The concepts of gravity and orbits are difficult to visualize and understand. Computer simulations offer significant advantages for designing learning environments that address these difficulties. One of the best and most popular computer simulations is Physics Education Technology (PhET), which help student with simulation during inquiry-based learning. A quantitative method with the pre-and post-test design was applied to explore student conceptual understanding and concept acquisition about gravity and orbits. The study population consisted of 35 students taking basic physics courses, which was small enough that the entire population was used. A worksheet was designed based on simulation and concepts, with minimum guidance from a teacher. Conceptual understanding data was collected through three stages of testing: pre-test before learning, formative tests just after guided inquiry-based learning, and post-test at the end. The data from all the tests were analyzed descriptively to provide an overview of students’ conceptual understanding. N-Gain was also calculated. Then the condition in which students’ concept acquisition was categorized as loss, hold, and increase was measured. The average pre-test score was very low (32.26), but it increased significantly in the formative test (74.27) and post-test (74.73). The N-Gain values varied significantly among students, with an average categorized as medium (0.63). There were 18 students with high N-Gain, 8 students with medium N-Gain, and 5 students with low N-Gain. Based on formative and post-test data, we concluded that both gain and loss can occur in learning. Concept acquisition can give us more information about conceptual understanding.
Ogi Danika Pranata (Fri,) studied this question.
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