The Development of Grade 5 Students’ Scientific Conception of Cycle Through Inquiry-Based Learning With PhET Program
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Abstract
This research has the objective of developing the scientific concepts of fifth-grade elementary school students regarding the water cycle using an inquiry-based learning approach along with the PhET simulation program. Additionally, it aims to develop a sample learning activity using the PhET simulation program as part of the inquiry-based learning process. The research targeted a group of 40 fifth-grade students selected through purposive sampling. The teacher had the role of a researcher, and the research methodology involved integrating various research tools, including the inquiry-based lesson plans integrated with the PhET simulation program and a Science Concept Assessment (SCA). The research is conducted for 1 year. The research findings revealed that students demonstrated the development of their scientific concepts related to the water cycle, aligning with complete scientific concepts. Students who initially held incorrect scientific concepts partly modified their ideas to align with scientific concepts, particularly in areas where imaginative thinking was previously relied upon for understanding. The use of the PhET program as part of the inquiry process, including assessing prior knowledge, investigating, and summarizing, effectively facilitated students in connecting sub-concepts to main concepts accurately.
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