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Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Synchronous and Asynchronous Physics Learning about Photoelectric
Effect Using PhET Simulation

b
b
a*
c
D. N. Sudjito , D. Noviandini , A. Pattiserlihun , S. A. Hapsara , and S. Aryani d

Department of Physics Education, Faculty of Science and Mathematics, Universitas Kristen Satya
Wacana Jl. Diponegoro 52-60, Salatiga 50711, Central Java Province, Indonesia
* Corresponding Author: debora.natalia@uksw.edu

ABSTRACT

Teaching nanoparticle in physics, such as photoelectric effect, needs tools to visualize the physical variables
so that students has better understanding of the concept. Students also need more time out of face-to-face
schedules to do independent studies or practicum for a comprehensive understanding. Though schools do
not necessarily have adequate laboratory equipment to conduct demonstrations or practicum on a
nanoscale. If there is, generally the equipment can only be used at school, cannot be brought home by
students to support their learning. Therefore it is necessary to design synchronous and asynchronous
learning to facilitate learning of the photoelectric effect. This study aims to design synchronous and
asynchronous physics learning about photoelectric effect using PhET simulation and to investigate the
effectiveness of using them in the class. For the synchronous learning, PhET simulation was integrated as
learning media in face-to-face lesson plan. For the asynchronous learning, it was integrated in independent
practicum module. Both were conducted for undergraduate students. This research uses descriptive
methods, where observation sheets, questionnaire, and evaluation test were used for the research
instruments. All the instruments were validated before being implemented to the respondents. After the
implementations, more than 70% respondents gave positive response towards the synchronous and
asynchronous learnings of the photoelectric effect material. Thus, both designs of synchronous and
asynchronous learnings that integrate PhET simulation about photoelectric effects are effective to be
implemented in the class. So this research can also be developed for higher cognitive level or another
physics learning.

Keywords: photoelectric effect, simulation, synchronous, asynchronous, physics learning

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