ANALYSIS OF ENERGY CONCEPTS THROUGH PHET SIMULATION: A CASE STUDY ON SKATE PARK
DOI:
https://doi.org/10.59052/edufisika.v9i3.40039Kata Kunci:
Kinetic energy, Mechanical energy, Potential energyAbstrak
Penelitian ini bertujuan untuk menganalisis pemahaman konsep energi melalui simulasi PhET pada kasus Skate Park. Konsep energi, yang meliputi energi kinetik, energi potensial, dan energi mekanik, sering kali menjadi tantangan dalam pengajaran fisika, terutama dalam konteks pemahaman visual dan interaktif. Dalam penelitian ini, simulasi PhET "Energy Skate Park" digunakan untuk mengamati perubahan energi pada objek yang bergerak di atas lintasan skate park dengan berbagai ketinggian. Penelitian ini melibatkan siswa dari tingkat sekolah menengah yang melakukan eksperimen menggunakan simulasi ini untuk memahami prinsip dasar fisika yang terkait dengan perubahan energi. Data dikumpulkan melalui pengamatan langsung, kuis pre-test dan post-test, serta wawancara untuk menilai peningkatan pemahaman siswa terhadap konsep-konsep energi. Hasil penelitian menunjukkan bahwa penggunaan simulasi PhET secara signifikan membantu siswa dalam memahami perubahan antara energi kinetik, energi potensial, dan energi mekanik dalam konteks yang lebih nyata dan visual. Simulasi ini juga menunjukkan potensi dalam meningkatkan keterlibatan siswa serta kemampuan mereka dalam menerapkan konsep-konsep fisika dalam situasi kehidupan nyata. Penelitian ini menyarankan bahwa simulasi berbasis komputer seperti PhET dapat menjadi alat yang efektif untuk meningkatkan pemahaman konsep-konsep abstrak dalam fisika, khususnya dalam konteks pendidikan yang berbasis pada eksplorasi interaktif.
Unduhan
Referensi
Adams, W. K., Reid, S., LeMaster, R., McKagan, S. B., Perkins, K. K., Dubson, M., & Wieman, C. E. (2008). A study of educational simulations part I: Engagement and learning. Journal of Interactive Learning Research, 19(3), 397–419.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Finkelstein, N., Adams, W., Keller, C., Kohl, P., Perkins, K., Podolefsky, N., & Reid, S. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics - Physics Education Research, 1 (1), 010103. https://doi.org/10.1103/PhysRevSTPER.1.010103
Finkelstein, N. D., Perkins, K. K., Adams, W., Kohl, P., & Podolefsky, N. (2005). Can computer simulations replace real equipment in physics laboratories?. Physics Education Research, 1(1), 1–13.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education* (8th ed.). McGraw-Hill.
Giancoli, D. C. (2014). Physics: Principles with applications (7th ed.). Pearson.
Hake, R. R. (1998). Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66 (1), 64–74.
Halliday, D., Resnick, R., & Walker, J. (2013). Fundamentals of physics (10th ed.). Wiley.
Halliday, D., Resnick, R., & Walker, J. (2014). Fundamentals of physics (10th ed.). Wiley.
Iyamuremye, A., Mbonyubwabo, J. P., Mbonyiryivuze, A., Hagenimana, F., Butera, M., Niyonderera, P., & Ukobizaba, F. (2023). Enhancing Understanding of Challenging Chemistry and Physics Concepts in Secondary Schools of Kayonza District through Computer Simulation-Based Learning. Journal of Classroom Practices, 2(2), 1-28.
Kantar, L. D., & Sailian, S. (2018). The effect of instruction on learning: case based versus lecture based. Teaching and Learning in Nursing, 13(4), 207-211.
Kay, R., MacDonald, T., & DiGiuseppe, M. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31, 449-471.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Li, T., Wang, W., Li, Z., Wang, H., & Liu, X. (2022). Problem-based or lecture-based learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in Chinese standardized residency training. BMC Medical Education, 22(1), 221.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
McDermott, L. C., & Redish, E. F. (1999). Resource letter: PER-1: Physics education research. American Journal of Physics, 67 (9), 755–767.
Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., & Wieman, C. (2006). PhET: Interactive simulations for teaching and learning physics. The Physics Teacher, 44 (1), 18–23.
Piaget, J. (1973). To understand is to invent: The future of education. Grossman Publishers.
Redish, E. F. (2003). Teaching physics: With the physics suite. John Wiley & Sons.
Subramanian, S., Bairaktarova, D., & Huxtable, S. (2022). Development and evaluation of a virtual learning tool to enhance comprehension of energy concepts. In 2022 IEEE Frontiers in Education Conference (FIE) (pp. 1-8). IEEE.
Sadaghiani, H. R. (2011). Using multimedia learning modules in a hybrid-online course in electricity and magnetism. Physical Review Special Topics - Physics Education Research, 7 (1), 010102.
Serway, R. A., & Jewett, J. W. (2018). Physics for scientists and engineers with modern physics (10th ed.). Cengage Learning.
Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed.). Pearson.
Surjono, H. D., & Suwono, H. (2014). The use of PhET simulation to improve the students' conceptual understanding of energy in physics education. International Journal of Science and Mathematics Education, 12(2), 305–324.
Trundle, K. C., & Bell, R. L. (2010). A study of the impact of a computer simulation on elementary students' understanding of the concept of energy. Journal of Research in Science Teaching, 47 (3), 266–286.
Trundle, K. C., & Bell, R. L. (2010). Using PhET simulations to promote conceptual change in students’ understanding of energy. Journal of Science Education and Technology, 19 (4), 374-387.
VandenPlas, J. R., Herrington, D. G., Shrode, A. D., & Sweeder, R. D. (2021). Use of simulations and screencasts to increase student understanding of energy concepts in bonding. Journal of Chemical Education, 98(3), 730-744.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2010). PhET: Simulations that enhance learning. Science, 322 (5902), 682–683.
Young, H. D., & Freedman, R. A. (2020). University physics with modern physics (15th ed.). Pearson.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2024 Sudirman Sudirman, Putut Marwoto, Sunyoto Eko Nugroho
Artikel ini berlisensiCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
![](<a href="https://doaj.org/toc/2477-7935" target="_blank" style="display: block; width: 150px; height: auto;"><img src="https://doaj.org/static/doaj/images/logo/seal.png"/></a>){kind=logo}
