Assembling the computer simulation on hypothetical deductive thinking approach learning to improve learning achievement

Abstract

This research describes the impact of hypothetical-deductive learning supported by PhET Simulations on improving the learning achievement of high school students for physics lessons. The design of this study used quasi-experimental (quasi-experiment). The design of this study was a pre-test and post-test control group at a secondary school in Bima, Nusa Tenggara Barat, Indonesia. The experimental group consisted of 24 students who were taught by the hypothetical-deductive learning strategy supported by PhET Simulations. The control group consisted of 23 students taught by a direct lesson learning approach. There were two covariates, i.e., motivation and prior knowledge. Learning achievement as a dependent variable was measured using multiple choices (35 items). Learning achievement estimated cognitive domains including the level of understanding, applying, and analyzing. The statistical technique used in this analysis was ANCOVA techniques. The result found that this proposed strategy was more effective in improving learning achievement. This study found that motivation could not be used as a predictor for improving learning achievement in learning strategies. But, prior knowledge can be used as a predictor in enhancing learning achievement. In general, learning with a hypothetical-deductive approach assisted by computer simulation provides opportunities in the cognitive domain. The limitation of this study is that the impact is jointly between the hypothetical-deductive method and the simulation, but the effect of each factor on the achievement of learning cannot be described. In other indicators of learning success, there needs to be a separate study to find out the positive impact of this learning strategy. Learning strategies with deductive hypothetical thinking supported by PhET Simulations are new strategies in physics learning in Indonesia; especially for achieving learning performance on facing global education standards.