Improving concept understanding and motivation of learners through Phet simulation word

Abstract

This study was aimed at determining the improvement of concept understanding and motivation of learners through physics education technology (PhET) simulation. Quantitative approach and quasi experimental technic were employed in this research. The populations in the study were four classes of 8th grade students of MTs Insan Qur’ani, while two samples were class VIIIc and class VIIId. The sample was determined by simple random sampling technic where VIIIc was treated as experimental group and taught using PhET while class VIIId was simulated as control group and was taught using a simple lecture method. 15 valid and reliable multiple choice questions were used as instrument to evaluate the concept understanding and motivation. While leaners motivation was measured using 7 questions and was quantitatively analyzed. The test results of concept understanding undergo normality test, homogeneity test and hypothesis evaluation. The data show that the average result for the class of experiment was found to be 9,75% while for the control class was found to be 8,81%. Motivation questionnaire analysis results showed the significant increase in each item of statement, for the experimental class was found to be 85.6 while control class was 64.6, the score indicated that the students in the experimental class were more motivated in learning physics compared to the students of the control class. Based on the research findings, we conclude that PhET implementation in the classroom would enhance both concept understanding and motivations of students

The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students

“…Studies by Gani et al ( 2020 ) and de Vries and May ( 2019 ) underscored that students improved conceptual understanding, problem-solving skills, and motivation when taught by computer simulations in teaching physics and chemistry. However, both Gani et al ( 2020 ) and de Vries and May ( 2019 ) did not clarify the instrument they used to measure motivation and which elements of motivation were being measured. This suggests that studies should be instituted to understand motivation and computer simulations in physics to understand the factors that influence motivation fully.…”

“…The literature analysis on motivation and computer simulations hastily indicates that computer simulations are vital in improving learners’ motivation in physics classes. However, thorough synthesis of the literature indicates that elements of motivation were measured partly and not in their entirety (de Vries & May, 2019 ; Gani et al, 2020 ; Mirana, 2016 ; Mrani et al, 2020 ; Prima et al, 2018 ; Sanchez et al, 2021 ). The study’s findings on motivation have contributed to the misapplication of one element of motivation to umbrella the other elements.…”

“…Little research has been done to explore the effect of PhET simulation-based learning on academic achievement and motivation in physics education. A literature synthesis indicates that elements of motivation were measured partly and not entirely (de Vries & May, 2019 ; Gani et al, 2020 ; Mirana, 2016 ; Mrani et al, 2020 ; Prima et al, 2018 ; Sanchez et al, 2021 ). The study’s findings on motivation have contributed to the misapplication of one element of motivation to umbrella the other elements.…”

Utilizing active learning to engage engineering students in a freshman physics service course taught in an EFL environment

“…In addition to non-technological techniques such as Mazur's Peer Instruction (Mazur 1997) and flashcards, recent work has shown the promise of incorporating new educational technology within an active learning environment. For example, 'clickers' (Majerich et al 2011) and games such as Kahoot!, that make physics a competitive (Asa'd andGunn 2018, Wang andTahir 2020); interactive virtual simulations such as 'PhET' simulations (Wieman et al 2008(Wieman et al , 2010 to improve problem-solving skills (Yuliati et al 2018, Gani et al 2020) and student engagement (Adams 2010). Worksheets guiding students in making use of PhET simulations have also been found to improve student learning (Mahtari et al 2020).…”

Uso del simulador virtual PhET como herramienta para el aprendizaje a distancia de las matemáticas

“…Diversos estudios han demostrado que el uso de simuladores virtuales PhET pueden incrementar la motivación y el entendimiento de conceptos abstractos de materias como física, química y matemáticas, llegando incluso a mejorar la interacción docente-estudiante (Gani et al, 2020).…”