The Effect of Guided Inquiry Learning with Virtual Laboratory on Junior High School Students' Physics Learning Outcomes
DOI:
10.29303/jpft.v12i1.10980Published:
2026-04-23Downloads
Abstract
Low physics achievement among junior high school students, particularly on the topics of work and energy, indicates the need for more effective instructional strategies. This study examined the effect of a guided inquiry approach assisted by PhET simulations on students’ learning outcomes in Work and Energy. A nonequivalent control group design was employed, involving 30 students in the experimental class and 30 students in the control class. The instrument consisted of 20 multiple-choice items designed to assess students’ understanding of fundamental concepts in Work and Energy. The results showed that the implementation of the PhET-assisted guided inquiry approach significantly improved students’ learning outcomes. This conclusion was supported by the results of an independent t-test and a high effect size. Nevertheless, the study was limited to a single topic and relied solely on quantitative data. Future research is therefore recommended to investigate other physics topics and to incorporate qualitative.
Keywords:
Guided inquiry virtual laboratory PhET Physics junior high school learning outcomesReferences
Abubakar, S. (2012). Role of Physics Education for Technological Development for Employment and Self Productivity in Nigeria. Journal of Educational and Social Research, 2(10). https://doi.org/10.5901/jesr.2012.v2n10p166
Ali, M. (2021). Kendala Dan Persepsi Peserta Didik SMA Negeri 1 Kelumpang Barat Terhadap Pembelajaran Fisika. Cendekia: jurnal ilmiah pendidikan, 9(1), 97–112. https://doi.org/10.33659/cip.v9i1.192
Ardisa, I., Verawati, N. N. S. P., Gunawan, G., & Ayub, S. (2022). Effect of PhET Simulation-Assisted Guided Inquiry Learning Model on Students’ Critical Thinking Ability in Elasticity Material. Jurnal Pendidikan Fisika Dan Teknologi, 8(2), 262–269. https://doi.org/10.29303/jpft.v8i2.4391
Arifin, Z., Sukarmin, S., Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2592. https://doi.org/10.29333/ejmste/15988
Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification. European Journal of Education and Pedagogy, 4(1), 84–92. https://doi.org/10.24018/ejedu.2023.4.1.551
Banda, H. J., & Nzabahimana, J. (2023). The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students. Journal of Science Education and Technology, 32(1), 127–141. https://doi.org/10.1007/s10956-022-10010-3
Capriconia, J., & Mufit, F. (2022). Analysis of Concept Understanding and Students’ Attitudes towards Learning Physics in Material of Straight Motion. Jurnal Penelitian Pendidikan IPA, 8(3), 1453–1461. https://doi.org/10.29303/jppipa.v8i3.1381
de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let’s talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review, 39, 100536. https://doi.org/10.1016/j.edurev.2023.100536
Hasanati*, A., & Purwaningsih, E. (2021). Influence of Interest In Learning and How to Learn on Understanding Concepts: Work and Energy Cases. Jurnal Pendidikan Sains Indonesia, 9(2), 305–316. https://doi.org/10.24815/jpsi.v9i2.19203
Hidayatullah, Z., Ariandani, N., Qusyairi, M., & Marzuki, M. (2025). Impact of Deep Learning–Based PhET Instruction on Problem-Solving Skills: The Role of Learning Motivation. Jurnal Pendidikan Fisika Dan Teknologi, 11(2), 392–398. https://doi.org/10.29303/jpft.v11i2.10233
Kaur, T., Kersting, M., Blair, D., Adams, K., Treagust, D., Santoso, J., Popkova, A., Boublil, S., Zadnik, M., Li, J., Wood, D., Horne, E., & Mcgoran, D. (2023). Developing and implementing an Einsteinian science curriculum from Years 3 to 10-Part A: Concepts, rationale and learning outcomes.
Lana, K., Ismail, S., & Kie Raha, S. (2021). Penerapan Model Pembelajaran Problem Basid Learning (PBL) Untuk Meningkatkan Hasil Belajar Fisika Kelas VIII SMP Negeri 1 Waikafia pada Materi Usaha dan Energi. Kuantum: Jurnal Pembelajaran Dan Sains Fisika, 2(2), 38–59. https://doi.org/10.5281/zenodo.5730921
Malotong, A., & Zaky, M. (2022). Identification of the Factors Causing Difficulty in Learning Physics in the Material of Work and Energy in High School Students. Jurnal Kreatif Online (JKO), 10(3), 106–113. http://jurnal.fkip.untad.ac.id/index.php/jko
Meronda, D. A., Widarti, H. R., & Yahmin, Y. (2025). Virtual Laboratories in Science Education: A Systematic Review of Effectiveness on Conceptual Understanding and Learning Outcomes. Jurnal Pendidikan MIPA, 26(3), 2020–2042. https://doi.org/10.23960/jpmipa.v26i3.pp2020-2042
Pranata, O. D. (2024). Physics education technology (PhET) as a game-based learning tool: A quasi-experimental study. Pedagogical Research, 9(4), em0221. https://doi.org/10.29333/pr/15154
Pristianti, M. C., & Prahani, B. K. (2022). Profile of Students’ Physics Problem Solving Skills and Problem Based Learning Implementation Supported by Website on Gas Kinetic Theory. Jurnal Pendidikan Progresif, 12(1), 375–393. https://doi.org/10.23960/jpp.v12.i1.202229
Puspitasari, L., Subiki, S., & Supriadi, B. (2022). Pengaruh Media PhET Simulation Terhadap Motivasi Dan Hasil Belajar Fisika Siswa SMK. Jurnal Pendidikan Fisika, 11(2), 89. https://doi.org/10.24114/jpf.v11i2.37682
Rochim, R. A., Prabowo, P., Budiyanto, M., Hariyono, E., & Prahani, B. K. (2022). The Use of STEM-Integrated Project-based Learning Models to Improve Learning Outcomes of Junior High School Students. https://doi.org/10.2991/assehr.k.211229.034
Sapriyadin, D., Sutopo, S., & Wisodo, H. (2023). Influence of Inquiry Learning on Concept Mastery Ability and Physics Problem Solving Ability of Students on Work and Energy Material. Jurnal Penelitian Pendidikan IPA, 9(2), 734–744. https://doi.org/10.29303/jppipa.v9i2.3253
Silaban, B., & Nainggolan, J. (2022). The Mastery of Science Concepts in Solving Physics Problems for Junior High School Students. JPI (Jurnal Pendidikan Indonesia), 11(4). https://doi.org/10.23887/jpiundiksha.v11i4.54039
Singh, C., & Rosengrant, D. (2003). Multiple-choice test of energy and momentum concepts. American Journal of Physics, 71(6), 607–617. https://doi.org/10.1119/1.1571832
Syahril, A., & Jarnawi, M. (2023). Analysis Of Students’ Difficulties In Solving Physics Problems In Business And Energy Materials. Jurnal Pendidikan Fisika Tadulako Online, 11(1), 27–33. http://jurnal.fkip.untad.ac.id/index.php/jpft
Velly, D. (2021). Increasing the Motivation and Learning Outcomes of Students through the Application of the Problem Based Learning Model in Learning Physics. Journal of Science and Science Education, 2(1), 52–57. https://doi.org/10.29303/jossed.v2i1.719
Wibowowati, L. (2022). Increasing Students’ Interest and Learning Outcomes with the Make a Match Learning Model in Junior High School Physics Science Learning. Impulse: Journal of Research and Innovation in Physics Education, 2(1), 16–26. https://doi.org/10.14421/impulse.2022.21.02
Wigati, W. R., Syahril, S., & Maaruf, Z. (2023). Pengaruh Model Inkuiri Terbimbing Berbasis Virtual Laboratorium Terhadap Kemampuan Berpikir Kritis Pada Materi Usaha Dan Energi. Jurnal Pendidikan Fisika, 12(1), 104. https://doi.org/10.24114/jpf.v12i1.45385
Yulianti, E., Zhafirah, N. N., & Hidayat, N. (2021). Exploring Guided Inquiry Learning with PhET Simulation to Train Junior High School Students Think Critically. Berkala Ilmiah Pendidikan Fisika, 9(1), 96. https://doi.org/10.20527/bipf.v9i1.9617
License
Copyright (c) 2026 Wilfridus Nggadung, Agus Wedi, Deka Dyah Utami
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
How to Cite
