Development and Validation of RLC Electrical Circuit

Study Case Development and Validation of RLC Electrical Circuit Learning Media for Electrical Engineering Practicum Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This study aims to develop RLC Electrical Circuit learning media that supports the learning process, assesses its suitability as learning media, and evaluates student responses in the Electrical Circuit Lab course at the Department of Electrical Engineering. This study is classified as R&D (Research and Development). Data were collected through questionnaires filled out by subject matter experts, media experts, and students. The results showed that the subject matter expert trial obtained a percentage of 98.00% with a category of very feasible [1], the media expert trial obtained 78.40% with a category of feasible [2], the small group response showed the lowest value in respondent 5 with a score of 34 (very good) [3], while the large group showed the lowest value in respondent 8 with a score of 33 (very good) [4]. Based on these findings, the RLC Electrical Circuit learning media is feasible for use in the Electrical Circuit Lab practicum in the Department of Electrical Engineering. Keywords: Learning Media, RLC Electrical Circuit, Electrical Circuit Lab INTRODUCTION In the era of globalization, technological advances have had a significant impact on various aspects of life, including social, cultural, and educational aspects. Various technological innovations have been developed to facilitate human work and have become a daily necessity. These technological developments also demand an increase in human resource (HR) competencies [1]. Education is a basic human need. According to the U.S. Education Code, education aims to develop academic abilities, shape character, and prepare productive citizens who MICHAEL KURNIAWAN 1 Study Case contribute to society [2]. Education is a reflection of a dynamic culture, so its progress must be in line with social and cultural changes. In the context of education, learning is at the core of the educational process. Learning is an interaction between students, teachers, and learning resources in an academic environment. Education in the field of technology requires learning that is adaptive to advances in science and technology. Improving the quality of education includes the competence of teachers, the quality of teaching staff, the curriculum, and educational facilities and infrastructure. The goal is to improve the quality of human resources through education [3]. Educational development requires innovation in learning methods. Lecturers must create an interactive and engaging learning atmosphere so that students are motivated to learn optimally, both independently and in class. Factors for successful learning include students, teachers, facilities, environment, learning media, and teaching methods. Learning media plays an important role in improving the effectiveness of education [4]. Learning media helps deliver material and improve student understanding. According to Rima [5], media is any form of tool used to convey information. Learning media can be physical tools, flowcharts, tables, videos, or portable hardware. Miarso [6] states that learning media stimulates the mind, attention, and motivation to learn, as well as facilitating a more effective learning process. In electrical engineering education, learning media usually take the form of hardware. Media models can be portable, easily movable, or permanent, placed in laboratories due to their large size. This media helps teachers develop more varied and innovative teaching methods. Gerlach & Ely [7] mention three characteristics of learning media: 1. Fixed – presenting information in a permanent manner. 2. Manipulative – allowing students to practice directly. 3. Distributive – distributing information to many participants at once. In the Department of Electrical Engineering, several courses still have limitations in learning media, including Electrical Circuit Lab. This course teaches series and parallel circuits, circuit laws, and electrical circuit theorems, with the aim of enabling students to analyze electrical circuits [8]. Observations and interviews with instructors show that practices are not yet optimal due to several factors: MICHAEL KURNIAWAN 2 Study Case 1. Limited learning media to support practicums. 2. Lack of student interest in learning due to methods that are too theoretical and not innovative enough. 3. Lack of hardware and practicum materials that support psychomotor skills. 4. Unavailability of portable media for electrical circuit analysis, resulting in timeconsuming equipment preparation. Based on these conditions, an RLC Electrical Circuit learning media was developed for the Electrical Circuit Lab. The research questions are: 1. How is the RLC Electrical Circuit learning media developed? 2. Is the RLC Electrical Circuit learning media suitable for use in practical work? 3. How do students respond to this learning media? The objectives of this study are: 1. To develop RLC Electrical Circuit learning media for practical work. 2. To assess the suitability of RLC Electrical Circuit learning media. 3. To assess student response to RLC Electrical Circuit learning media. METHOD The research model used is Research and Development (R&D) [1]. The R&D approach aims to produce a specific product and test its effectiveness so that it can be widely applied. This process is longitudinal in nature and can be carried out in stages over several years, starting from needs analysis to product effectiveness testing. This learning media development research follows Sugiyono's [2] R&D chart, which has 13 steps: 1. Research on existing products 2. Literature study or field research 3. Product development planning 4. Internal design testing 5. Design revision 6. Product manufacturing 7. Limited trials 8. Product revision 1 9. Main field trial 10. Product revision 2 MICHAEL KURNIAWAN 3 Study Case 11. Operational field trial 12. Product revision 3 13. Dissemination and implementation In this study, not all steps were carried out because it was a limited study, not mass production. The steps that were not implemented were steps 11, 12, and 13. Chart 1. Research According The product developed was a learning medium for analyzing DC voltage and current in resistive, inductive, and capacitive loads, which was then tested on respondents. Test Subjects The test subjects were students who had taken Electrical Circuit Lab at the Department of Electrical Engineering, College of Engineering, Unoversity of Cincinnati. There were a total of 20 students, with the following details: 1. 5 students for small group testing 2. 15 students for large group testing The small group test involved students with different abilities (low, medium, high) based on lecturer recommendations. The aim was to identify initial obstacles and revise the product before a wider test. The results of the small group test were used as revision material before the large group test. A large-scale trial was conducted on fifth-semester students. The data was analyzed to assess the suitability of the product in terms of appeal and effectiveness. Final revisions were made before the media was officially used in the learning process. MICHAEL KURNIAWAN 4 Study Case Data Collection Instruments The instruments used included: 1. Questionnaires 2. Interviews 3. Observation sheets [3] Assessment by subject matter experts and media experts using descriptive percentage analysis with quantitative data. Table 1. Classification of Feasibility Levels Based on Percentage Percentage formula per item: 𝑃= 𝑋 × 100 𝑋𝑖 Explanation: • P= percentage score • X= observed score • Xi= maximum expected score Feasibility classification steps: 1. Maximum score = 100% 2. Minimum score = 0% 3. Range = 100% 4. Interval class = 4 (Very Feasible, Feasible, Sufficiently Feasible, Not Feasible) 5. Interval length = 100 ÷ 4 = 25% If the minimum validation score is 51%, the learning media is considered feasible for use [4]. Student Response Analysis Student responses were analyzed using the Distributed Interval Reference Guidelines (PAIT) [5]. Descriptive statistics were used to describe quantitative data without making generalizations. MICHAEL KURNIAWAN 5 Study Case Basic formula: 1. Maximum and minimum ideal scores: 𝑋𝑖Maksimal = “Number of Items” × “Highest Scale” (2) 𝑋𝑖Minimal =“Number of Items” × “Lowest Scale” (3) 2. Ideal mean: 𝑀𝑖 = 𝑋𝑖Maximum − 𝑋𝑖Minimum (4) 3. Ideal standard deviation: 𝑆𝐷𝑖 = 1 × (𝑋𝑖Maximum − 𝑋𝑖Minimum )(5) 6 Explanation: • Mi= ideal average • SDi= ideal standard deviation 4. Five-scale classification guidelines (Table 2) based on PAIT: Table 2. Score Range Scale or Theoretical Five-Scale Classification If the student's score is at least in the Good category, the learning media is considered to have received a positive response and can be used in the learning process at universities or schools [6]. RESULTS AND DISCUSSION The media developed is the RLC Electrical Circuit Learning Media, which is applied in the Electrical Circuit Practicum course. This media aims to provide convenience and understanding for students in conducting practicums and analyzing current and voltage in resistive, inductive, and capacitive loads. The media is equipped with basic components such as resistors, inductors, capacitors, and a multimeter measuring device with banana jack terminals connected to each component [1]. MICHAEL KURNIAWAN 6 Study Case Data collection instruments used questionnaires, interviews, and observation sheets [2][3]. Questionnaires were given to respondents to answer written questions [4], while interviews were used to obtain information directly from the source [3]. Before use, the media was tested through content expert validation (lecturers teaching the Electrical Circuit Practicum course) and media expert validation (lecturers from the Electrical Engineering Education Study Program). Testing was also conducted by fifth-semester students through two stages: small group testing and large group testing. The product design was tailored to learning needs, using acrylic and board/plywood for the box, as well as measuring instruments that met standards. The design process was guided by supervisors I and II, resulting in the media design layout (Figure 1). Figure 1. Design Layout of RLC Electrical Circuit Learning Media The validation results showed: 1. Content expert: score of 98.00% → Very Good 2. Media expert: score of 78.40% → Very Good 3. Small group trial: 5 respondents, all in the Very Good category, lowest score 34 (R5) 4. Large group trial: 15 respondents, all in the Very Good category, lowest score 33 (A8) MICHAEL KURNIAWAN 7 Study Case Table 3. Point Criteria From these results, the RLC Electrical Circuit learning media can be categorized as suitable for use. Improvements were made to the guidebook, adding component functions, how to use measuring instruments, how to assemble series and parallel circuits, and improving the instructional video (Figure 2). Figure 2. Final Product of RLC Electrical Circuit Learning Media This media allows students to conduct practical work more effectively, independently, and enjoyably. Students become more motivated because the media is equipped with easy-to-understand usage guidelines. CONCLUSION This research produced RLC Electrical Circuit Learning Media to support Electrical Circuit practical work in the Electrical Engineering Education Study Program, Unoversity of Cincinnati. The research used the R&D method with 5 students for small group testing and 15 students for large group testing. Data collection was carried out through questionnaires with descriptive statistical analysis for expert testing and PAIT for small and large groups [1][2][3]. MICHAEL KURNIAWAN 8 Study Case Based on the analysis: 1. Expert validation of media → 78.40% (Very Good) 2. Expert validation of content → 98.00% (Very Good) 3. Small group test → lowest score 34 (Very Good) 4. Large group test → lowest score 33 (Very Good) Therefore, this media is suitable for use in the learning process for the Electrical Circuit Practicum course. REFERENCE MICHAEL KURNIAWAN 9