PhET-Assisted Project-Based Robotics Learning for Fostering 4C Skills in Elementary Education

The rapid development of robotics technology has created new opportunities for integrating digital tools into elementary education. This study aims to examine the implementation of PhET Simulation-assisted project-based learning (PjBL) in robotics learning and its role in developing 4C skills among third-grade students at Umar Bin Khatab Islamic Elementary School. This research employed a qualitative descriptive approach. Data were collected through interviews, classroom observations, and documentation involving robotics teachers and third-grade Science-IT students. Data analysis was conducted using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that the implementation of PjBL-assisted robotics learning was conducted through three main stages: planning, implementation, and evaluation. The integration of PhET simulation supported students in understanding electrical concepts and identifying circuit problems before engaging in hands-on robotics practice. Furthermore, robotics learning fostered the development of students’ 4C skills: critical thinking through error analysis and hypothesis testing, collaboration through group role distribution, communication through presentations and interactive discussions, and creativity through the modification and development of electrical circuit designs. The effectiveness of this learning approach was supported by teacher competence and strong student motivation, although limitations in facilities and infrastructure posed several challenges.Overall, the findings demonstrate that PhET-assisted project-based robotics learning provides an effective learning environment for fostering 21st-century skills in elementary education.