Enhancing conceptual understanding in physics: effects of 4 modes application technique (4MAT) teaching model integrating PhET simulations

Abstract This study aims to evaluate the effects of a designed instructional material (IM) based on integrating PhET simulations with the four mode applications technique (4MAT) teaching model on the conceptual understanding of junior high school students in work–energy–power (WEP). A mixed-methods approach using a sequential explanatory design was employed, with a quasi-experimental method involving three intact classes assigned to a control group and two experimental groups. IM were developed based on a literature review, content expert validation, and students’ initial conceptual understanding of WEP. A conceptual test on WEP was administered to all groups as both a pre-test and pos t -test. Data were analysed using descriptive statistics, dependent samples t -test (within groups), and ANOVA (between groups). The results revealed that all groups showed improvements in their conceptual understanding. However, the experimental groups demonstrated significantly higher post-test mean scores compared to the control group ( p ⩽ 0.001). The Cohen’s effect size also indicated a large effect, suggesting that the integration of PhET simulations had a substantial impact on students’ conceptual understanding of WEP. These findings suggest that the integration of PhET simulations with the 4MAT teaching model significantly enhances the conceptual understanding of junior high school students in WEP.