Development of the 5E-POW (Predict–Observe–Write) Learning Model Assisted by Virtual Simulation to Reduce High School Students' Misconceptions on the Topic of Fluids

Abstract

This study aims to develop  5E-POW (Predict–Observe–Write) learning model supported by virtual simulation to reduce high school students’ misconceptions about fluid topics. The research employed the ADDIE development model consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 25 third-semester students from the 2024 PFA cohort selected through simple random sampling. Data were collected using a four-tier diagnostic test consisting of 29 items to identify students’ misconceptions before and after implementation. The collected data were analyzed using validity analysis, misconception reduction analysis, N-gain analysis, normality testing, and a paired-samples t-test. The results showed that the developed learning model and learning instruments were categorized as very valid, while the virtual simulation media were categorized as valid, requiring minor revisions. Furthermore, the implementation of the 5E-POW learning model assisted by virtual simulation effectively reduced students' misconceptions on several fluid concepts, including hydrostatic pressure (49.71%), Pascal's law (35.20%), Archimedes' principle (49.34%), discharge and continuity (47.00%), and Bernoulli's principle (55.00%). Statistical analysis also indicated that the data were normally distributed and that there were significant differences between the pretest and posttest results. The novelty of this research lies in integrating the 5E Learning Cycle, the Predict–Observe–Write strategy, and virtual simulation into a single instructional framework specifically designed to facilitate conceptual change and reduce misconceptions in physics learning.