Design and Validation of Electrical Circuit

Study Case Design and Validation of Electrical Circuit Learning Media Accompanied by Student Worksheets for Deaf Students Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This study aims to describe the process of developing electrical circuit teaching aids and to assess their feasibility, practicality, and effectiveness in teaching deaf students at the secondary school level. This research is a Research and Development (R&D) study with a single subject reversal A–B design. The R&D process followed the three stages of the Four-D model, namely Define, Design, and Develop. Product testing was conducted at the Cincinnati School for the Deaf, Ohio Special Education Center, and Blue Valley Inclusive Middle School in the even semester of the 2016/2017 academic year. The research subjects consisted of four deaf students in grade IX. The feasibility test results showed a feasibility level of 87.37% (very feasible category). The practicality of the tools was assessed by students and teachers with results of 88.61% and 93.75%, both of which were classified as very practical. Analysis of learning outcome improvement showed effect sizes of 2.60, 2.67, and 1.86 (high category), respectively. Thus, the teaching aids developed were declared feasible, practical, and effective for use in teaching deaf students. Keywords: deaf, special education, teaching aids, science learning. INTRODUCTION Education is a fundamental aspect of human life because it plays an important role in developing one's potential throughout life. Every individual, including students with hearing impairments, has the same right to a quality education. According to the U.S. Department of Education, special education programs are designed to ensure that every student with special needs can achieve optimal academic and social success [1]. MICHAEL KURNIAWAN 1 Study Case Physical, emotional, or intellectual limitations are not absolute barriers to achieving educational goals. Deaf students are those who have lost some or all of their hearing, which impacts their ability to communicate and understand abstract concepts. Haenudin [2] states that hearing loss can cause barriers to obtaining information and understanding concepts, so teachers need to apply visual-based learning strategies so that students can follow lessons effectively. One important subject for deaf students is physics, which is part of Science Education. The main objectives of science education in secondary schools in the United States are to develop critical thinking skills, conceptual understanding, and awareness of the relationship between science, technology, and the environment. The Next Generation Science Standards (NGSS)-based curriculum also emphasizes investigative skills, problem solving, and the application of science in everyday life. Based on observations at three special schools in Ohio—namely Cincinnati School for the Deaf, Blue Valley Inclusive Middle School, and Ohio Special Education Center—it was found that the learning process is still teacher-centered and relies too much on verbal communication. Teachers generally only explain verbally without adequate visual aids, especially in series and parallel electrical circuit material. This condition affects the low learning outcomes of students, as seen from the formative test results that did not meet the minimum passing grade. One of the main causes is the lack of learning media that suits the characteristics of deaf students. In material about simple electrical circuits, teachers usually only describe the circuit on the blackboard without using physical models. In fact, this concept requires direct experience for students to understand the relationship between current, voltage, and resistance. Research by Rusilowati et al. [3] shows that teaching aids tailored to the characteristics of students with special needs can improve learning effectiveness. However, in most special schools in the United States, the availability of visual aids and interactive models is still limited. Most only have two-dimensional images, globes, or simple anatomical models. According to Engkaswara and Natawidjaja [4], teaching aids are communication tools that help teachers convey learning messages more clearly. In science education, teaching aids serve to increase the effectiveness of the learning process by engaging various senses—seeing, touching, and thinking logically [5]. Anidityas's [6] research shows that the use of creative teaching aids plays an important role in increasing student MICHAEL KURNIAWAN 2 Study Case motivation and learning outcomes. Kuswanty [7] adds that teaching aids serve to visualize concepts that are difficult to observe, thereby providing a concrete and meaningful learning experience. Therefore, the use of teaching aids that are appropriate for the characteristics of deaf students is one effective strategy in science learning. Based on this description, this study aims to: 1. Describe the process of developing electrical circuit teaching aids for deaf students. 2. Assess the feasibility of the developed teaching aids. 3. Test the practicality of the teaching aids in learning. 4. Assess the effectiveness of the teaching aids in improving the learning outcomes of deaf students. METHOD This research is a type of research and development (R&D) adapted from the model proposed by Thiagarajan et al. [1]. The development procedure follows the three main stages of the Four-D model, namely: (1) Define, (2) Design, and (3) Develop. This study produced a product in the form of an electrical circuit teaching aid accompanied by a student worksheet (LKS). The development of teaching aids refers to the criteria suggested by Suprayitno [2], namely: easily obtainable materials (using recycled or low-cost materials), simple and easy-to-assemble designs, safe to use, able to clarify learning concepts, increase student motivation, have good durability, be visually appealing, and be innovative and educational. The design of the teaching aids developed is presented in Figure 1. Figure 1. Teaching Aid Design: (a) Series Circuit and (b) Parallel Circuit MICHAEL KURNIAWAN 3 Study Case The teaching aids developed are equipped with worksheets containing experiment instructions accompanied by American Sign Language (ASL) images at each step of the experiment to help deaf students assemble series and parallel circuits. The worksheets serve as a practical guide integrated with the electrical circuit teaching aids. The worksheet development structure is based on the principles of Prastowo [3], which includes six main components: (1) title, (2) learning instructions, (3) expected competencies, (4) supporting information, (5) work steps or tasks, and (6) learning outcome assessment. Product Feasibility and Practicality Test The product feasibility test was conducted by two groups of experts, namely subject matter experts and media experts. The aspects evaluated in the teaching aids included educational value, durability, accuracy, efficiency of use, safety for students, and aesthetics. Meanwhile, the aspects tested in the LKS included content, presentation, and language. The practicality test involved responses from teachers and deaf students as direct users. The assessment data from experts, teachers, and students were analyzed using the following formula [4]: 𝑃= 𝑓 × 100% 𝑁 Explanation: P = assessment percentage f = score obtained N = overall maximum score The criteria for product feasibility and practicality are presented in Table 1. Table 1. Feasibility and Response Criteria MICHAEL KURNIAWAN 4 Study Case Design and Implementation of Trials Small-scale trials were conducted at the Cincinnati School for the Deaf, while large-scale trials were conducted at the Ohio Special Education Center and Blue Valley Inclusive Middle School. The research design used a single participant design with an A–B reversal design. The purpose of these trials was to assess improvements in student learning outcomes before and after learning using teaching aids and worksheets. Analysis of Learning Outcome Improvement Learning outcome improvement was analyzed using effect size measures. Effect size calculations in studies with a single-subject design refer to the guidelines from Sigurdsson et al. in Dunts et al. [5]. If the correlation coefficient between the pretest and posttest scores is low (r ≤ 0.4), the formula used is: 𝑑= 𝑀𝑖 − 𝑀𝑏 2 2 √(𝑆𝐷𝑏 + 𝑆𝐷𝑖 ) 2 Explanation: Mi= average posttest score Mb= average pretest score SDb = standard deviation of the pretest SDi = standard deviation of the posttest If the correlation value between the pretest and posttest is high (r > 0.4), then the formula from Dunlap et al. in Dunts et al. [5] is used: 𝑑= 𝑀𝑖 − 𝑀𝑏 𝑆𝐷𝑝 /√2(1 − 𝑟) Explanation: SDp= combined standard deviation of the two data sets r= correlation coefficient between the pretest and posttest The effect size value categories are shown in Table 2. Table 2. Effect Size Criteria MICHAEL KURNIAWAN 5 Study Case According to Swanson & Sachse-Lee [6], effect size values above 3 are considered outliers. The correlation coefficient is calculated using the product moment correlation formula for single data. Before calculating the correlation, it is necessary to determine the standard deviation for the pretest and posttest conditions [7]: 𝑆𝐷𝑏 = √ 𝑆𝐷𝑖 = √ ∑𝑏 2 𝑁 ∑𝑖 2 𝑁 Next, the correlation coefficient value is calculated using the formula: 𝑟= ∑(𝑏 × 𝑖) 𝑁 × 𝑆𝐷𝑏 × 𝑆𝐷𝑖 Explanation: b = deviation of the pretest score from the mean (b=B-Mb) i = deviation of the posttest score from the mean (i=I-Mi) N = number of data points The criteria for interpreting the correlation coefficient are presented in Table 3. Table 3. Product Moment Correlation Coefficient Criteria RESULTS AND DISCUSSION The product developed in this study is an electrical circuit teaching aid along with a student worksheet (LKS) that serves to visualize the concepts of series and parallel circuits. This tool consists of a circuit board, lights, switches, cables, and a battery holder with a battery as the power source. The general structure of the teaching aid is shown in Figure 2. MICHAEL KURNIAWAN 6 Study Case Figure 2. Arrangement of the Electrical Circuit Teaching Aid Circuit Board The circuit board serves as the main container for assembling electrical components. The main material used is square-shaped wood with holes fitted with banana sockets so that students can connect components easily and safely. Lamp The lamp is designed to be easily installed in series or parallel circuits. Each lamp is mounted on a Printed Circuit Board (PCB) holder with four H-2832 (male) connectors and two banana jack pins at the bottom. The lamp used is a 6-volt pear bulb. Switch The switch is also mounted on a PCB board with an H-2832 connector and two banana jacks on the bottom, making it easy for students to regulate the current in the circuit. Cable The cable used has been modified at both ends using H-3555 (female) connectors to facilitate assembly and prevent connection errors. Battery Holder and Batteries The battery holder contains four 1.5-volt batteries arranged in series to produce a total voltage of 6 volts. The connector at the end of the cable uses an H-3555 (female) skun to be compatible with the circuit board system. MICHAEL KURNIAWAN 7 Study Case How to Use Students can form series or parallel circuits by connecting each component through the appropriate socket. This practice-based approach allows students to understand the concept of electric current in a concrete way. Student Worksheet Structure The SWL is designed to support the learning process using teaching aids. This adaptive version includes American Sign Language (ASL) images in each instruction to assist deaf students. The SWL structure includes: 1. Cover — contains the experiment title in English and ASL, indicating its use for students with hearing impairments. 2. Experiment Title — written at the top of the page in large font and accompanied by an ASL translation. 3. Basic Competencies — refers to the science curriculum for middle school in the US. 4. Learning Objectives — tailored to the targeted competencies. 5. Introductory Information — a summary of the theory of series and parallel circuits. 6. Tools and Materials — equipped with images of the actual tools so that students can recognize them more easily. 7. Work Steps — presented step by step in simple language and supported by ASL illustrations. 8. Questions and Conclusions — guide students to draw conclusions through simple problem solving. 9. Bibliography — lists the learning reference sources used. Feasibility Test Results The feasibility test was conducted by three evaluators, namely one expert lecturer and two special education teachers. The assessment covered six main aspects according to Suprayitno [2]: 1. educational value, 2. tool durability, 3. tool accuracy, 4. efficiency, 5. safety, and 6. aesthetics. MICHAEL KURNIAWAN 8 Study Case For the LKS, the assessment followed the BSNP's textbook evaluation criteria, which included: content, presentation, and language. The analysis results showed a total feasibility level of 87.37%, which is classified as “highly feasible.” All aspects were categorized as “highly feasible,” except for tool durability (75.00%), which was categorized as “feasible.” This is because wooden boards are susceptible to water and cannot withstand high humidity when connected to electricity. After the evaluation, the experts provided suggestions for improvement, including: 1. Adding images of series and parallel circuits to the board, 2. Providing indicator labels on lights and switches, 3. Correcting the use of sign language for the term “circuit” by replacing it with fingerspelling. Practicality Test The practicality test involved teachers and deaf students after learning using teaching aids and worksheets. Based on the response questionnaire, the following results were obtained: 1. Student response: 88.61% (very practical category) 2. Teacher response: 93.75% (very practical category) The practicality assessment was based on two main aspects, namely attractiveness and ease of use. These results are in line with Nieveen's [8] opinion that the practicality of a product is determined by its ease of use by teachers and students. Product Effectiveness Learning effectiveness was tested using a reversal A–B single-subject design [9]. Three deaf students (S-02, S-03, and S-04) participated. Data were collected through pretest and posttest in two conditions: baseline (without teaching aids) and intervention (using teaching aids). The analysis results showed an increase in cognitive learning outcomes with the following effect sizes: 1. S-02: 2.60 2. S-03: 2.67 3. S-04: 1.86 All three were in the high category (d ≥ 0.8). These results indicate that the use of teaching aids and worksheets significantly improved the understanding of electrical circuit concepts among deaf students. MICHAEL KURNIAWAN 9 Study Case This finding is in line with the research by Apriliyanti et al. [10], which states that teaching aid-based learning can increase student motivation and conceptual understanding because it allows them to learn through hands-on learning. CONCLUSION Based on the research results, it can be concluded that: 1. The developed products, namely electrical circuit teaching aids and adaptive worksheets for deaf students, are proven to be functional and effective. 2. The product feasibility level reaches 87.37% with a very feasible category. 3. The practicality of use by students and teachers was 88.61% and 93.75%, respectively, indicating that the teaching aids are easy to use and interesting. 4. The effectiveness of the product in improving cognitive learning outcomes is indicated by high effect sizes (2.60; 2.67; 1.86). Thus, this electrical circuit teaching aid and ASL-based worksheets are feasible, practical, and effective for use as science learning media for deaf students in junior high schools in the United States. REFERENCE MICHAEL KURNIAWAN 10