Implementation of Project Based Learning Assisted by PhET Simulation in Science Learning to Improve Students' Science and Digital Literacy

Wijayanti, Arfilia; Fajriyah, Khusnul; Azizah, Mira; Kiswoyo, Kiswoyo

doi:10.15294/jise.v14i3.24101

Jurnal

Implementation of Project Based Learning Assisted by PhET Simulation in Science Learning to Improve Students' Science and Digital Literacy

Journal of Innovative Science Education · Vol. 14 No. 3 (2025) · hlm. 195–203

DOI: 10.15294/jise.v14i3.24101
ISSN: 2502-4523, 2252-6412
Terbit: 2025-12-31
Penerbit: Universitas Negeri Semarang
Bahasa: eng

Abstrak

Mastering scientific and digital literacy is essential for prospective teachers to meet the demands of modern science education. This study specifically aims to analyze the effectiveness of Project-Based Learning (PjBL) assisted by PhET simulations in improving students’ scientific and digital literacy. A quasi-experimental design with a pretest–posttest control group was conducted involving 80 undergraduate students, and the data were analyzed using N-Gain and comparative statistical tests. The results show that the implementation of PjBL supported by PhET simulations significantly outperformed conventional learning, with the experimental group achieving a higher N-Gain across all indicators of scientific and digital literacy. These improvements were also reflected in students’ project performance, demonstrating stronger conceptual understanding and more proficient use of digital tools during inquiry-based activities. These findings highlight the potential of integrating interactive simulations within PjBL to strengthen essential competencies in teacher education programs and support the development of innovative science learning practices aligned with 21st-century educational demands.

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Universitas PGRI Semarang
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Rekan penulis	Organisasi	Artikel bersama
Wawan Priyanto	Universitas PGRI Semarang	2
Muhammad Aniq Khairul Basyar	Universitas PGRI Semarang	1
Iffah Muflihati	Universitas PGRI Semarang	1
Mudzanatun Mudzanatun	Universitas PGRI Semarang	1
Amalia Ulfa Ramadhani	Universitas PGRI Semarang	1
Yulia Nisfiatul Laily	Universitas PGRI Semarang	1
Maftuh Fauji Dimyati	Universitas PGRI Semarang	1
Sukamto Sukamto	Afiliasi tidak diketahui	1
Sena Widya Daksa	Universitas PGRI Semarang	1
Shabrina Nur Salsabila	Universitas PGRI Semarang	1
Yuuki Chleo Pratama Setiyono	Afiliasi tidak diketahui	1
Aries Tika Damayani	Universitas PGRI Semarang	1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jise/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en">Implementation of Project Based Learning Assisted by PhET Simulation in Science Learning to Improve Students' Science and Digital Literacy</dc:title>
	<dc:creator xml:lang="en">Wijayanti, Arfilia</dc:creator>
	<dc:creator xml:lang="en">Fajriyah, Khusnul </dc:creator>
	<dc:creator xml:lang="en">Azizah, Mira </dc:creator>
	<dc:creator xml:lang="en">Kiswoyo, Kiswoyo</dc:creator>
	<dc:subject xml:lang="en">PjBL</dc:subject>
	<dc:subject xml:lang="en">PhET Simulation</dc:subject>
	<dc:subject xml:lang="en">Science Learning</dc:subject>
	<dc:subject xml:lang="en"> Science Literacy</dc:subject>
	<dc:subject xml:lang="en">Digital Literacy</dc:subject>
	<dc:description xml:lang="en">Mastering scientific and digital literacy is essential for prospective teachers to meet the demands of modern science education. This study specifically aims to analyze the effectiveness of Project-Based Learning (PjBL) assisted by PhET simulations in improving students’ scientific and digital literacy. A quasi-experimental design with a pretest–posttest control group was conducted involving 80 undergraduate students, and the data were analyzed using N-Gain and comparative statistical tests. The results show that the implementation of PjBL supported by PhET simulations significantly outperformed conventional learning, with the experimental group achieving a higher N-Gain across all indicators of scientific and digital literacy. These improvements were also reflected in students’ project performance, demonstrating stronger conceptual understanding and more proficient use of digital tools during inquiry-based activities. These findings highlight the potential of integrating interactive simulations within PjBL to strengthen essential competencies in teacher education programs and support the development of innovative science learning practices aligned with 21st-century educational demands.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jise/article/view/24101</dc:identifier>
	<dc:identifier>10.15294/jise.v14i3.24101</dc:identifier>
	<dc:source xml:lang="en">Journal of Innovative Science Education; Vol. 14 No. 3 (2025): December 2025 (Special Issue); 195-203</dc:source>
	<dc:source>2502-4523</dc:source>
	<dc:source>2252-6412</dc:source>
	<dc:source>10.15294/jise.v14i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jise/article/view/24101/8051</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Innovative Science Education</dc:rights>
</oai_dc:dc>