Effectiveness of Utilizing PhET Simulation Application Oriented Self-Regulated Learning to Improve Students' Metacognition Ability

Abstract

This study aims to evaluate the effectiveness of the use of PhET Simulation oriented self-regulated learning (SRL) to improve the metacognition skills of junior high school students in science learning. The background of the research is the low metacognitive skills of students and the unoptimal use of technology reflectively. The research method used was quantitative with non-equivalent control group design and purposive sampling technique. The subjects consisted of VIII grade students in two schools. The research instruments included observation sheets and metacognition ability tests based on planning, monitoring, and evaluation indicators. The results showed that the experimental class experienced a significant improvement compared to the control class, with a higher N-Gain value and t-test significance <0.001. The Cohen's d effect size value of 1.590 indicates a large practical effect. This finding indicates that the integration of PhET Simulation and SRL is effective in increasing thinking awareness and learning independence. This study recommends the application of similar strategies in learning to develop higher order thinking skills.