Using PhET simulations to improve grade XII students’ understanding of electrostatics during the COVID-19 pandemic at SMA Negeri 2 Donggo

Abstract

Electrostatics requires students to interpret processes that are difficult to observe directly, while limited laboratory equipment and pandemic-related disruption can restrict opportunities for investigation. This study examined changes in conceptual understanding, lesson implementation, and student responses following the use of PhET simulations at SMA Negeri 2 Donggo, Bima Regency, Indonesia. A single-group before-and-after classroom intervention involved 32 Grade XII science students during the first semester of the 2020/2021 academic year. Although described as experimental in the original manuscript, the reported design included neither random assignment nor a comparison group. Data were obtained through learning-process observations, worksheets, concept assessments, and student response forms. The mean concept score increased from 68.20 to 74.06, a gain of 5.86 score points. The number of students meeting the school’s mastery criterion increased from 22 to 28, corresponding to 68.75% and 87.50%, or an increase of 18.75 percentage points. The minimum score increased from 41.18 to 55.00, while the maximum increased from 82.35 to 90.00. Lesson implementation received 38.5 of 44 possible points, an index of 87.50%. The response table reported 180 of 210 possible points, an index of 85.71%, but inconsistent respondent counts require verification. The findings indicate improved recorded achievement and favorable classroom responses following simulation-supported instruction. Because individual assessment data, instrument details, and a control condition were unavailable, the results support a classroom description rather than a causal estimate of PhET effectiveness.