Optimizing Chemistry Learning Outcomes through PhET Simulations within a Discovery Learning Approach on Chemical Bonding Material

Sugiarti Sugiarti; Nurul Yakin; Muhammad Jasri Djangi; Sumiati Side; Islawati Islawati

doi:10.55927/fjmr.v5i4.63

Authors

Sugiarti Sugiarti Universitas Negeri Makassar
Nurul Yakin Universitas Negeri Makassar
Muhammad Jasri Djangi Universitas Negeri Makassar
Sumiati Side Universitas Negeri Makassar
Islawati Islawati Universitas Negeri Makassar

DOI:

https://doi.org/10.55927/fjmr.v5i4.63

Keywords:

PhET Simulations, Discovery Learning, Learning Outcomes, Chemistry Learning, Chemical Bonding

Abstract

This study aims to analyze the effect of integrating PhET simulations within a Discovery Learning approach on students’ chemistry learning outcomes, particularly in the topic of chemical bonding. This research employed a quasi-experimental design using a Posttest-Only Control Group Design, involving two groups: an experimental group and a control group. The sample was selected through a simple random sampling technique, consisting of 35 students in the experimental group and 36 students in the control group. The research instrument was a validated 25-item multiple-choice test designed to measure students’ learning outcomes. Data were analyzed using both descriptive and inferential statistics, with the Mann–Whitney test applied for hypothesis testing. The results indicate that the percentage of learning mastery in the experimental group was 88.57%, which is higher than that of the control group at 75%. The hypothesis testing results show that the calculated Z value exceeds the critical Z value at a significance level of 0.05, indicating a significant difference between the two groups. Therefore, it can be concluded that the use of PhET simulations within a Discovery Learning approach has a significant effect on students’ chemistry learning outcomes in the topic of chemical bonding. This study implies that the integration of technology within instructional models can enhance the effectiveness of chemistry learning, particularly for abstract concepts.

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