PENGEMBANGAN PHET DAN AR INTERACTIVE SIMULATION MENGGUNAKAN PENDEKATAN PEMBELAJARAN FLIPPED CLASSROOM UNTUK MENINGKATKAN PEMAHAMAN KONSEP IPA SISWA PADA MATERI ENERGI TERBARUKAN

Oleh :
Nada Dhenia Febriyanti - K4522065 - Fak. KIP

Nada Dhenia Febriyanti. K4522065. Advisor: Dr. Muhaammad Nur Hudha, S.Pd., M.Pd. DEVELOPMENT OF PhET AND AR INTERACTIVE SIMULATIONS USING THE FLIPPED CLASSROOM APPROACH TO ENHANCE STUDENTS’ UNDERSTANDING OF SCIENCE CONCEPTS REGARDING RENEWABLE ENERGY. Thesis. Surakarta: Faculty of Teacher Training and Education, Universitas Sebelas Maret, July 2026. Junior high school students' low conceptual understanding of renewable energy in science is often attributed to the abstract and complex nature of the subject matter, low internal motivation, and the dominance of conventional, teachercentered instructional methods. This study aims to: (1) describe the needs and characteristics of science instruction regarding renewable energy; (2) develop PhET and AR interactive simulation media based on the Flipped Classroom approach; and (3) assess the validity, practicality, and improvement in students' conceptual understanding of renewable energy. This study employs Research and Development (R&D) methodology using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research subjects were ninth-grade students at SMP Negeri 3 Karanganyar during the 2025/2026 academic year. Data collection instruments included observation sheets, interview guides, expert validation questionnaires, teacher and student response questionnaires, and science conceptual understanding tests (pre-test and post-test). Data analysis utilized a mixed-methods approach (descriptive qualitative and quantitative), employing the Gregory agreement coefficient matrix, Likert scales, and the Normalized Gain (N-Gain) test via SPSS 27. The results indicate that: (1) The needs analysis phase confirmed the urgency of developing interactive media to visualize abstract concepts and optimize the school's technological resources; (2) The development process yielded an interactive media product combining the variable manipulation capabilities of PhET virtual laboratories with the 3D spatial visualization of Assemblr Edu Augmented Reality (AR), integrated into QR-codebased student worksheets (LKPD) to foster independent learning during the Flipped Classroom's pre-class phase; (3) The product was deemed "Highly Valid" based on the Gregory test, with an index of 0.89 for media experts and 1.00 for content and language experts. The media was also rated "Highly Practical," with response percentages of 91% (small-scale trial), 81% (limited-scale trial), and 93% (teacher response). Effectiveness testing demonstrated cognitive growth among students across seven indicators of science concept understanding, yielding an average NGain score of 0.4972, which falls into the "Medium" category. This innovative integration successfully shifted the learning paradigm toward a student-centered approach, minimized misconceptions, and significantly enhanced students' retention of science concepts.Keywords: PhET Simulation, Augmented Reality (AR), Flipped Classroom, Science Concept Understanding, Renewable Energy, ADDIE Model