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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) · pp. 195–203

DOI
10.15294/jise.v14i3.24101
ISSN
2502-4523, 2252-6412
Published
2025-12-31
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

16 authors · 26 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas PGRI Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Wawan PriyantoUniversitas PGRI Semarang2
Muhammad Aniq Khairul BasyarUniversitas PGRI Semarang1
Iffah MuflihatiUniversitas PGRI Semarang1
Mudzanatun MudzanatunUniversitas PGRI Semarang1
Amalia Ulfa RamadhaniUniversitas PGRI Semarang1
Yulia Nisfiatul LailyUniversitas PGRI Semarang1
Maftuh Fauji DimyatiUniversitas PGRI Semarang1
Sukamto SukamtoAffiliation unknown1
Sena Widya DaksaUniversitas PGRI Semarang1
Shabrina Nur SalsabilaUniversitas PGRI Semarang1
Yuuki Chleo Pratama SetiyonoAffiliation unknown1
Aries Tika DamayaniUniversitas PGRI Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jise/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>