INTEGRATING PEER LEARNING AND INQUIRY CYCLE WITH PHET TO IMPROVE UNDERSTANDING OF DYNAMIC ELECTRICITY

Abstract

Most eighth-grade junior high school students often experience difficulties in understanding abstract and complex physics topics, such as dynamic electricity, which frequently leads to misconceptions and negatively impacts learning outcomes. To address this problem, researchers developed and tested an integrated learning strategy that combines peer teaching, the inquiry learning cycle model, and the use of PhET simulations, enabling students to conduct virtual experiments. This study used the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 32 ninth-grade students of SMPN 1 Bayongbong, with a one-group pretest-posttest design to measure the learning impact. The validation of the learning tool was carried out by four experts, who obtained an average score of 0.89, indicating high theoretical feasibility. In terms of practicality, teachers gave an average rating of 91%, and students gave an average rating of 87%, both indicating a very good level of practicality. During four meetings, students took pretests and posttests, engaged in peer teaching activities, and learned concepts directly through PhET simulations. Concept understanding was measured through a structured test and then analyzed using the N-Gain method. In this study, the N-Gain score obtained was 0.57, indicating a moderate category. In addition to quantitative data, student observations and reflections showed positive impressions. These findings strengthen the evidence that this learning strategy can help students better understand the concept of dynamic electricity.Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk merancang dan mengevaluasi efektivitas strategi pembelajaran terintegrasi yang menggabungkan peer lesson dan model siklus pembelajaran berbasis inkuiri, didukung oleh simulasi PhET, untuk meningkatkan pemahaman konsep listrik dinamis siswa SMP. Penelitian menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Validasi ahli menunjukkan skor kelayakan rata-rata sebesar 0,90 (sangat layak). Uji kepraktisan oleh guru dan siswa menghasilkan skor masing-masing 91,25% dan 87,60% (sangat praktis). Pengujian efektivitas melalui pretest dan posttest menunjukkan peningkatan pemahaman konsep yang signifikan dengan nilai N-Gain 0,57 (kategori sedang). Strategi ini melibatkan lembar kerja siswa (LKPD), rencana pembelajaran berbasis inkuiri, dan penggunaan simulasi PhET untuk membantu visualisasi konsep abstrak. Aktivitas siswa selama pembelajaran menunjukkan keterlibatan yang sangat tinggi dalam diskusi kelompok, eksplorasi simulasi, dan pembelajaran sebaya. Analisis data kualitatif dari wawancara dan observasi menunjukkan peningkatan kepercayaan diri, kolaborasi, dan pemahaman konsep siswa. Strategi ini efektif dalam mengatasi kesulitan belajar siswa pada materi listrik dinamis dan sesuai dengan prinsip Kurikulum Merdeka. Diharapkan penerapan strategi ini dapat diperluas ke mata pelajaran dan jenjang pendidikan lain.