Implementation of Virtual Laboratory-Based Interactive Learning Media for Students' Science Literacy Skills on Temperature and Heat Material
DOI:
10.29303/jpm.v21i3.12050Published:
2026-06-17Downloads
Abstract
The low scientific literacy of students in Indonesia is caused by the monotonous learning process that makes students bored with learning. This study aims to determine the effect of a virtual laboratory based on PhET simulation on students' scientific literacy in temperature and heat. This study used a quasi-experimental, non-equivalent control-group design with two experimental and two control classes of seventh-grade students during the 2025/2026 academic year. Data were collected using pre-test and post-test scientific literacy instruments. The results of the independent-samples t-test showed a significance value (Sig. 2-tailed) of 0.000 < 0.05, indicating a significant effect of the virtual laboratory on students' scientific literacy. In addition, the N-Gain analysis showed that the control class was in the low category (0.17 and 0.14), while the experimental class was in the medium category (0.63). The uniqueness of this study lies in integrating a virtual laboratory based on PhET simulations with scientific literacy indicators in teaching temperature and heat. These findings indicate that virtual laboratory media can effectively improve students' scientific literacy. PhET simulation-based virtual laboratories can serve as an effective technology-enhanced learning tool to improve students' scientific literacy, particularly in understanding temperature and heat concepts in junior high school science education.
Keywords:
Interactive Learning Materials PhET Simulations Science Literacy Temperature and Heat Virtual LaboratoryReferences
[1] H. J. Banda and J. Nzabahimana, “The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students,” J. Sci. Educ. Technol., vol. 32, no. 1, pp. 127–141, 2023, doi: 10.1007/s10956-022-10010-3.
[2] S. Wati and N. Nurhasannah, “Penguatan Kompetensi Guru Dalam Menghadapi Era Digital,” J. Rev. Pendidik. Dasar J. Kaji. Pendidik. dan Has. Penelit., vol. 10, no. 2, pp. 149–155, 2024, doi: 10.26740/jrpd.v10n2.p149-155.
[3] D. W. Maharani, “Peran Keterampilan Laboratorium Merancang Pratikum untuk Menumbuhkan Literasi Sains yang Efektif dalam Pembelajaran IPA,” Semin. Nas. IPA XV, pp. 544–551, 2025.
[4] G. N. Ayu, C. A. Putri, A. R. Riyanto, and I. Koto, “The Scientific Literacy Competence of Students in Indonesia and Mexico Based on PISA 2022: An International Comparative Study,” TOFEDU Futur. Educ. J., vol. 4, no. 5, pp. 1033–1038, 2025, doi: 10.61445/tofedu.v4i5.525.
[5] Rosmiati, “pengaruh model problem based learning berbasis tutor teman sebaya terhadap literasi sains murid: kajian literatur,” J. Penelit. Ilmu Pendidik., vol. 8, no. 1, pp. 1–153, 2024.
[6] F. Yusmar and R. E. Fadilah, “Analisis Rendahnya Literasi Sains Peserta Didik Indonesia: Hasil Pisa Dan Faktor Penyebab,” LENSA (Lentera Sains) J. Pendidik. IPA, vol. 13, no. 1, pp. 11–19, 2023, doi: 10.24929/lensa.v13i1.283.
[7] D. I. Sdn and T. Indah, “Penggunaan Laboratorium Virtual Dan Praktikum Ipa,” J. ABDIMAS Ilm. CITRA BAKTI, vol. 6, 2025.
[8] Z. J. Hadi, S. Rahayu, A. Busyairi, and I. W. Gunada, “Pengembangan Perangkat Pembelajaran Model Inquiry Training Berbantuan Media PhET untuk Meningkatkan Pemahaman Konsep Fisika Peserta Didik,” J. Pendidikan, Sains, Geol. dan Geofis. (GeoScienceEd Journal), vol. 6, no. 1, pp. 580–583, 2025, doi: 10.29303/goescienceed.v6i1.544.
[9] N. P. Naki, T. Abdjul, N. Nurhayati, A. H. Odja, M. Yusuf, and C. S. Payu, “The Effect of Implementing Interactive Learning Media Based on Virtual Laboratory on Student Learning Outcomes in Force Topic,” J. Pijar Mipa, vol. 20, no. 1, pp. 148–153, 2025, doi: 10.29303/jpm.v20i1.8403.
[10] T. Abdjul, A. H. Odja, and Nurhayati, “Effectiveness of Virtual Laboratory-Based Interactive Learning Media Through a Differentiated Approach to Students’ Scientific Literacy,” J. Penelit. Pendidik. IPA, vol. 10, no. 11, pp. 9838–9838, 2024, doi: 10.29303/jppipa.v10i11.9253.
[11] N. F. Amin and W. Sulistiyowati, “konsep umum populasi dan sampel dalam penelitian Nur,” Buku Ajar Stat. Dasar, vol. 14, no. 1, pp. 15–31, 2023, doi: 10.21070/2017/978-979-3401-73-7.
[12] I. Abraham and Y. Supriyati, “Desain Kuasi Eksperimen Dalam Pendidikan: Literatur Review,” J. Ilm. Mandala Educ., vol. 8, no. 3, pp. 2476–2482, 2022, doi: 10.58258/jime.v8i3.3800.
[13] M. Mushofa, D. Hermina, and N. Huda, “Memahami Populasi dan Sampel: Pilar Utama dalam Penelitian Kuantitatif,” J. Syntax Admiration, vol. 5, no. 12, pp. 5937–5948, 2024, doi: 10.46799/jsa.v5i12.1992.
[14] M. Ahmad and S. Wilkins, “Purposive sampling in qualitative research: a framework for the entire journey,” Qual. Quant., vol. 59, no. 2, pp. 1461–1479, 2025, doi: 10.1007/s11135-024-02022-5.
[15] A. Wulandari, “PhET Simulation : a qualitative descriptive study on argumentation,” J. JARLITBANG Pendidik., vol. 10, no. 2, pp. 187–194, 2024.
[16] M. F. Ramadhan, R. A. Siroj, and M. W. Afgani, “Validitas and Reliabilitas,” J. Educ., vol. 6, no. 2, pp. 10967–10975, 2024, doi: 10.31004/joe.v6i2.4885.
[17] J. E. Perjuangan, “pengaruh penggunaan augmented reality terhadap kemampuan literasi sains siswa pada materi sistem peredaran darah,” J. Ilm. Pendidik. Dasar, vol. 2, no. 2, pp. 138–153, 2021.
[18] A. Arbadilah, E. Juliyanto, and N. Dewantari, “Efektivitas Model Pembelajaran Inkuiri Terbimbing Berbantuan Powtoon untuk Meningkatkan Kemampuan Literasi Sains pada Materi Zat dan Perubahannya Effectiveness of the Powtoon-assisted Guided Inquiry Learning Model to Improve Science Literacy Skills on Mat,” J. Pendidik. Mat. dan Sains, vol. 13, no. 2, pp. 431–443, 2025.
[19] I. J. Nurjanah, T. Ruatini, and M. H. Arifin, “Pengaruh Model Pembelajaran Project Based Learning Pada Pembelajaran IPS Dalam Meningkatkan Keterampilan Literasi Finansial Siswa Kelas IV Sekolah Dasar,” J. Ilmu Kependidikan, vol. 21, no. 1, pp. 1–14, 2026, doi: 10.29408/edc.v21i1.31018.
[20] P. N. Putri, F. Rachmadiarti, T. Purnomo, and M. Satriawan, “Measuring Scientific Literacy of Students’ Through Environmental Issues Based on PISA 2025 Science Framework,” J. Penelit. Pendidik. IPA, vol. 11, no. 3, pp. 44–53, 2025, doi: 10.29303/jppipa.v11i3.10413.
[21] D. P. Kamilah, D. Sulisworo, and J. Firmansyah, “The Impact of PhET Simulations on Conceptual Understanding in High School Physics: Evidence from Indonesian Studies,” J. Educ. Sci., vol. 9, no. 6, pp. 6229–6244, 2025.
[22] N. Polihito, T. Abdjul, N. E. Ntobuo, M. Yusuf, A. H. Odja, and N. Nurhayati, “Implementation of Interactive Learning Media Based on Virtual Laboratory on Student Science Literacy Skills,” J. Pijar Mipa, vol. 20, no. 4, pp. 681–686, 2025, doi: 10.29303/jpm.v20i4.9138.
[23] E. L. Bimawati Rumapea et al., “Investigating the Use of Comic Strips Media on Developing Students’ Narrative Writing Skills: A Case Study in Language Teaching,” AL-ISHLAH J. Pendidik., vol. 17, no. 2, pp. 2526–2536, 2025, doi: 10.35445/alishlah.v17i2.7345.
[24] R. Herak and L. Seran, “Efektivitas Pembelajaran Berbasis Masalah dalam Meningkatkan Keterampilan Proses Sains Siswa Sekolah Menengah Atas,” J. Stud. Guru dan Pembelajaran, vol. 8, no. 3, pp. 1805–1814, 2025, [Online]. Available: https://doi.org/10.30605/jsgp.8.3.2025.6983
[25] I Gede Yoga Danu Tirta, I Gede Astawan, and Ni Ketut Desia Tristiantari, “Project-Based Learning Assisted by Virtual Practicals with the PhET Application as an Effort to Improve Scientific Attitudes and Literacy,” Indones. J. Instr., vol. 6, no. 2, pp. 449–461, 2025, doi: 10.23887/iji.v6i2.92518.
[26] M. Saputri, Lilis, “Desain Penelitian Quasi Eksperimen Dalam Penelitian Pendidikan : Kajian Pustaka,” J. Serunai Mat., vol. 17, no. 2, pp. 78–79, 2025.
[27] D. R. Darman, N. Nurhasanah, L. Zakiah, and N. Fauziah, “Virtual Laboratory Science to Improve Students ’ Science Literacy Ability,” J. Nat. Sci. Integr., vol. 9, no. 1, pp. 54–70, doi: 10.24014/jnsi.v9i1.37902.
License
Copyright (c) 2026 Perlis Tantalama, Tirtawaty Abdjul, Nurhayati Nurhayati, Abdul Haris Odja, Mohammad 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
