Implementation of Practical Science Learning on Series

Study Case Implementation of Practical Science Learning on Series and Parallel Circuits in Elementary Schools Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract In Science learning for fifth grade in the Merdeka Curriculum, there is material on electrical concepts. In general, electricity is divided into two types, namely static electricity and dynamic electricity. This study focuses on dynamic electricity, specifically on understanding series and parallel electrical circuits. In this curriculum, teachers are not only required to convey theory, but also to demonstrate electrical circuit experiments directly in class. Through these practical activities, students can gain a deeper understanding of the working principles of series and parallel circuits and become familiar with the various components used. The purpose of this study is for students to be able to understand and practice the concept of electrical circuits in an applicable and contextual manner. Keywords: science learning, dynamic electricity, experimental practice INTRODUCTION Electricity plays a very important role in human life. Without electricity, various daily activities would experience significant obstacles. Electrical energy not only functions as a source of light, but also as the main driver for most modern technological devices, such as computers, industrial machinery, and household appliances. According to Merriam-Webster Dictionary, electricity is defined as a form of energy produced by the movement or interaction of charged particles, which can be used to generate heat, light, or mechanical motion. Scientifically, electricity is a physical phenomenon related to the existence and flow of electric charge. This phenomenon takes various forms, such as lightning, static electricity, electromagnetic induction, and MICHAEL KURNIAWAN 1 Study Case electric current flowing in a conductor. In addition, electricity can also emit and receive electromagnetic waves, such as radio waves. From a scientific point of view, electricity can be generated through two main processes: first, through friction between two or more objects; and second, through chemical reactions that produce electric current. The term electricity itself comes from English, which literally means energy that has a charge and can flow. In general, electricity is divided into two types, namely static electricity and dynamic electricity. Static electricity is energy stored in electrically charged objects, which is usually produced by an imbalance between protons and electrons in an atom. Meanwhile, dynamic electricity is electrical energy that moves through a conductor. In learning practice, dynamic electricity is often illustrated using a battery connected to a simple electronic circuit to power a device. Dynamic electricity can be divided into two main types of circuits: series circuits and parallel circuits. A series circuit is an electrical circuit in which all components are connected sequentially in the same path, so that the electric current flowing through each component is the same. In contrast, a parallel circuit is a circuit in which components are connected in parallel to form separate branches. In a parallel circuit, the amount of electric current flowing in each branch is different, but the voltage in each component remains the same. METHOD This study uses a descriptive qualitative research method applied in the context of learning the concepts of series and parallel circuits at the elementary school level. This method is used to gain an in-depth understanding of perceptions, ideas, and learning phenomena that cannot be measured quantitatively. The descriptive qualitative approach produces data in the form of written words or narratives that reflect the students' understanding. In line with Moleong's [1] opinion, qualitative research does not rely on statistical analysis but focuses on exploring the meaning contained in the data. Meanwhile, Mukhtar [2] emphasizes that qualitative descriptive research aims to reveal empirical facts objectively through a systematic scientific approach based on strong academic logic. In the context of electricity learning in elementary schools, the application of this method is very relevant because it allows researchers to understand how students MICHAEL KURNIAWAN 2 Study Case interpret, learn, and apply basic electrical concepts, particularly series and parallel circuits. This approach also helps identify challenges and opportunities for development in the learning process. In practice, teachers prepare concrete media in the form of simple tools and materials to make various types of electrical circuits. In addition, teachers also demonstrate how to generate electricity using a mixture of water, sports drinks, vinegar, and salt—an experiment that can demonstrate the basic principles of electrical conductivity. Students are asked to observe the results carefully and note whether the mixture generates an electric current or not. This activity ends with a discussion in which students are asked to identify examples of the application of electrical circuits in everyday life, such as the use of flashlights, home lighting circuits, or simple electronic devices. Through this experiential approach, it is hoped that students will be able to understand and practice electrical concepts directly in a fun and meaningful way. RESULTS AND DISCUSSION Application of Series and Parallel Circuit Learning Elementary schools in the United States generally apply a project-based learning approach, group discussions, and question and answer sessions in science learning. The principle of science as a product, process, and attitude is always emphasized so that students not only accept theory but also directly experience the scientific process to develop their cognitive, affective, and psychomotor abilities [3]. Based on Jean Piaget's theory of cognitive development, elementary school students are in the concrete operational stage, which is the stage where they understand concepts better through objects and real experiences. Therefore, learning about series and parallel circuits should use concrete media and hands-on experiments to improve conceptual understanding. Series Circuits A series circuit is a type of electrical circuit in which all components are connected in the same path, so that the current flowing through each component is identical. If one component is damaged or disconnected, the entire circuit will stop functioning. Characteristics of a series circuit [4]: MICHAEL KURNIAWAN 3 Study Case 1. If one light goes out, all lights will go out because there is only one current path. 2. The voltage is divided among the components according to their respective resistances. 3. The electric current flowing through each component is the same. For example, two identical light bulbs connected to a 1.5-volt power source will each receive 0.75 volts. The greater the resistance of one of the bulbs, the dimmer the light produced. Figure 1. A simple practical application of a series circuit using a battery and two small light bulbs. Parallel Circuit Unlike a series circuit, a parallel circuit has an arrangement in which each component is connected in parallel to form its own branch. The voltage in each branch is equal to the source voltage, but the electric current that flows depends on the resistance of each branch. If one branch is disconnected, the current continues to flow in the other branches. Characteristics of a parallel circuit [5]: 1. The voltage in each branch is equal to the source voltage. 2. The current differs in each branch, depending on the resistance. 3. If one branch is damaged, the other branches continue to function. 4. The total resistance is smaller than the smallest resistance among the branches. MICHAEL KURNIAWAN 4 Study Case Figure 2. A simple experiment applying a parallel circuit with two lamps and one power source. Mixed Circuits and Digital Simulations In addition to real experiments, learning also utilizes interactive simulation applications such as PhET Interactive Simulations from the University of Colorado Boulder. Through this application, students can build and analyze various forms of electrical circuits virtually without having to use physical components. The use of PhET has been proven to help students understand the concepts of voltage, current, and resistance more efficiently. Figure 3. Simulation of series and parallel circuits using the PhET Interactive Simulations application. MICHAEL KURNIAWAN 5 Study Case Observations show that the combination of real-world experiments and digital simulations improves students' conceptual understanding and makes it easier for teachers to convey material on dynamic electricity. Problems in learning series and parallel circuits Although the practical and simulation approaches have proven to be effective, there are still several challenges in their implementation. Most students focus too much on the experimental activities and tend to neglect systematic recording of results. The lack of documentation of observation results makes it difficult for students to reflect on and analyze the data. Weak observation skills also impact classification and scientific reasoning abilities. Based on classroom observations, around 59% of students are only able to classify circuit types based on their physical form without understanding their function or application. Many students also find it difficult to relate electrical circuit concepts to examples in everyday life, especially in understanding the function of parallel circuits in modern households. In addition, several technical problems, such as light bulbs that do not turn on or switches that do not work, often occur during experiments. Teachers can take advantage of these conditions to train students to think critically and find solutions to real problems in the field. In terms of scientific communication, only about 55% of students showed adequate ability to explain the results of the practice or ask questions during discussions. This is due to a lack of practice speaking in front of the class and limited technical vocabulary in scientific English. The results of Putri et al.‘s [6] study show that the students’ average pre-test score was 33.56, which increased to 53.44 after practice-based learning. The N-gain value of 0.31 indicates a moderate improvement in understanding. This means that despite the improvement in learning outcomes, mastery of electrical concepts still needs to be strengthened, especially in terms of logical thinking, drawing conclusions, and scientific communication. Overall, the main problems faced by students in learning electrical circuits include: 1. Inability to draw scientific conclusions independently. 2. Technical difficulties during experiments, such as malfunctioning electrical connections. 3. Poor communication and scientific argumentation skills. MICHAEL KURNIAWAN 6 Study Case Solutions to address issues in learning series and parallel circuits A science-based practical learning approach has been proven to have a positive impact on the development of students' scientific process skills. These skills are formed through direct experiences involving observation, experimentation, and reflection on scientific phenomena that occur around them. In line with research [7], the application of scientific methods in learning can foster scientific attitudes such as curiosity, thoroughness, and critical thinking skills. Basic skills in the scientific process include the ability to observe, classify, compare, measure, communicate, conduct experiments, connect concepts, draw conclusions, and apply results [8]. Based on the problems found, namely the low ability of students in recording experimental results, teachers are expected to provide more systematic guidance and more intensive direction during the practicum process. Learning outcomes should be evaluated by asking students to present the results of their experiments. These presentations serve not only as a form of assessment, but also as a means of training students' scientific communication skills and self-confidence. Teachers can provide positive reinforcement or appreciation to students who demonstrate a deep understanding of series and parallel circuits. In addition, to foster critical thinking skills, teachers need to use provoking questions during the learning process. For example, “What happens if one light bulb in a series circuit burns out?” or “Why is the current in a parallel circuit different in each branch?” Questions like these encourage students to think analytically and connect theory with their observations. Another problem that often arises is that the practical tools do not work properly. To overcome this, teachers need to involve students in the process of designing and checking the tools before they are used. Recommended steps include: 1. Systematically designing the equipment (e.g., through sketches). 2. Checking the completeness and condition of materials before assembly. 3. Carefully constructing the equipment. 4. Testing the equipment and repairing any malfunctions or loose connections. Meanwhile, to improve students' ability to communicate their practical results, teachers can provide a question and answer session at the end of the activity. This session allows students to explain the obstacles they encountered, discuss their observations, and receive direct feedback from the teacher. Scientific communication skills need to be practiced from an early age so that students are accustomed to MICHAEL KURNIAWAN 7 Study Case conveying ideas and experimental results logically and structurally. The science curriculum in elementary schools in the US, as implemented in the Next Generation Science Standards (NGSS), also emphasizes the importance of scientific communication as part of science and engineering practices. Therefore, practicing communicating experimental results in front of the class is an important part of modern learning. In summary, solutions to the problems of learning series and parallel circuits include: 1. Teachers provide intensive coaching so that students are able to record and analyze experimental results properly. 2. The design and checking of practical tools are carried out systematically to avoid technical disturbances. 3. Students are given the opportunity to ask questions and discuss obstacles during the experiment. 4. Teachers guide and accustom students to communicate practical results scientifically. 5. Appreciation is given to students' understanding and creativity to strengthen their motivation to learn. CONCLUSION The application of series and parallel circuit learning in elementary schools through a hands-on practical approach and digital simulation has proven effective in improving students' understanding of dynamic electricity concepts. This learning model is in line with the principle of science as a product, process, and attitude, where students not only acquire knowledge but also develop scientific thinking skills, observation skills, and an exploratory attitude towards scientific phenomena. Based on Jean Piaget's cognitive development theory, elementary school students are in the concrete operational stage, which means they learn most effectively through real objects and direct experiences. Therefore, the use of concrete media, such as simple electrical teaching aids and PhET interactive simulations, is an important strategy for building strong conceptual understanding. The main problems identified include students' low ability to record experiment results, difficulty in relating concepts to everyday applications, technical problems with MICHAEL KURNIAWAN 8 Study Case teaching aids, and limitations in communicating practical results. Solutions to overcome these problems involve more careful guidance from teachers, the use of critical thinking questions, scientific communication training, and appreciation of student achievements. By applying a scientific process skills approach, conducting continuous formative evaluations, and providing constructive communicative guidance, teachers can create a more interactive, applicable, and meaningful learning experience. This is expected to not only improve students' understanding of electrical concepts but also build a foundation of scientific thinking skills that will be useful for the next level of education. REFERENCE MICHAEL KURNIAWAN 9 Study Case MICHAEL KURNIAWAN 10