students' concept understanding. The type of research used is quasi-experimental design with non-equivalent control group design. The population in this study were students of class XI MIPA SMAN 1 Gaung. The samples used were XI MIPA 1 class as the experimental class and XI MIPA 2 class as the control class taken by random sampling which had gone through normality and homogeneity tests. Data were determined through tests that were prepared based on seven indicators of concept understanding. Data were analyzed descriptively and inferentially to determine the category of explanation of students' concept understanding. The research results obtained from the N-gain test score in the experimental class amounted to 0.7 and the control class amounted to 0.3. The score results show that the understanding of the concept of experimental class students is higher than the control class. This research can be concluded that the Susan Loucks-Horsley model with a contextual approach can improve the understanding of the concept of students of class XI MIPA SMAN 1 Gaung.

Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0.