Asih Wahyuningsih, Bellia Regita Pramasty

Pengaruh media Phet Simulation terhadap hasil belajar siswa pada mata pelajaran IPA materi Sumber Energi di kelas IV SDN 2 Sindangjawa Kecamatan Dukupuntang

Introduction

Pengaruh media phet simulation terhadap hasil belajar siswa pada mata pelajaran ipa materi sumber energi di kelas iv sdn 2 sindangjawa kecamatan dukupuntang. Teliti pengaruh media Phet Simulation pada hasil belajar siswa kelas IV SDN Sindangjawa materi Sumber Energi IPA. Ditemukan PhET Simulation efektif meningkatkan pemahaman siswa.

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh media PhET terhadap hasil belajar siswa SDN 2 Sindangjawa Kec. Dukupuntang Kab. Cirebon Tahun Pelajaran 2021-2022. Tujuan pada penelitian ini adalah (1) untuk melihat hasil belajar siswa di kelas kontrol, (2) untuk melihat hasil belajar siswa di kelas eksperimen, (3) untuk mengetahui pengaruh media phet simulation terhadap hasil belajar siswa. Jenis penelitian ini kuantitatif dengan metode quasi eksperimen. Teknik yang digunakan adalah simple random sampling. Teknik pengumpulan data menggunakan tes dan angket. Perhitungan pengujian hipotesis menggunakan program SPSS. Hasil penelitian menunjukan nilai rata-rata pretes kelas eksperimen 42,4 dan kelas kontrol 41,2 hasil uji t diperoleh thitung = 0,311 dan ttabel = 1,708 karena thitung< ttabel maka kedua sampel mempunyai kemampuan awal yang sama. Nilai rata-rata postes kelas eksperimen yaitu 76 dan kelas kontrol yaitu 67,6. Hasil nilai postes kelas eksperimen dan kelas kontrol diuji dengan menggunakan uji t satu pihak dan diperoleh hasil 2,780>1,708 yaitu thitung > ttabel pada taraf nyata 0,50 maka (Ha) diterima dan HO ditolak. Oleh karena itu, ada pengaruh media phet simualtion terhadap hasil belajar siswa pada materi sumber energi di kelas IV.

Review

This study investigates the influence of PhET simulations on the learning outcomes of fourth-grade students in science, specifically on the topic of energy sources, at SDN 2 Sindangjawa. The research clearly articulates its objectives: to compare learning outcomes between control and experimental groups, and to determine the impact of PhET media. This research addresses a relevant area within educational technology, exploring how interactive simulations can enhance student comprehension and achievement in elementary science education. Methodologically, the study employs a quantitative, quasi-experimental design, which is appropriate for evaluating intervention effects in an educational setting. Simple random sampling was used, and data were collected through tests (pre-test and post-test) and questionnaires, with hypothesis testing conducted using SPSS. The findings indicate an initial equivalence between the experimental and control groups based on pre-test scores ($t_{hitung} = 0.311 < t_{tabel} = 1.708$). However, a significant difference emerged in post-test scores, with the experimental group achieving a notably higher average (76) compared to the control group (67.6). This difference was statistically significant ($t_{hitung} = 2.780 > t_{tabel} = 1.708$), leading to the conclusion that PhET simulations positively influence student learning outcomes. While the study provides compelling evidence for the efficacy of PhET simulations, a few points warrant further clarification to strengthen its rigor. The abstract mentions the use of questionnaires ("angket") but does not present any results or analysis from this data, which could offer valuable insights into student engagement or perceptions. More critically, the stated significance level "taraf nyata 0,50" for the post-test analysis is highly unconventional; typically, alpha levels are set at 0.05 or 0.01. If this is not a typographical error for 0.05, it raises serious concerns about the statistical interpretation of the findings. Additionally, the abstract does not specify the sample size, which is crucial for evaluating the power and generalizability of the results. Despite these issues, the study's contribution to understanding the role of interactive simulations in primary education is valuable, provided these methodological details are addressed in the full paper.

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