Application of Virtual Laboratory (PhET) Learning Media to Students' Scientific Literacy Skills at Junior High Schools
DOI:
10.29303/jpm.v21i3.11844Published:
2026-06-13Downloads
Abstract
21st-century learning demands that students possess critical thinking, creative, and problem-solving skills based on science literacy. However, observations at SMP Negeri 3 Kabila and SMP Negeri 1 Tapa indicate that science learning remains dominated by lecture methods and limited laboratory facilities, resulting in low process skills and student science literacy. This study aims to analyze the effect of implementing the PhET virtual laboratory learning media integrated with the Problem-Based Learning (PBL) model on students' science literacy skills regarding the topic of matter and its changes. This study uses a quantitative approach with a one-group pretest–posttest design, combined with a multi-site, replicated-treatment design. The research sample consisted of 112 seventh-grade students, selected via cluster sampling from two schools: SMP Negeri 3 Kabila and SMP Negeri 1 Tapa. The research instrument consisted of a science literacy test with 10 items that measured the ability to explain scientific phenomena, evaluate scientific investigations, and interpret scientific data. Data analysis used the Kolmogorov-Smirnov normality test, paired t-test (hypothesis test), and N-Gain calculation. The research results showed that the data were normally distributed and that the use of the PhET virtual laboratory media had a significant effect on students' science literacy skills, as indicated by t-values ≥ t-table in all classes. The improvement in skills was also reinforced by the N-Gain value in the moderate category. This shows that PhET-based learning is effective in improving students' science literacy. So, it can be concluded that integrating the PhET virtual laboratory with the PBL model has a positive impact on students' science literacy skills in the topic of matter and its changes and can serve as an alternative learning medium in schools with limited laboratory facilities.
Keywords:
Matter and Its Changes PBL PhET Science Literacy Virtual LaboratoryReferences
[1] L. M. Magfiroh, N. S. Azzahro, F. A. Saputri, R. Mafaza, N. S. Rahmania, and M. S. Achsan, “Kontruktivisme Jean Piaget dan implikasinya terhadap pembelajaran kreatif serta inovatif dalam pendidikan di era digital,” Indonesian Journal of Multidisciplinary Studies, vol. 1, no. 3, pp. 34–48, 2025.
[2] N. Y. Febriana, F. Salfadilah, and N. S. Liana, “Literasi sains attitude untuk membangun sikap ilmiah terhadap siswa sekolah dasar,” Al-Hasib: Jurnal Manajemen Pendidikan Islam, vol. 1, no. 3, pp. 125–133, 2025.
[3] M. J. Jamal and M. E. Imran, “Pengaruh model RADEC (Read-Answer-Discuss-Explain-Create) terhadap literasi sains dan motivasi belajar siswa kelas IV SD Inpres Bollangi 1,” Journal of Classroom Action Research, vol. 7, no. 2, pp. 846–853, 2025.
[4] M. Suhardi, I. Isbullah, Y. A. Pernanda, and L. Ariyanti, “Efektivitas teknologi virtual reality dalam pembelajaran IPA di sekolah dasar: Kajian literatur,” Natural: Jurnal Ilmu Sains dan Terapan, vol. 1, no. 1, pp. 1–11, 2025.
[5] M. H. Taabudilah, M. A. Rahman, and F. Rizal, “Inovasi pendidikan melalui PBL: Dari kelas tradisional ke kelas virtual,” Sosiotekno: Jurnal Ilmu Sosial dan Teknologi, vol. 1, no. 1, pp. 53–60, 2026.
[6] A. R. Fakhriyana, N. F. Azzahra, and E. Yayuk, “Persepsi siswa terhadap pemanfaatan simulasi virtual PhET dalam pembelajaran kimia di SMA Muhammadiyah Sampit,” Pendas: Jurnal Ilmiah Pendidikan Dasar, vol. 10, no. 4, pp. 267–277, 2025.
[7] T. Abdjul, A. H. Odja, and Nurhayati, “Effectiveness of virtual laboratory-based interactive learning media through a differentiated approach to students' scientific literacy,” Jurnal Penelitian Pendidikan IPA, vol. 10, no. 11, pp. 9838–9848, 2024, doi: 10.29303/jppipa.v10i11.9253.
[8] R. Amelia, S. N. R. Izzah, M. A. Hikmah, and M. Y. A. Bakar, “Memahami gaya belajar siswa: Kunci keberhasilan personalisasi pembelajaran,” Jurnal Ilmiah Nusantara, vol. 2, no. 1, pp. 287–300, 2025.
[9] H. Y. Agushesa and M. S. Prastiwi, “Pengaruh penggunaan virtual laboratory terhadap kemampuan literasi saintifik siswa pada materi evolusi,” BioEdu, vol. 13, no. 2, pp. 458–464, 2024.
[10] R. D. Putra, M. A. Murtadho, M. Isnaini, and M. W. Afgani, “Design penelitian kuantitatif: Pengertian dan macam-macam jenisnya,” Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat, vol. 5, no. 3, pp. 191–199, 2025, doi: 10.56832/edu.v5i3.1805.
[11] A. N. Faiqoh and M. Makinuddin, “Implementasi manajemen pendidikan karakter (studi multi situs di MI Bahrul Ulum Menganti dan MINU Trate Gresik),” Jurnal Pengabdian Masyarakat dan Riset Pendidikan, vol. 3, no. 4, pp. 2273–2281, 2025, doi: 10.31004/jerkin.v3i4.820.
[12] M. I. Sukarelawan, T. K. Indratno, and S. M. Ayu, N-Gain Vs Stacking. Yogyakarta, Indonesia, 2024.
[13] E. B. Tinambunan, H. Simanjuntak, and K. M. D. Pasaribu, “Pengaruh model pembelajaran Think Pair Share terhadap persepsi siswa kelas XI tentang demokrasi,” Jurnal Ilmu Pendidikan dan Sosial, vol. 4, no. 3, pp. 521–529, 2025, doi: 10.58540/jipsi.v4i3.1083.
[14] Y. Yulianti, H. Lestari, and I. Rahmawati, “Penerapan model pembelajaran RADEC terhadap peningkatan kemampuan berpikir kritis siswa,” Jurnal Cakrawala Pendas, vol. 8, no. 1, pp. 47–56, 2022, doi: 10.31949/jcp.v8i1.1915.
[15] D. Maulina, H. Maulina, and S. Mayasari, “Kajian faktor intrinsik dan kemampuan literasi sains siswa SMP di Kota Bandar Lampung,” LENSA (Lentera Sains): Jurnal Pendidikan IPA, vol. 12, no. 1, pp. 1–8, 2022, doi: 10.24929/lensa.v12i1.201.
[16] A. Takda and L. Tahang, “Penerapan model pembelajaran learning cycle 7E berbantuan Physics Education Technology (PhET) simulation untuk meningkatkan literasi sains peserta didik di SMAN 2 Pasarwajo,” Jurnal Penelitian Pendidikan Fisika, vol. 8, no. 2, pp. 81–89, 2023, doi: 10.36709/jipfi.v8i2.6.
[17] A. H. Pramesti, I. D. Rahmawati, and R. Wulandari, “Pengaruh PhET terhadap literasi sains materi IPA kelas VI SDN Socah 3,” Journal of Education for All, vol. 2, no. 1, pp. 16–24, 2024, doi: 10.61692/edufa.v2i1.99.
[18] M. B. A. Riduwan, Skala Pengukuran Variabel-Variabel Penelitian. Bandung, Indonesia, 2022.
[19] Nuryadi, T. D. Astuti, E. S. Utami, and M. Budiantara, Dasar-Dasar Statistik Penelitian. Yogyakarta, Indonesia: Sibuku Media, 2020.
[20] A. Ritonga, E. L. Saragih, G. A. Purba, P. P. S. Pandiangan, R. N. Damanik, and F. Al Azmi, “Penerapan distribusi normal dalam pengukuran tinggi badan mahasiswa FMIPA Universitas Negeri Medan 2024,” Bilangan: Jurnal Ilmiah Matematika, Kebumian dan Angkasa, vol. 3, no. 2, pp. 39–53, 2025, doi: 10.62383/bilangan.v3i2.465.
[21] E. Waluyo, A. Septian, E. Jerilian, I. N. Hidayat, M. A. Prahadi, T. Prasetyo, and A. I. Sabilah, “Analisis data sample menggunakan uji hipotesis penelitian perbandingan menggunakan uji ANOVA dan uji t,” Jurnal Ekonomi dan Bisnis, vol. 2, no. 6, pp. 775–785, 2024.
[22] M. N. A. Daud, T. Abdjul, C. S. Payu, N. E. Ntobuo, A. H. Odja, and Nurhayati, “Implementation of interactive learning media based on virtual laboratory to improve students’ science literacy skills,” Jurnal Pijar MIPA, vol. 20, no. 3, pp. 494–500, 2025, doi: 10.29303/jpm.v20i3.8909.
[23] M. I. Sukarelawan, T. K. Indratno, and S. M. Ayu, N-Gain Vs Stacking. Yogyakarta, Indonesia, 2024.
[24] N. Nurlatifah, E. Ahman, A. Machmud, and A. Sobandi, “Efektivitas pembelajaran online versus tatap muka,” Pedagonal: Jurnal Ilmiah Pendidikan, vol. 5, no. 1, pp. 15–18, 2021, doi: 10.33751/pedagonal.v5i1.2893.
[25] F. M. Riska, S. Fitriana, T. Hardianti, R. Rizaldi, S. Syahwin, and N. Mardiana, “Pengaruh bahan ajar berbasis inkuiri terbimbing berbantuan V-Lab (Virtual Laboratory) pada materi momentum dan impuls untuk meningkatkan literasi sains siswa,” Silampari Jurnal Pendidikan Ilmu Fisika, vol. 5, no. 2, pp. 200–213, 2023, doi: 10.31540/sjpif.v5i2.2352.
[26] J. Jania, L. Suswati, and R. Rosmiati, “Pengaruh media virtual laboratorium simulasi PhET pada materi fisika hukum Hooke terhadap pemahaman konsep siswa kelas XI,” Gravity Edu: Jurnal Pembelajaran dan Pengajaran Fisika, vol. 5, no. 1, pp. 14–18, 2022, doi: 10.33627/ge.v5i1.905.
License
Copyright (c) 2026 Putri Pratiwi Abada, Tirtawaty Abdjul, Nurhayati Nurhayati, Abdul Haris Odja, Muhamad Yusuf
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this 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
