Pengaruh Pemanfaatan Media PhET Simulation Pada Model Phenomenon Based Learning (PhBL) Terhadap Hasil Belajar dan Self Efficacy Siswa SMA

Abstract

This study aimed to investigate the effect of the Phenomenon Based Learning (PhBL) model integrated with PhET Simulation on senior high school students’ physics learning outcomes and self-efficacy. A quantitative approach with a true experimental design and a Posttest-only control group design was employed. The sample consisted of two classes: an experimental class taught using the PhBL model assisted by PhET Simulation and a control class taught using conventional instruction. Learning outcomes were measured through a Posttest, while self efficacy was assessed using a questionnaire covering the dimensions of level/magnitude, strength, and generality. Data were analyzed using the Shapiro–Wilk normality test and the Independent Samples t-test because the data were normally distributed. The findings revealed a significant difference in self-efficacy between the experimental and control classes, with a significance value of 0,031 (< 0,05). A significant difference was also found in learning outcomes, with a significance value of 0,000 (< 0,05). The experimental class obtained a higher mean learning outcome score (71,08) than the control class (34,74). Likewise, the mean self-efficacy score of the experimental class (65,58) exceeded that of the control class (58,00). Among the self-efficacy dimensions, strength showed the highest average score in both groups. These results indicate that the integration of the PhBL model with PhET Simulation positively and significantly improves students’ self-efficacy and physics learning outcomes, making it an effective alternative for enhancing confidence, participation, and academic achievement in physics learning.