Student Activities in Science Learning through Guided Inquiry with PhET Simulations
DOI:
https://doi.org/10.31004/basicedu.v9i6.10956Keywords:
science, guided inquiry, PhET, learning activityAbstract
This study is motivated by the low level of student participation in science lessons, which are often dominated by lectures and textbook-based learning. The purpose of this study was to ascertain whether using the PhET Simulation-based guided inquiry learning approach increased student engagement in science classes. This study employed an experimental, quantitative descriptive methodology. A one-group pretest-posttest design was employed in the study. Twenty fifth-graders from SD Negeri 2 Bulurejo comprised the research sample. Documentation and student activity observation sheets were used as data collection methods. Descriptive statistics were employed to analyze the data. The results showed an increase in student activity from learning 1 and 2 after science learning was conducted through the guided inquiry learning model based on PhET Simulations. The level of student activity in the first lesson, categorised as 'active', increased to 'very active' in the second lesson. The use of PhET simulations successfully made the students very active in science learning, as applied in the 'Data Collection' syntax. Integrating the guided inquiry model based on PhET Simulations has a tangible impact on increasing students' scientific activity at every learning stage. It enables students to take centre stage as learners. This study demonstrates a novel approach to improving student involvement in each syntax, an approach that has not been extensively studied.
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