Enhancing Students' Conceptual Understanding and Motivation in Electricity Through Web-Based Problem-Solving with PhET Simulations
), Lefudin Lefudin(2), Wacharaporn Khaokhajorn(3), Emiliannur Emiliannur(4), Nanang Winarno(5), Lukman Hakim(6)
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Country:
(1) Department of Physics Education, Universitas PGRI Palembang, Indonesia, Indonesia
(2) Department of Physics Education, Universitas PGRI Palembang, Indonesia, Indonesia
(3) Department of Science Education, Sakon Nakhon Rajabhat University, Thailand, Thailand
(4) Department of Physics Education, Padang State University, Indonesia, Indonesia
(5) Department of Physics Education, Universitas Pendidikan Indonesia, Indonesia, Indonesia
(6) Department of Physics Education, Universitas PGRI Palembang, Indonesia, Indonesia
Corresponding Author
10.23960/jpmipa.v26i2.pp1107-1128
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Copyright (c) 2025 Lukman Hakim, Patricia Hotma Minar Lubis, Patricia Hotma Minar Lubis, Lefudin Lefudin, Lefudin Lefudin, Wacharaporn Khaokhajorn, Wacharaporn Khaokhajorn, Emiliannur Emiliannur, Emiliannur Emiliannur, Nanang Winarno, Nanang Winarno
This study explores the effectiveness of web-based problem-solving learning integrated with PhET simulations in enhancing students' conceptual understanding and motivation on the topic of electrical circuits. Utilizing a quasi-experimental method, the study involved 30 students from a private university in Palembang who engaged in web-based instruction supported by interactive simulations and contextual problem-solving activities. Data were collected through a learning style questionnaire, a concept understanding test, and a motivation questionnaire administered via Google Forms. The results revealed a significant increase in students' post-test scores across five indicators of conceptual understanding electric current, potential difference, resistance, Ohm's Law, and circuit configuration with N-Gain values ranging from moderate to high. Notably, students with auditory and kinesthetic learning styles showed slightly higher gains. Learning motivation also demonstrated a very high category, with 88% of students indicating strong interest and persistence in the learning process. The integration of web-based platforms and PhET simulations not only facilitated flexible and personalized learning experiences but also supported students' engagement, exploration, and self-regulation. These findings highlight the potential of technology-enhanced science instruction to bridge cognitive and affective learning domains, making it a valuable approach for future pedagogical innovations in physics education.
Keywords: web-based learning, conceptual understanding, learning motivation.
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