Exploring Guided Inquiry Learning with PhET Simulation to Train Junior High School Students Think Critically

Abstract

Until recently, not only students in middle high schools but also in a university have difficulties in understanding either mathematical representations or physical concept behind scientific phenomena. Those difficulties are then associated with a low level of critical thinking. For instance, in physics, it seems to be not easy for students to attain proper relation among wave speed, wavelength, and frequency. This unproper understanding contributes to students’ low critical thinking skill. One of the most effective ways to overcome the problem is to use student-centred learning with interactive, animated, and game-like learning experiences. Guided inquiry learning and a freely App “Physics Education Technology (PhET)” are believed to meet the criteria. This study focused on the students’ knowledge construction process to be able to think critically the wave-related concepts. This PhET-assisted guided inquiry learning strategy was addressed to 25 students at a junior high school in Indonesia. The objective is to explore the stages of inquiry learning approach using PhET, especially on training them to attain their critical thinking skill. This is a qualitative study that purely involves in-class observation. The lesson plan and student worksheets were prepared as the research instruments. As the results, we found that the use of PhET in the guided inquiry learning model can help students acquire to learn the concept of wave speed, wavelength, and frequency with critical thinking.

Assessing Effectiveness of Animated Instructional Media on Academic Performance and Retention of Genetics Concepts

“…An instructional system supported by technology will be meaningful for learning in the 21 st century like the use of computer technologies in teaching and learning such as computer aided learning, computer-based training, computer assisted instruction, interactive computer video disc, multimedia, Animated Instructional Material etc (Rajaram, 2021;Hamutoglu et al, 2021). Animated Instructional Material is a form of animated instructional method that involves the use of computer animation, graphics and cartoons in classroom instruction (Salisu, 2015;Antó et al, 2021;Yulianti et al, 2021;Abu Bakar et al, 2021;Williams, 2020). It involves the use of drawings, cartoons and other graphical materials to create motion pictures.…”

The Effect of Using Schoology-Assisted Inquiry-Based Student Worksheet on Student Learning Outcomes

“…The impact of using guided questions in their research was that students became more enthusiastic in participating in learning, especially when being given practice (Amir & Marisda, 2021). In addition, based on research by Yulianti, Zhafirah, & Hidayat (2021), it was known that the integrated guided inquiry model by using the application of PhET to vibration and wave materials could facilitate students to train critical thinking skills.…”

Use of PhET Simulations as A Virtual Laboratory to Improve Students' Problem Solving Skills

“…This is their first experience using the application. From the beginning to the end, the majority of students showed interest in and attention to PhET simulations learning (Yulianti et al, 2021). Then in the learning process, most students feel happy and enjoy it.…”

“…Students can manipulate variables and observe the outcomes in real-time, which helps them develop a deeper understanding of scientific principles. Students can manipulate variables, observe changes, and test hypotheses through diverse experiments (Yulianti et al, 2021). This interactive nature encourages active learning and fosters a deeper understanding of scientific concepts (Prima et al, 2018;Verawati et al, 2022), enhancing problem-solving skills (Doloksaribu & Triwiyono, 2020).…”

“…This is not surprising because students feel comfortable changing variables in virtual simulations, which are generally safe (Taibu & Mataka, 2021). This freedom allows them to take risks, build critical thinking skills (Yulianti et al, 2021), and develop innovative approaches to problemsolving by using a scientific and structured approach (Yuliati et al, 2018).…”