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The Effect of Project-Based Learning Assisted by PhET Simulation on Elementary School Students' Learning Outcomes in Light and Its Properties
Abstract
Background: Science learning on the topic of light and its properties still faces various obstacles because the concepts are abstract, resulting in suboptimal student learning outcomes. Although Project-Based Learning (PjBL) and PhET Simulation have proven effective in improving the quality of learning, research integrating both approaches on the topic of light and its properties in elementary schools is still limited. Therefore, this study aims to determine the effect of the Project-Based Learning model assisted by PhET Simulation on students' learning outcomes in the topic of light and its properties. Methodology: This research uses a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research was conducted on fifth-grade students of SDN Tengah 07 Pagi and SDN Dukuh 08 Pagi, consists of 52 students in the experimental class and 51 students in the control class, selected using purposive sampling technique. The research instrument in the form of multiple-choice tests has met content validity thru expert judgment as well as empirical validity and reliability tests. Data analysis was conducted using the Mann–Whitney U test and Rank-Biserial Correlation (r) as effect size measures. Findings: the experimental class achieved higher learning outcomes compared to the control class, with mean rank values of 60.56 and 43.27, respectively. The results of the Mann–Whitney test showed U= 881.000, Z= −2.977, and p= 0.003, indicating a significant difference between the two groups. The Rank-Biserial Correlation (r) value of 0.336 indicates that the implementation of the Project-Based Learning (PjBL) model assisted by PhET simulations has a moderate effect on students' learning outcomes in the topic of light and its properties, making it an effective alternative for improving science learning outcomes in elementary schools. Contribution: This research provides empirical evidence on the integration of Project-Based Learning and PhET Simulation as an interactive and technologoy-based approach to support elementary school science learning, particularly in helping students understand abtract concepts of light and its properties
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DOI: https://doi.org/10.36987/jpbn.v12i3.9631
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