Enhancing Student Collaboration through RLC Circuit

Study Case Enhancing Student Collaboration through RLC Circuit Books Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This study was motivated by the low level of collaboration skills among students when presenting their learning outcomes, as well as their limited ability to interpret findings, resulting in hesitation in drawing conclusions. Student collaboration activities mostly only occur during material discussions and do not yet show solid cooperation in the creation of simple electronic projects. The objectives of this study are: (1) to assess the validity, practicality, and effectiveness of the reference book developed; and (2) to evaluate students' collaboration skills. The research was conducted at the University of Cincinnati from January to July 2022 with third-semester physics education students as subjects. The method used was research and development based on the ADDIE model. The research instruments were observation sheets, questionnaires, and tests. Data analysis was performed using descriptive quantitative methods. The results showed that this book is suitable for use and facilitates students in working on questions related to electronic components in competency tests. Product validation showed an overall validity level of 39.5% (valid). The average student response was 3.26, which is considered practical. The effectiveness of collaborative learning using this book increased student learning outcomes and skills in using multimeters and oscilloscopes by 85.13%, which is considered an improvement in the realm of knowledge and skills. In the realm of attitude, 50% of students developed as expected, 25.6% developed, and 29.4% began to develop. Keywords: Collaboration Skills, RLC Circuit, ADDIE MICHAEL KURNIAWAN 1 Study Case INTRODUCTION Rapid technological changes can have a significant impact if managed properly. For example, advances in information and digital technology, particularly social media, have been widely used regardless of social background. The 21st century is known as the industrial age and the knowledge age, where mastery of skills through practice and application of knowledge is very important [1]. Life in the 21st century requires students to have 4C skills: Critical Thinking, Collaboration, Communication, and Creativity [1]. Rapid technological advances are also related to electronic components that are an integral part of information technology [2]. The basic electronics course aims to familiarize students with the properties of electronic devices and enable them to design and analyze simple analog circuits. The material covers basic components, DC and AC circuits, RC filters, RLC resonance, semiconductor theory, P-N diodes, and wave rectifiers, with an allocation of 3 credits for theory and 1 credit for practicum [3]. Based on observations, there is no specific reference book that serves as a guide for students learning electronics. Students' understanding of RC filter and RLC resonance issues is still low, especially in calculating current and voltage, reading resistance color codes, determining capacitance and inductance values, and distinguishing between active and passive components. Students' collaboration skills when presenting experimental results are still limited, and cooperation in making simple electronics projects is not yet optimal [4]. The reference book that has been developed is expected to be a learning guide that is suitable for the characteristics of University of Cincinnati students, helping to improve collaboration skills, and supporting the achievement of 21st century competencies, including problem solving and communication skills [5][6]. RLC Circuit An RLC series circuit in alternating current consists of a resistor (R), inductor (L), and capacitor (C) connected in series to an AC voltage source [7][8]. The resistance produced by the resistor is called resistance, the inductor produces inductive reactance (XL), and the capacitor produces capacitive reactance (XC). These three quantities, when combined, are called impedance (Z) or total resistance. The current flowing through all three components is the same, so the phasor diagram of the current is placed at t=0. The voltage across the resistor (VR) is in phase with the current, the voltage MICHAEL KURNIAWAN 2 Study Case across the inductor (VL) leads the current by 90º, and the voltage across the capacitor (VC) lags the current by 90º. Figure 1. Phasor Diagram The phasor diagram for I, VR, VL, and VC is used to calculate the terminal voltage: 𝑉𝑅 = 𝐼max 𝑅sin⁡ 𝜔𝑡 = 𝑉max sin⁡ 𝜔𝑡 𝑉𝐿 = 𝐼max 𝑋𝐿 sin⁡(𝜔𝑡 + 90∘ ) = 𝑉max sin⁡(𝜔𝑡 + 90∘ ) 𝑉𝐶 = 𝐼max 𝑋𝐶 sin⁡(𝜔𝑡 − 90∘ ) = 𝑉max sin⁡(𝜔𝑡 − 90∘ ) The total voltage is calculated as: 𝑉 2 = 𝑉𝑅2 + (𝑉𝐿 − 𝑉𝐶 )2 Possible characteristics of an RLC series circuit: 1. XL < XC: The circuit is capacitive, the voltage lags behind the current, phase angle difference θ … (1) 2. XL > XC: The circuit is inductive, the voltage leads the current, phase angle difference θ … (2) 3. XL = XC: Resonance occurs, total impedance Z = R, resonance frequency … (3) Voltage across each component: 𝑉𝑅 = 𝐼𝑅, 𝑉𝐿 = 𝐼𝑋𝐿 , 𝑉𝐶 = 𝐼𝑋𝐶 Total impedance: 𝑍 2 = 𝑅 2 + (𝑋𝐿 − 𝑋𝐶 )2 (4) 21st Century Skills The 21st century is marked by the era of the Fourth Industrial Revolution, which brings globalization and broader employment opportunities as well as faster and more efficient work processes. Rapid technological changes, especially in the fields of information and digital technology, including social media, require strong skills to adapt [9][10]. Collaboration is an important skill, namely the ability to work effectively in diverse teams, synergize with each other, empathize, respect different perspectives, and contribute to achieving common goals [11][12]. Through collaboration, each individual MICHAEL KURNIAWAN 3 Study Case can complement each other's strengths and weaknesses, resulting in more optimal collective knowledge and skills. Current technology enables collaboration without distance limitations, so students need to be equipped with collaboration skills as one of the 21st-century skills [13]. METHOD The research was conducted at the University of Cincinnati from August to December 2022. The research subjects were selected using purposive sampling, with categories of high, medium, and low student abilities. The research subjects consisted of students in the physics education program who took electronics courses at the Faculty of Science and Technology [1]. The reference book was tested through several stages: limited testing (one-to-one), small group testing, and product implementation through Focus Group Discussion (FGD) with course instructors [2]. The research method used was Research and Development (R&D) based on the ADDIE model, as this model is suitable for the development and validation of educational products [2][3]. The reference book design followed the implementation stages as described by Hardani et al. [3] and Gall & Gall [4], namely socialization in the instructor FGD to produce the final reference book [5][6]. The ADDIE model is a continuous cyclical development model that allows for revision and development to begin at any stage, including analysis, design, development, implementation, and evaluation [7][8]. Table 1. Student Mapping The data collected was divided into quantitative and qualitative data. The book validation data was obtained from three experts: material, learning model, and media [2][8]. The research instruments included observation, interviews, documentation studies, and questionnaires [8]. The analysis was conducted qualitatively and quantitatively, covering: MICHAEL KURNIAWAN 4 Study Case 1. Student questionnaire response data 2. Student learning outcomes 3. Input and suggestions from experts 4. Information from small groups of students 5. Teacher suggestions regarding reference books 6. Additional data from the questionnaire comment column Quantitative data was obtained from student needs questionnaires and product assessments by three experts, then calculated as percentages and explained qualitatively [4][8][9]. Data analysis was conducted at each stage: preliminary, development, validation, evaluation, revision, and implementation. Validity Analysis and Student Responses The validity of the reference book was analyzed through trial sheets and student response questionnaires [4][9]. The questionnaire was compiled based on a 4-point Likert scale grid and was first corrected by experts. The aim was to determine the practicality of the book and student responses. The analysis was conducted using quantitative descriptive methods with the following steps: 1. Calculating the average score for each item in the instrument 2. Calculating the average score for each component 3. Comparing the average score for each component with the standard criteria [10] [11] Table 2. Questionnaire Assessment Standards Note: X = actual score; SBi = standard deviation of ideal score; highest ideal score = ∑ (item × highest score); lowest ideal score = ∑ (item × lowest score). Interpretation of student responses and indicators of book practicality are based on validation by experts in subject matter, media, and language [2][8]. MICHAEL KURNIAWAN 5 Study Case Collaboration Skills Analysis Collaboration skills, as one of the 21st century skills, were analyzed through observation of students while working together to complete tasks, group discussions, and electronic project presentations. Data were collected using observation sheets, questionnaires, and field notes [12]. RESULTS AND DISCUSSION The development of the RLC circuit e-book was tailored to the course objectives in the syllabus (RPPS) and designed with an attractive appearance, a combination of colors that appeal to students, and interactivity to facilitate learning engagement. After the initial revision stage, a Focus Group Discussion (FGD) was conducted with electronics course instructors to assess the validity of the content, design, and grammar [1][2]. The second revision was carried out based on the FGD feedback, prior to the implementation of the research [3]. Table 3. Student Response Questionnaire Results The book development stage followed the ADDIE model: Needs Analysis, Design, Development, Implementation, and Evaluation [4][5]. 1. Needs Analysis: interviews with lecturers and students, learning style mapping, initial ability analysis, and syllabus and material depth review. 2. Product Design: creating an e-book format, FGD with peers, compiling validation and formative assessment instruments, and including 21st century skill indicators. 3. Product Development: compiling an e-book draft, then validating it by experts before sending it for formal assessment. 4. Implementation: includes three stages of validation by experts: material, curriculum, assessment, and book visualization; gradual revisions are made until the final product is achieved. MICHAEL KURNIAWAN 6 Study Case 5. Evaluation: conducted in large classes to analyze student responses, formative assessment results, the emergence of collaboration skills, and refinement of the final product. Data collection instruments included initial diagnosis sheets, observation sheets, interview guidelines, and student response questionnaires. Data analysis was conducted using quantitative descriptive methods, including the validity and practicality of the ebook. Feasibility and Validity of the Book Validation by experts (in materials, curriculum, assessment, and educational technology) showed an average score of 39.5, which is considered valid. The implementation of one-to-one, small group, and field tests showed good to very good product practicality. Learning effectiveness was measured based on student attendance, assignment collection (98%), improvement in learning outcomes (87.5%), and developed collaboration skills [6][7]. Improvement in Collaboration Skills Student collaboration emerged through group discussions, RLC circuit impedance calculations, measurements with multimeters and oscilloscopes, and phasor diagram analysis. Average achievement in collaboration skills: 1. Cooperation and leadership: 60% developed as expected, 10% developed, 30% began to develop 2. Role adaptation and productivity: 50% developed as expected, 20% developed, 30% began to develop Students learned to empathize, respect different perspectives, and compromise to achieve group goals, in line with 21st-century skill indicators [8][9]. Knowledge and Skill Domains 1. Group discussion on calculating the total impedance and voltage of each RLC component. 2. Analyzing waveforms when XL > XC and XL = XC. 3. Assembling an RLC circuit on a protoboard and connecting it to an oscilloscope to analyze waveforms. 4. Measuring VR, VL, and VC using an oscilloscope and digital multimeter. The observation results show that before implementation, 84% of students did not master the concepts of frequency resonance, impedance, and phasor diagrams of RLC circuits. After the development of the e-book, knowledge and practical skills increased MICHAEL KURNIAWAN 7 Study Case significantly, and collaboration skills could be optimized through group-based learning, peer tutoring, and the use of technology [9][10]. CONCLUSION Based on the research results, the developed RLC circuit reference book has been proven to be suitable for supporting student learning. This book facilitates students in working on electronic component questions found in competency tests. The validation results show a validity level of 39.5% (valid category). The average student response is 3.26, indicating that this book is practical and effective for use in collaboration-based learning. The effectiveness of using the book can be seen from the improvement in student learning outcomes and skills in using multimeters and oscilloscopes, with an achievement of 85.13% (improved category) in the realm of knowledge and skills. In the attitude domain, students' collaboration skills showed: 1. 50% developed as expected 2. 25.6% developed 3. 29.4% began to develop Thus, this reference book is effective in improving students' knowledge, skills, and collaboration as part of 21st-century skills. MICHAEL KURNIAWAN 8 Study Case REFERENCE MICHAEL KURNIAWAN 9