Integrasi PhET dan Guided Inquiry dalam Kimia: Pengaruh terhadap Keterampilan Proses Sains dan Konsep Abstrak
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Abstract
Purpose: This study aims to analyze the effectiveness of integrating PhET Virtual Laboratory assisted by the Guided Inquiry model on students' science process skills (SPS) and abstract concept understanding in chemistry learning.
Design/Methodology: : A quasi-experimental study with a Nonequivalent Control Group Design was conducted involving 66 tenth-grade students. The experimental group learned using PhET integrated with Guided Inquiry, while the control group used conventional methods. Instruments included an SPS test and a two-tier abstract concept test. Data were analyzed using N-Gain and independent t-tests.
Findings: The results showed significant improvements in the experimental group. SPS increased with an N-Gain of 0.71 (high category), significantly higher than the control group (0.38). Abstract concept understanding also improved significantly with an N-Gain of 0.74 compared to 0.35 in the control group (p < 0.001).
Originality/Value: This study highlights the synergistic effect of combining dynamic visual simulations with cognitive scaffolding, bridging the submicroscopic gap in chemistry education
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