PhET Simulations and Guided Inquiry Learning: A Winning Combination for Enhancing Science Literacy in Elementary School Students

Low scientific literacy among students remains a challenge in elementary science learning, requiring a learning model that encourages active engagement in scientific inquiry. This study aimed to analyze and examine the effect of the PhET Simulations-assisted Guided Inquiry Learning model on students' scientific literacy and to compare its effectiveness with the Guided Inquiry Learning model without simulation support. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants consisted of 41 fifth-grade elementary school students selected through purposive sampling and assigned to an experimental group and a control group. Data were collected using a scientific literacy test consisting of multiple-choice items that had been validated and tested for reliability. The data were analyzed using the N-Gain test, independent-samples t-test, and simple linear regression after meeting the assumptions of normality and homogeneity. The results showed that guided inquiry learning integrated with PhET Simulations had a significant effect on improving scientific literacy, contributing 42% and producing higher achievement than guided inquiry learning without simulations. These findings indicate that integrating PhET Simulations into inquiry-based learning creates more interactive learning experiences, supports scientific concept understanding, and improves scientific literacy. The study implies the importance of integrating interactive simulation media into science learning to support scientific literacy development in elementary schools.