Effectiveness of Simulation-Based Learning Media in The Understanding of Physics Concepts: A Literature Review
DOI:
https://doi.org/10.37891/kpej.v8i2.924Abstract
This study aims to evaluate the effectiveness of simulation-based learning media in enhancing conceptual understanding of physics at the senior high school level. The method used is a Systematic Literature Review (SLR) by adopting a systematic protocol for searching and selecting articles. Literature was retrieved from three main databases: Google Scholar, Semantic Scholar, and ScienceDirect. The analysis focused on 10 articles that met the inclusion criteria, namely: published between 2010–2024; used experimental methods with simulation media in physics education; had high school students as research subjects; and examined aspects of conceptual understanding. The review results show that simulation media is effective in presenting abstract and complex physics concepts in a visual manner that helps students understand the relationship between theory and everyday phenomena. Simulations also enable students to control variables, engage in independent exploration, and build stronger mental models. In addition, simulations have been proven to improve student performance in terms of recall, understanding, and analysis. However, there are some limitations, such as the lack of hands-on laboratory experience, the limited ability of simulations to represent real-world conditions, and minimal social interaction among students during the use of virtual media. Therefore, the use of simulation media should be integrated with other instructional approaches to optimize its effectiveness.
References
Achuthan, K., Kolil, V. K., & Diwakar, S. (2018). Using Virtual Laboratories in Chemistry Classrooms as Interactive Tools Towards Modifying Alternate Conceptions in Molecular Symmetry. Education and Information Technologies, 23(6), 2499–2515. https://doi.org/10.1007/s10639-018-9727-1
Al-Qoyyim, T. M., & Doyan, A. (2023). Application of Problem-Based Learning Model (PBL) as an Effort to Overcome Misconceptions in Black Body Radiation Material. AMPLITUDO: Journal of Science and Technology Inovation, 2(2), 125–129. https://doi.org/10.56566/amplitudo.v2i2.84
Analita, R. N., Bakti, I., Nugraheni, P. W., & Noviyanti, E. (2023). The learners’ conceptual understanding: Literature review of vapor-pressure lowering and boiling-point elevation. Journal of Education and Learning, 17(4), 641–651. https://doi.org/10.11591/edulearn.v17i4.20805
Arista, F. S., & Kuswanto, H. (2018). Virtual physics laboratory application based on the android smartphone to improve learning independence and conceptual understanding. International Journal of Instruction, 11(1), 1–16. https://doi.org/10.12973/iji.2018.1111a
Başer, M., & Durmus, S. (2010). The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct. Eurasia Journal of Mathematics, Science & Technology Education, 6(1), 47–61.
Brinson, J. R. (2017). A Further Characterization of Empirical Research Related to Learning Outcome Achievement in Remote and Virtual Science Labs. Journal of Science Education and Technology, 26(5), 546–560. https://doi.org/10.1007/s10956-017-9699-8
Brophy, S. P., Magana, A. J., & Strachan, A. (2013). Lectures and Simulation Laboratories to Improve Learners’ Conceptual Understanding. Advances in Engineering Education, 3(3), 1–27.
Chambers, S. K., & Andre, T. (1997). Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current. Journal of Research in Science Teaching, 34(2), 107–123. https://doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of Discipline-Based Education Research in Physics. Physical Review Special Topics - Physics Education Research, 10(2). https://doi.org/10.1103/PhysRevSTPER.10.020119
Dyrberg, N. R., Treusch, A. H., & Wiegand, C. (2017). Virtual Laboratories in Science Education: Students’ Motivation and Experiences in Two Tertiary Biology Courses. Journal of Biological Education, 51(4), 358–374. https://doi.org/10.1080/00219266.2016.1257498
Faour, M. Abou., & Ayoubi, Zalpha. (2018). The Effect of Using Virtual Laboratory on Grade 10 Students’ Conceptual Understanding and Their Attitudes towards Physics | Faour | Journal of Education in Science, Environment and Health. Journal of Education in Science, Environment and Health, 4(1), 54–68. https://doi.org/10.21891/jeseh.387482
Hodges, G. W., Wang, L., Lee, J., Cohen, A., & Jang, Y. (2018). An Exploratory Study of Blending The Virtual World and The Laboratory Experience in Secondary Chemistry Classrooms. Computers and Education, 122(January 2017), 179–193. https://doi.org/10.1016/j.compedu.2018.03.003
Hsu, Y. (2020). Teaching Geometrics to Young Learners Using Computer-Based Simulation: The Interaction Effect of Guidance, In Relation to Representation and Manipulation, with Socio-Cultural Background. Interactive Learning Environments, 0(0), 1–17. https://doi.org/10.1080/10494820.2020.1777168
Hurtado-Bermúdez, S., & Romero-Abrio, A. (2023). The Effects of Combining Virtual Laboratory and Advanced Technology Research Laboratory on University Students’ Conceptual Understanding of Electron Microscopy. Interactive Learning Environments, 31(2), 1126–1141. https://doi.org/10.1080/10494820.2020.1821716
Husnaini, S. J., & Chen, S. (2019). Effects of Guided Inquiry Virtual and Physical Laboratories on Conceptual Understanding, Inquiry Performance, Scientific Inquiry Self-Efficacy, And Enjoyment. Physical Review Physics Education Research, 15(1), 10119. https://doi.org/10.1103/PhysRevPhysEducRes.15.010119
Kriek, J., & Legesse, A. (2023). The Effects of The Multiple Representation Approach on Undergraduate Students Understanding of Archimedes Principle. Journal of Pedagogical Research, 7(5), 291–306. https://doi.org/10.33902/jpr.202322724
Laelawati, M., Nana, N., & Sulistyaningsih, D. (2021). Analisis Model Blended POE2WE Terhadap Keterampilan Proses Sains Siswa Melalui Penggunaan Laboratorium Virtual Pada Materi Dualisme Gelombang Partikel. Jurnal Penelitian Pembelajaran Fisika, 12(1), 83–89. https://doi.org/10.26877/jp2f.v12i1.7162
Lismanda Az-Zahra, P., Rohim, F., Amarulloh, R. R., Nanto, D., Aini, &, & Herpi, N. (2024). Comparative Study Between Virtual Laboratory PhET Colorado Versus Applets in Photoelectric Effect. Kasuari: Physics Education Journal (KPEJ), 7(2), 289–299. https://doi.org/10.37891/kpej.v7i2.644
National Science Teachers Association. (1999). NSTA Position Statement: The Use of Computers in Science Education.
Nolen, S. B., & Koretsky, M. D. (2018). Affordances of Virtual and Physical Laboratory Projects for Instructional Design: Impacts on Student Engagement. IEEE Transactions on Education, 61(3), 226–233. https://doi.org/10.1109/TE.2018.2791445
Nyirahabimana, P., Minani, E., Nduwingoma, M., & Kemeza, I. (2024). Assessing The Impact of Multimedia Application on Student Conceptual Understanding in Quantum Physics at The Rwanda College of Education. Education and Information Technologies, 29(3), 3423–3444. https://doi.org/10.1007/s10639-023-11970-8
Osborne, R. J., & Wittrock, M. C. (1983). Learning science: A generative Process. Science Education, 67(4), 489–508. https://doi.org/10.1002/sce.3730670406
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo Wilson, E., McDonald, S. (2021, March 29). The PRISMA 2020 statement: An Updated Guideline for Reporting Systematic Reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
Prima, E. C., Putri, A. R., & Rustaman, N. (2018). Learning Solar System Using PheT Simulation to Improve Students’ Understanding and Motivation. Journal of Science Learning, 1(2), 60. https://doi.org/10.17509/jsl.v1i2.10239
Taber, K. S., Tsaparlis, G., & Nakiboǧlu, C. (2012). Student Conceptions of Ionic Bonding: Patterns of Thinking Across Three European Contexts. International Journal of Science Education, 34(18), 2843–2873. https://doi.org/10.1080/09500693.2012.656150
Taşlıdere, E. (2021). Relative Effectiveness of Conceptual Change Texts with Concept Cartoons and 5e Learning Model with Simulation Activities on Pre-Service Teachers’ Conceptual Understanding of Waves. Participatory Educational Research, 8(4), 215–238. https://doi.org/10.17275/PER.21.87.8.4
Thomas, C. L., & Kirby, L. A. J. (2020). Situational Interest Helps Correct Misconceptions: an Investigation of Conceptual Change in University Students. Instructional Science, 48(3), 223–241. https://doi.org/10.1007/s11251-020-09509-2
Tongchai, A., Sharma, M. D., Johnston, I. D., Arayathanitkul, K., & Soankwan, C. (2009). Developing, Evaluating and Demonstrating The Use of A Conceptual Survey in Mechanical Waves. International Journal of Science Education, 31(18), 2437–2457. https://doi.org/10.1080/09500690802389605
Widiyatmoko, A. (2018). The Effectiveness of Simulation in Science Learning on Conceptual Understanding : A Literature Review. Journal of International Development and Cooperation, 24(1 & 2), 35–43.
Windschitl, M., & Andre, T. (1998). Using Computer Simulations to Enhance Conceptual Change: The Roles of Constructivist Instruction and Student Epistemological Beliefs. Journal of Research in Science Teaching, 35(2), 145–160. https://doi.org/10.1002/(SICI)1098-2736(199802)35:2<145::AID-TEA5>3.0.CO;2-S
Yusuf, I., & Widyaningsih, S. W. (2018). Pengembangan Simulasi Interaktif Menggunakan Aplikasi Open Source pada Mata Pelajaran Fisika untuk Meningkatkan Aktivitas dan Persepsi Peserta Didik. Berkala Fisika Indonesia, 10(1), 12-21. https://doi.org/10.12928/bfi-jifpa.v10i1.9486
Zacharia, Z. C., & de Jong, T. (2014). The Effects on Students’ Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives Within a Physical Manipulatives-Oriented Curriculum. Cognition and Instruction, 32(2), 101–158. https://doi.org/10.1080/07370008.2014.887083
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Universitas Papua
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Kasuari: Physics Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/kpef/about
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Kasuari: Physics Education Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Whatsapp 
