The Effect Of Guided Inquiry Learning Model Assisted by PhET Simulation On Student’s Physics Concept Mastery Ability
DOI:
10.29303/ijcse.v4i3.1817Published:
2026-09-30Downloads
Abstract
This study aims to determine the effect of implementing the guided inquiry learning model assisted by PhET simulations on students’ physics concept mastery at SMAN 1 Kediri. This study employed a quasi-experimental method with a Nonequivalent Control Group Design. The population consisted of all Grade X students at SMAN 1 Kediri, totaling 181 students. The sample consisted of class X.1 as the control group and class X.3 as the experimental group. The research instrument was a multiple-choice test designed to measure students’ physics concept mastery, which had met the requirements for validity, reliability, difficulty level, discrimination index, and distractor effectiveness. Data analysis was conducted using normality, homogeneity, and Independent Samples t-test. The results showed that the data were normally distributed and homogeneous. Based on the results of the Independent Samples t-test, the Sig. (2-tailed) value was 0.000 (< 0.05), with a t-value of -4.812, indicating that H₀ was rejected and H₁ was accepted. These results indicate that the guided inquiry learning model assisted by PhET simulations has a significant effect on students’ physics concept mastery.
Keywords:
Guided Inquiry Learning PhET Simulation Physics Concept MasteryLicense
Copyright (c) 2026 Asyil Arifah, Joni Rokhmat, Nina Nisrina
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