@phdthesis{digilib67073,
           month = {August},
           title = {PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN SIMULASI PhET UNTUK MENGURANGI TINGKAT MISKONSEPSI SISWA PADA MATERI FLUIDA STATIS},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 20104050019 Annisa Aulia Kurbah},
            year = {2024},
            note = {Pembimbing: Dr. Murtono, M.Si.},
        keywords = {Fluida Statis, Miskonsepsi, Model Pembelajaran Inkuiri Terbimbing, Simulasi PhET.},
             url = {https://digilib.uin-suka.ac.id/id/eprint/67073/},
        abstract = {Guided inquiry learning model is an inquiry-based learning model in which students actively think about a concept and the teacher is responsible for guiding students to help them understand the right concept. The purpose of this study was to determine: (1) the effect of guided inquiry learning model assisted by PhET simulation to reduce the level of students' misconceptions on static fluid material, (2) the decrease in students' misconceptions on Static Fluid material after being treated using guided inquiry learning model assisted by PhET simulation.
This research used quasi-experiment method and nonequivalent control group design. This study used several instruments, namely the four-tier diagnostic test and interviews. The subjects in this study were two XI classes as experimental and control classes, both of which received physics material. Several tests including Mann Whitney Hypothesis Test and misconception quantity reduction test were used to analyze the data.
The results showed that: (1) The guided inquiry learning model using PhET simulation has a significant effect on reducing the level of student misconceptions in static fluid material from the Mann Whitney hypothesis test with a significance value of {\ensuremath{<}}0.05 and the Misconception Level Decrease Test with an average value of 0.46 greater than the control class of 0.24, (2) There is a significant decrease in student misconceptions in the class treated with the guided inquiry learning model through PhET simulation, which is 46.67\% in the experimental class greater than the control class which is only 30.84\%.}
}