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Children Learning in Science, Direct Instruction, Virtual Laboratory Experiment, Phyphox, Literasi Sains, Digital

Unnes Physics Education Journal · Vol. 14 No. Special (2026) · hlm. 419–428

DOI
10.15294/upej.v14i3.43712
ISSN
2503-2313, 2252-6935
Terbit
2026-03-07
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to analyze the effectiveness of the Children Learning in Science (CLIS) model based on virtual laboratory experiments using the Phyphox application and the digital-based Direct Instruction model on students’ science literacy, as well as to compare the differences in effectiveness between the two. This study is a quasi-experimental study using a randomized pretest-posttest control group design. The study population included all seventh-grade students at MTsN 1 Makassar, with a sample of 64 students selected through multistage random sampling. Descriptive analysis results showed that the average science literacy score in the CLIS-Phyphox class was 62.23, while that of the digital-based Direct Instruction class was 53.15. The N-Gain test showed that the CLIS-Phyphox model fell into the “moderately effective” category (61.83%), while the digital-based Direct Instruction model fell into the “less effective” category (53.15%). Hypothesis testing using the Independent Sample T-Test yielded a Sig. (2-tailed) value of 0.026 (< 0.05), indicating a significant difference in effectiveness between the two models. It was concluded that the use of the CLIS model based on the Phyphox application is more effective in improving students’ science literacy compared to the digital-based Direct Instruction model.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/upej/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">Children Learning in Science, Direct Instruction, Virtual Laboratory Experiment, Phyphox, Literasi Sains, Digital</dc:title>
	<dc:creator xml:lang="en">Sulman</dc:creator>
	<dc:creator xml:lang="en">Suarti</dc:creator>
	<dc:creator xml:lang="en">Suharti</dc:creator>
	<dc:subject xml:lang="en">Direct Intruction</dc:subject>
	<dc:subject xml:lang="en">Children Learning in Science</dc:subject>
	<dc:subject xml:lang="en">Virtual Laboratory Experiment</dc:subject>
	<dc:subject xml:lang="en">Phyphox</dc:subject>
	<dc:subject xml:lang="en">Literasi Sains</dc:subject>
	<dc:description xml:lang="en">This study aims to analyze the effectiveness of the Children Learning in Science (CLIS) model based on virtual laboratory experiments using the Phyphox application and the digital-based Direct Instruction model on students’ science literacy, as well as to compare the differences in effectiveness between the two. This study is a quasi-experimental study using a randomized pretest-posttest control group design. The study population included all seventh-grade students at MTsN 1 Makassar, with a sample of 64 students selected through multistage random sampling. Descriptive analysis results showed that the average science literacy score in the CLIS-Phyphox class was 62.23, while that of the digital-based Direct Instruction class was 53.15. The N-Gain test showed that the CLIS-Phyphox model fell into the “moderately effective” category (61.83%), while the digital-based Direct Instruction model fell into the “less effective” category (53.15%). Hypothesis testing using the Independent Sample T-Test yielded a Sig. (2-tailed) value of 0.026 (&amp;lt; 0.05), indicating a significant difference in effectiveness between the two models. It was concluded that the use of the CLIS model based on the Phyphox application is more effective in improving students’ science literacy compared to the digital-based Direct Instruction model.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-03-07</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/upej/article/view/43712</dc:identifier>
	<dc:identifier>10.15294/upej.v14i3.43712</dc:identifier>
	<dc:source xml:lang="en">Unnes Physics Education Journal; Vol. 14 No. Special Issue (3) (2025); 419-428</dc:source>
	<dc:source>2503-2313</dc:source>
	<dc:source>2252-6935</dc:source>
	<dc:source>10.15294/upej.v14i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/upej/article/view/43712/8926</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Unnes Physics Education Journal</dc:rights>
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