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Abstract This study aims to determine a) the feasibility of subject specific pedagogy (SSP) with a scaffolding approach assisted by a PhET simulation in physics learning, b) the effectiveness of SSP with a scaffolding approach assisted by PhET simulation developed in improving critical thinking skills and c) achievement of process skills high school students after using SSP with a scaffolding approach assisted by a PhET simulation. The development model used is the 4D model which is define, design, develop and disseminate. In this study, the stage of development only reaches the develop stage. The SSP was validated by two physics experts and through focus group discussion. The field test stage was conducted in MAN 1 Yogyakarta with 32 subjects of students in class XI MIPA 3. Subjects were chosen by purposive sampling technique. Data collection was done by observation, questionnaire, and tests. The results showed that a) the developed SSP was feasible to be used in learning in schools, (b) the SSP with the PhET assisted scaffolding approach could improve students’ critical thinking skills, and c) the SSP with the PhET assisted scaffolding approach had a good effect on science process skills namely achieving very high category.
Dasilva et al. (Sat,) studied this question.