Student Responses to Hydrostatic Pressure Physics Learning Using the Phet Simulation-Based Inquiry Method

Authors

  • Lola Salsabila UIN Sulthan Thaha Saifuddin Jambi
  • Fauzan Sulman UIN Sulthan Thaha Saifuddin Jambi
  • Aminah Zb UIN Sulthan Thaha Saifuddin Jambi

DOI:

https://doi.org/10.58258/eyvrg332

Keywords:

Student Responses, Hydrostatic Pressure, Physics Learning, PhET Simulation, Inquiry Method

Abstract

The purpose of this study was to determine students' responses to learning about hydrostatic pressure using the PhET Simulation-based inquiry method. Simulation-based learning was chosen because the material on hydrostatic pressure is abstract and requires visualization to improve conceptual understanding. Understanding the concept is a process for someone to think in order to be able to understand and understand a concept in learning and also to process a learning material that will be received so that it becomes more (Fitriyani et al., 2023). The research was conducted at MAN 2 Kota Jambi with 15 students from class XI F8 selected using purposive sampling. The research approach used a quantitative approach with a descriptive method. The research instrument was a 1–5 Likert scale questionnaire consisting of 10 statements, covering two main aspects: (1) attitude towards the PhET Simulation media, and (2) general attitude towards learning. Data were collected after students participated in inquiry-based learning that allowed them to explore the variables of depth, density, and gravity through independent simulation.The descriptive analysis results show that the overall average score was 4.12, which falls into the "Good" category. In terms of attitudes toward PhET media, the average score of 4.12 indicates that students felt helped in understanding the concepts and enjoyed the learning process. In terms of general attitudes toward learning, the average score of 4.12 indicates an increase in motivation, speed of understanding, and concept retention. The highest score was on the statement regarding the ease of remembering concepts (Fitriyani et al., 2023)(4.4), while the lowest score came from several individual responses that did not affect the general trend. Overall, PhET Simulation-based inquiry learning received a positive response ( ) from students and was considered effective in improving their understanding of physucs concepts, especially hydrostatic pressure. This learning model is recommended for application tp other physics materials that require interactive visualization.

References

Adams, W. K., & Wieman, C. E. (2015). Analyzing student use of learning goals in interactive simulations. Physical Review Special Topics–Physics Education

Anggraini, R., & Putra, W. (2024). Improving high school students’ conceptual mastery

conceptual understanding in physics. International Journal of STEM Education, 7(18), 1– 12.

Dewi, R., & Kurniawan, D. (2023). Inquiry-based learning with simulation to enhance conceptual understanding in physics classrooms. Journal of Science Education, 8(2), 55– 64.

Fauziah, R., Putri, L., & Hadi, S. (2022). Effectiveness of digital simulation media on students’ engagement in learning physics. Indonesian Journal of Educational Technology, 5(1), 45–54.

Finkelstein, N. D., Adams, W. K., Keller, C. J., Perkins, K. K., Wieman, C. E., & Williamson, V. M. (2006). High-tech tools for teaching physics: The physics education technology project. Physics Teacher, 44(1), 18–23.

Hake, R. R. (2018). Improving learning in introductory physics using interactive- engagement methods. The Physics Teacher, 56(8), 471–478.

Haque, M., Farhana, S., & Rahman, T. (2020). Interactive simulations as tools for

Kholifah, D., & Pratiwi, N. (2023). Enhancing students’ conceptual understanding through

Kurniawan, D., & Widodo, A. (2020). Investigating students’ concept mastery on hydrostatic pressure through experiment-based learning. Indonesian Journal of Science Education, 9(1), 98–107.

Luthfi, M., & Safitri, I. (2023). Students’ perceptions toward interactive simulation in

Moore, E. B., Herzog, S., & Perkins, K. K. (2021). Interactive simulations as digital manipulatives for learning physics: A decade of design and research. Journal of Science Education and Technology, 30(1), 15–30.

Nguyen, T., Vo, K., & Lam, H. (2022). Digital simulations and reduction of misconceptions in fluid mechanics. Journal of Physics Education, 56(3), 201–210.

Nugraha, D., & Setiawan, A. (2021). Effect of simulation-based learning on retention of physics concepts. Physics Education Review, 11(3), 72–80.

Nugroho, D. R., Hidayat, A., & Setiawan, A. (2023). Implementation of inquiry-based learning to improve students’ scientific reasoning in fluid mechanics. Indonesian Journal of Science Education, 11(2), 145–154.

PhET interactive simulations. Physics Education Journal, 11(1), 25–34.

Putra, A. D., Lestari, S., & Wahyuni, R. (2021). Effectiveness of PhET simulation in learning fluid mechanics concepts. Journal of Physics Education Research, 7(4), 188–197. Rahayu, N., Fitriani, D., & Hartono, B. (2020). Digital simulations to enhance student motivation in science. Journal of Educational Technology, 22(3), 211–220.

Putra, A., Yusmar, D., & Rahman, A. (2021). Use of PhET simulation to improve conceptual mastery on hydrostatic pressure. Indonesian Journal of Physics Education, 17(2), 78–87.

Rahmawati, N., & Rustaman, N. (2022). The effect of guided inquiry learning on students’ conceptual understanding in physics classrooms. Journal of Physics: Conference Series, 2165(1), 012040.

Rahmawati, S., & Yuliani, R. (2023). The role of visualization in strengthening students’ memory in physics concepts. Journal of Educational Research and Innovation, 8(2), 90– 101.

Ridwan, T., & Sari, D. (2021). Statistical testing for randomness in education research instruments. Educational Measurement Journal, 4(1), 22–31.

Sari, L. P., & Prastowo, T. (2021). Digital simulation-based learning to improve students' physics learning outcomes. Journal of Education and Learning, 15(3), 395–402.

Sari, W., & Nugroho, Y. (2021). Digital simulations to support students’ cognitive- - development in fluid physics. Journal of Science Education Innovation, 9(3), 155–163.

science lessons. Journal of Educational Media Studies, 5(2), 90–99.

Siregar, H., & Lestari, P. (2022). Attractive simulation displays and their effects on students’ attention and motivation. Indonesian Journal of Educational Technology, 6(2), 88–97.

Suwandi, M., & Hartono, B. (2024). Interactive learning media for enhancing physics conceptual understanding in senior high school. Journal of Modern Science Education, 12(1), 51–63.

using guided inquiry simulation. Journal of Physics Learning Innovation, 5(1), 23–34. Dewi, F., & Kurniawan, A. (2023). Inquiry-based learning using simulations to improve students’ motivation in physics learning. Journal

Wati, M., & Rakhmawati, N. (2020). Students’ difficulties in understanding hydrostatic pressure: Analysis and solution using visual media. Journal of Science Learning, 3(2), 80– 86.

Widodo, T., & Mulyani, S. (2020). Visualization tools in physics learning: A meta- analysis. Journal of Physics Education Innovation, 4(2), 120–130.

Article, O., & Wulansari, F. W. (2026). Enhancing Science Concept Mastery through a Structured Inquiry Learning Model Integrated with Electronic Teaching Materials. 5(1), 20–37.

Cicyn Riantoni, Rusdi, Maison, & Upik Yelianti. (2023). Analysis of Student Problem Solving Processes in Physics. International Journal of Education and Teaching Zone, 2(1), 1–12. https://doi.org/10.57092/ijetz.v2i1.107

Fitriyani, F. M., Rohmah, S., Purnaman, B. Y., & Zohuri, B. (2023). Analysis of Students’ Understanding of Concepts in Straight Motion Material in Physics Learning. International Journal of Education and Teaching Zone, 2(1), 70–82. https://doi.org/10.57092/ijetz.v2i1.60

Hartati, I. (2026). Elementary Teachers ’ Acceptance of Digital Learning Platforms for Differentiated and Deep Learning : An Empirical Study Based on the UTAUT Framework. 5(1), 75–92.

Ismalia, I., Kusumawati, M., & Wahyuni, P. (2022). Investigating the Use of Phet Simulation as a Substitute for Practical Tools in Understanding the Concept of Static Electricity. International Journal of Education and Teaching Zone, 1(1), 20–25. https://doi.org/10.57092/ijetz.v1i1.7

Ningsih, F. N. (2022). Analysis of Students’ Concession Understanding Ability in Solving Physics Concepts. International Journal of Education and Teaching Zone, 1(1), 26–33. https://doi.org/10.57092/ijetz.v1i1.8

Pratama, A. W. (2026). The Effect of Gamification in Learning English for Non Language Majority Class at University Level : Solomon Study. 5(1), 93–108.

Quarshie, B., Amponsah, A., & Ameyaw, H. O. (2026). A Critical Mixed-Methods Analysis of Student- Teachers ’ Action Research Challenges and Institutional Mediation in Ghanaian Colleges of Education. 5(1), 1–19.

Rahim, A., & Nadira, N. (2022). Application of Model Group Investigation based on Experiments Against Student Academic Skills. International Journal of Education and Teaching Zone, 1(2), 116–122. https://doi.org/10.57092/ijetz.v1i2.35

Rahmawati, I. (2026). TPACK Mastery through STEM-Integrated Project-Based Learning in Online Physics Course. 5(1), 237–253.

Sofna, A., Sakinah, Y., Misbah, M., & Pentang, J. T. (2023). Analysis of Student Learning Interest In Physics In Subject Force Material. International Journal of Education and Teaching Zone, 2(1), 25–39. https://doi.org/10.57092/ijetz.v2i1.58

Suri, A., Novriana, N., & Susanti, D. (2022). Improving Student Learning Outcomes With Educational Game-Based Interactive Learning Media. International Journal of Education and Teaching Zone, 1(1), 16–19. https://doi.org/10.57092/ijetz.v1i1.5

Wahyuni Fitria, & Nafiah, U. (2025). Enhancing Students’ Inferential Reading Skills through a Higher Order Thinking Skills Based Module: An Experimental Study. International Journal of Education and Teaching Zone, 4(2), 163–181. https://doi.org/10.57092/ijetz.v4i2.434

Yusuf, I., Zb, A., & Rozal, E. (2022). Understanding Mathematical Communication Concepts and Skills: Analysis of the Ability of Prospective Physics Teachers? International Journal of Education and Teaching Zone, 1(2), 97–105. https://doi.org/10.57092/ijetz.v1i2.34

Downloads

Published

2026-06-18

Issue

Vol. 11 No. 2 (2026): JUPE : Jurnal Pendidikan Mandala (Juni)

Section

Articles

License

Copyright (c) 2026 Lola Salsabila, Fauzan Sulman

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Publication Ethics

This scientific code of ethics statement is a code of ethics statement for all parties involved in the publication process of scientific journals, namely managers, editors, reviewers, and authors. The statement of the ethical code of scientific publications is based on the Head Regulation of LIPI Number 5 of 2014 concerning the Code of Ethics for Scientific Publication, which in essence is the Code of Ethics for Scientific Publication which essentially upholds the three ethical values in publication, namely

  1. Neutrality, which is free from conflicts of interest in the management of publications;
  2. Justice, namely to give authorship rights to those who are entitled as authors / writers; and
  3. Honesty, which is free from duplication, fabrication, falsification, and plagiarism (DF2P) in publications.

Editor-in-Chief’s Duties and Responsibilities of the

  1. Determine the name of the journal, scope of science, scale, and accreditation if necessary.
  2. Determine editor membership.
  3. Defining relationships between publishers, editors, best partners, and other parties.
  4. Respect confidential matters, both for contributing researchers, authors, editors, and best-partner partners.
  5. Implement norms and provisions regarding intellectual property rights, especially copyright.
  6. Conduct a journal policy review and submit it to authors, editors, best partners, and readers.
  7. Make a code of conduct guide for editors and best partners.
  8. Publish journals regularly.
  9. Ensure the availability of funding sources for the sustainability of journal publishing.
  10. Building a network of cooperation and marketing.
  11. To improve the quality of the journal.
  12. Prepare licensing and other legal aspects.

Editor's Duties and Responsibilities

  1. The editor comments on the author's writing so the reader can understand what the writer wants to say, through comments written on the script.
  2. The editor comments on the author's writing in accordance with the EYD language (Enhanced Spelling) or the language according to the standard of the journal.
  3. The editor strives to improve the quality of publications on an ongoing basis;
  4. The editor puts forward freedom of opinion objectively,
  5. The editor conveys corrections, clarifications, withdrawals, and apologies if needed,
  6. The editor ensures that the writer's writings are not related to SARA or anything that could harm the Publisher and coordinate the writer's writings to the editor in chief of the publisher if the writing is slightly controversial.
  7. Editor receives, examines, and follows up complaints from all parties involved in publishing the journal;
  8. The editor supports initiatives to educate researchers about the ethics of publication,
  9. Editors do not maintain their own opinions, authors or third parties that can result in non-objective decisions,
  10. The editor encourages the author, so that he can make repairs to the paper until it is worth publishing.
  11. The editor performs the layout of the manuscript to be published so that it matches the journal template.
  12. Editor membantu pemimpin redaksi dalam menyelesaikan pengumpulan naskah sebelum dicetak dan diterbitkan, terutama dalam hal bahasa, format, dan tata letak.

Tugas dan Tanggung Jawab Peninjau

  1. Memberikan umpan balik tertulis yang objektif dan tidak bias tentang nilai beasiswa dan kontribusi naskah terhadap pengembangan ilmu pengetahuan;
  2. Menunjukkan apakah penulisan naskah cukup jelas, lengkap, dan relevan, serta apakah naskah sesuai dengan ruang lingkup jurnal;
  3. Tidak memberikan kritik atau komentar yang bersifat pribadi; dan
  4. Menjaga kerahasiaan naskah, dengan tidak membicarakannya dengan pihak-pihak yang tidak terkait, atau mengungkapkan informasi yang terkandung dalam naskah kepada pihak lain.

Tugas dan Tanggung Jawab Administrator Situs Web

Administrator Situs Web adalah orang yang bertanggung jawab untuk mengelola situs web jurnal. Secara spesifik, ruang lingkup tugas Administrator Situs Web adalah sebagai berikut:

  1. Menyiapkan situs web jurnal;
  2. Konfigurasikan opsi sistem dan kelola akun pengguna;
  3. Daftar untuk editor, pengulas, dan penulis;
  4. Kelola fitur jurnal;
  5. Melihat statistik laporan; dan
  6. Unggah/terbitkan makalah yang sudah diterima.

    Pemberitahuan Hak Cipta
    Penulis yang menerbitkan karya ilmiahnya di Jurnal Ilmiah Mandala Education setuju dengan ketentuan berikut:

    1. Penulis memegang hak cipta dan memberikan jurnal hak penerbitan pertama dengan karya yang dilisensikan secara bersamaan di bawah  Lisensi Atribusi Creative Commons (CC BY-SA 4.0)  yang memungkinkan orang lain untuk berbagi karya tersebut dengan pengakuan atas kepengarangan karya dan publikasi awal dalam jurnal ini. 
    2. Penulis dapat membuat pengaturan kontraktual tambahan yang terpisah untuk distribusi non-eksklusif atas versi karya yang diterbitkan jurnal tersebut (misalnya, mengunggahnya ke repositori institusi atau menerbitkannya dalam sebuah buku), dengan pengakuan atas penerbitan awalnya di jurnal ini.
    3. Penulis diizinkan dan didorong untuk mengunggah karya mereka secara daring (misalnya, di repositori institusi atau di situs web mereka) sebelum dan selama proses penyerahan, karena hal ini dapat mengarah pada pertukaran yang produktif serta kutipan yang lebih awal dan lebih banyak dari karya yang diterbitkan.

How to Cite

Student Responses to Hydrostatic Pressure Physics Learning Using the Phet Simulation-Based Inquiry Method. (2026). JUPE : Jurnal Pendidikan Mandala, 11(2), 258-268. https://doi.org/10.58258/eyvrg332