The Effect Of The Collaborative Jire Learning Model Assisted By Virtual Laboratory Simulations On Junior High School Students’ Learning Outcomes In Dynamic Electricity

Improving the quality of science education requires innovative instructional approaches that actively engage students in the learning process.This study aimed to examine the effect of the Collaborative JIRE Learning Model assisted by Virtual Laboratory simulations on student learning outcomes in the topic of dynamic electricity.Grounded in collaborative pedagogy and technology integration, the research addresses the need for more interactive and student-centered science instruction at the junior high school level.A quantitative, pre-experimental design was employed, using a one-group pretest-posttest approach involving 96 ninthgrade students from two public junior high schools.Data were collected through validated cognitive assessments administered before and after the learning intervention.Statistical analyses included tests of normality, t-tests, ANOVA, and regression using SPSS software.The results showed a significant improvement in students' academic performance following the intervention.The regression analysis revealed that the model explained 68% of the variance in learning outcomes, with a strong positive correlation between the instructional approach and student achievement.The findings suggest that combining structured peer collaboration with interactive virtual simulations enhances conceptual understanding and engagement in science learning.This study contributes to the growing body of knowledge on digital and collaborative instruction, offering practical implications for teaching practices and future research in science education reform.