Integrating peer learning and inquiry cycle with phet to improve understanding of dynamic electricity. Enhance junior high students' dynamic electricity understanding with peer learning, inquiry cycle, and PhET simulations. This integrated strategy improves learning outcomes.
Most eighth-grade junior high school students often experience difficulties in understanding abstract and complex physics topics, such as dynamic electricity, which frequently leads to misconceptions and negatively impacts learning outcomes. To address this problem, researchers developed and tested an integrated learning strategy that combines peer teaching, the inquiry learning cycle model, and the use of PhET simulations, enabling students to conduct virtual experiments. This study used the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 32 ninth-grade students of SMPN 1 Bayongbong, with a one-group pretest-posttest design to measure the learning impact. The validation of the learning tool was carried out by four experts, who obtained an average score of 0.89, indicating high theoretical feasibility. In terms of practicality, teachers gave an average rating of 91%, and students gave an average rating of 87%, both indicating a very good level of practicality. During four meetings, students took pretests and posttests, engaged in peer teaching activities, and learned concepts directly through PhET simulations. Concept understanding was measured through a structured test and then analyzed using the N-Gain method. In this study, the N-Gain score obtained was 0.57, indicating a moderate category. In addition to quantitative data, student observations and reflections showed positive impressions. These findings strengthen the evidence that this learning strategy can help students better understand the concept of dynamic electricity.
This study addresses a highly pertinent challenge in science education: students' difficulties in comprehending abstract physics concepts like dynamic electricity. The proposed solution, an integrated learning strategy combining peer teaching, the inquiry learning cycle model, and PhET simulations, is commendably innovative and targets multiple pathways to understanding. The robust application of the ADDIE development model, coupled with high expert validation scores for theoretical feasibility (0.89) and strong practicality ratings from both teachers (91%) and students (87%), underscores a well-designed and practically viable intervention. This methodical approach to development and initial assessment of the learning tool is a significant strength, suggesting a well-thought-out educational resource. While the study effectively demonstrates the potential of the integrated strategy, certain methodological aspects warrant closer examination. The use of a one-group pretest-posttest design, though indicative of improvement with an N-Gain score of 0.57 (moderate category), inherently limits the ability to draw strong causal inferences due to the absence of a control group. This makes it challenging to definitively attribute the observed gains solely to the intervention, as other confounding variables cannot be ruled out. Additionally, the sample size of 32 ninth-grade students from a single school (SMPN 1 Bayongbong) restricts the generalizability of the findings, and there's a minor inconsistency in the abstract stating the problem for "eighth-grade" students while the subjects are "ninth-grade." Further detail on the reliability and validity of the "structured test" used to measure concept understanding would also enhance the rigor of the quantitative results. Despite these limitations, the research offers compelling evidence that the integrated learning strategy is a promising approach for enhancing students' understanding of dynamic electricity, supported by both quantitative gains and positive qualitative feedback from students' observations and reflections. To build upon this valuable groundwork, future research should consider employing a quasi-experimental design with a control group to strengthen causal claims. Expanding the sample size and diversity across different schools and regions would also significantly improve the generalizability of the findings. Exploring the long-term retention of concepts and applying this integrated strategy to other challenging physics topics would further solidify its educational impact and provide a more comprehensive understanding of its efficacy.
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