Innovation of Electric Motor Installation Learning Module

Study Case Innovation of Electric Motor Installation Learning Module Using Electromechanical Systems Simulator as Interactive Media at Cincinnati Technical High School Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This research produced a learning module designed to support the learning process in Electric Motor Installation at Cincinnati Technical High School. The module contains detailed explanations on the use of the Electromechanical Systems Simulator (ESS) application that can be applied in classroom learning activities or independently. The main objective of this study is to assess the validity and practicality of the developed learning module. The research method used is Research and Development (R&D) with stages up to product testing. Data collection techniques were carried out through expert validation to measure the validity level of the module and teacher and student response questionnaires to assess its practicality. The data were analyzed using media validity scoring guidelines and learning module assessment criteria. The research results covered three main aspects, namely (1) module validation by three experts, (2) teacher responses to the developed module, and (3) student responses to the use of the module. The expert validation score reached 89.16%, which was categorized as highly valid, while the questionnaire results showed a score of 86.89% from teachers and 87.81% from students. Based on these findings, it can be concluded that the developed module is suitable for use in learning activities and is practical for both teachers and students in classroom learning or independent study. Keywords: Learning Module, Electromechanical Systems Simulator, Electric Motor Installation. MICHAEL KURNIAWAN 1 Study Case INTRODUCTION Education is a fundamental element for every individual and is a right that must be fulfilled by the state. Through education, a person acquires the necessary skills to develop their competencies and participate in social life and the world of work. Based on the U.S. Department of Education Act, education is understood as a planned process that aims to create a conducive learning environment so that students can develop the spiritual, intellectual, moral, and skills potential needed in modern society. In the context of rapid technological development, the education system in the United States is also required to continue to adapt. One of the major challenges in recent years has been the emergence of the COVID-19 pandemic, which has forced all educational institutions to switch from face-to-face learning to online learning. This condition requires teachers and students to be able to adapt to digital technology as the main means of learning. One of the most affected sectors of education is vocational education, such as at Cincinnati Technical High School. Vocational education emphasizes practical skills relevant to industry needs. According to Bruri [1], vocational education prepares students to be ready to work after graduation with a high level of technical skills. Therefore, students in vocational schools not only learn theory but also have to do a lot of practice in laboratories or workshops. However, during the pandemic, online learning reduced direct interaction between teachers and students, causing a decline in effectiveness, motivation, and student engagement in the learning process. To overcome this, alternative learning media are needed to help students understand concepts independently and interactively, one of which is through digital learning modules. According to Sitti and Risky [2], learning modules are teaching materials that are systematically designed based on the curriculum, packaged in small learning units, and allow students to learn independently within a certain period to master the specified competencies. Thus, the main challenge is how to design effective and interesting modules for the Electric Motor Installation subject in vocational schools. The use of modules in vocational schools, especially in the field of electrical engineering, is very helpful for both teachers and students. Modules allow students to study material individually, improve critical thinking skills, and make it easier for teachers to convey complex concepts in a simpler way. Modules also serve as self-study MICHAEL KURNIAWAN 2 Study Case guides that help students understand the material without relying entirely on direct instruction from teachers. According to the U.S. Department of Education [3], good learning modules must meet several characteristics, namely: 1. Self-Instructional, meaning that modules must contain clear learning objectives, supporting examples, visual illustrations, and exercises that enable students to learn independently. 2. Self-Contained, meaning that all necessary learning materials must be available in one complete module. 3. Stand-Alone, meaning that the module can be used independently without requiring additional teaching materials. 4. Adaptive, meaning that the module must be flexible to the latest developments in science and technology. 5. User-Friendly, meaning that the module is designed to be easy for students to use, with clear instructions and information. To improve the effectiveness and efficiency of learning using modules, creative ideas are needed to attract students' interest. According to Nieveen [4], effectiveness relates to the extent to which the learning experience achieves the expected goals. One innovation that can be applied is integrating digital simulation applications, such as the Electromechanical Systems Simulator (ESS), into learning modules. The ESS application is simulation software used to design and analyze electromechanical control systems. This program is widely used in industrial environments and technical education at universities such as the University of Cincinnati. ESS allows users to understand how electric motor control systems work through virtual models without having to interact directly with physical equipment. With various control components available in the application, students can learn about electrical system configuration more safely and efficiently. According to Nieveen [4], the quality of an educational product can be assessed through three main aspects: 1. Validity — the product must be based on a strong theoretical foundation and its components must be consistent with each other. 2. Practicality — the product must be easy to use by teachers and students in accordance with the learning objectives. 3. Effectiveness — the product is capable of producing the expected learning MICHAEL KURNIAWAN 3 Study Case outcomes. Based on observations and interviews with teachers at Cincinnati Technical High School, it was found that the available learning media were not yet able to optimally support online learning activities. Therefore, it is necessary to develop new learning modules based on interactive, valid, and practical ESS applications. METHOD This study uses the Research and Development (R&D) method. According to Sugiyono [5], research aimed at producing a specific product needs to be carried out through the stages of needs analysis, product development, and product effectiveness testing. In this study, several R&D stages were adapted according to the needs and conditions of the implementation. Figure 1. R&D Research Stages Not all stages of the R&D research model were fully implemented. This study was limited to the product testing and product revision stages. This limitation was due to the COVID-19 pandemic in the United States, which restricted face-to-face learning activities in 2020–2021. As a result, the research process was conducted on a limited basis, with fewer participants and interactions conducted partly through online platforms. Research Location and Subjects This study was conducted at Cincinnati Technical High School. Data collection was conducted directly by involving students from the Electrical Technology study program. The research subjects consisted of three classes, namely XI Electrical Systems 1, XI Electrical Systems 2, and XI Electrical Systems 3, with a total of 40 students. The selection of subjects was based on the relevance of the Electrical Motor Installation subject to the product being developed. In addition, the number of 40 students was selected based on their active attendance during the research period. MICHAEL KURNIAWAN 4 Study Case Data Collection Techniques Data collection techniques are used to obtain information about the validity and practicality of the developed learning modules. The research instruments consist of: 1. Module Validation Sheet – used to assess the feasibility and validity of the module content. 2. Teacher Response Questionnaire – to measure the practicality of the module from the teacher's perspective. 3. Student Response Questionnaire – to determine the extent to which the module is easy to use and understand by students. Before the module was tested, product validation was carried out by three experts (validators) to ensure that the product met the feasibility standards. Validators The validation process involved three expert validators, consisting of: 1. Two lecturers from the Department of Electrical Engineering, University of Cincinnati (Validator 1 and Validator 2). 2. One teacher from Cincinnati Technical High School with experience teaching Electric Motor Installation (Validator 3). The three validators assessed the feasibility of the content, appearance, and suitability of the module for learning objectives. The results of the validators' assessments were then used as a basis for revising and refining the module before it was implemented in the classroom. Instruments and Data Analysis There were three main instruments used in processing the data for this study, namely: 1. Teacher Response Questionnaire, 2. Student Response Questionnaire, and 3. Module Validation Sheet. The data obtained from these three instruments was then analyzed using quantitative descriptive analysis techniques. The analysis was carried out using media validity score guidelines, analysis results calculations, and validity assessment guidelines as shown in the following table. MICHAEL KURNIAWAN 5 Study Case Table 1. Media Validity Score Guidelines Media Validity Calculation Formula 𝑃(%) = ∑𝐹 × 100% 𝑁 Explanation: • P(%)= Percentage of validation results • ∑F= Total score from all validators • N= Maximum score in the questionnaire Table 2. Media Validity Assessment Guidelines Using the above guidelines, the validation results from the three validators can be categorized and analyzed to determine the validity level of the product. The results of this analysis are then used as a basis for product revisions before the module is implemented in learning at Cincinnati Technical High School. RESULTS AND DISCUSSION This study is an adaptation of a previous study conducted by Dani & Euis (2019) on the development of a software-assisted practical module using Festo FluidSim in the subject of Electric Motor Installation. The main difference in this study lies in the use of the Electromechanical Systems Simulator (ESS) application as the main learning medium. In addition, the module developed in this study not only focuses on practical activities but also includes conceptual material and supporting theory, so that it can be used comprehensively in the learning process. MICHAEL KURNIAWAN 6 Study Case In previous research, the module validation results reached 91.01% (highly valid category), teacher response was 97.20% (very good), and student response was 95.40% (highly valid). However, this research has limitations because the effectiveness of the module in the actual learning process has not been tested. Unlike previous studies, this study produced an Electric Motor Installation learning module based on the Electromechanical Systems Simulator (ESS), equipped with software usage guidelines, case studies, practice questions, and independent learning activities. This module can be used in both theoretical and practical activities at Cincinnati Technical High School. Figure 2. Module Cover Display MICHAEL KURNIAWAN 7 Study Case Figure 3. Example of Module Content Figure 4. Example of Questions in the Module MICHAEL KURNIAWAN 8 Study Case Figure 5. Display of Practical Material in ESS Module Validation Results The validation process was carried out by three expert validators: 1. Validator 1: Lecturer from the Department of Electrical Engineering, University of Cincinnati 2. Validator 2: Lecturer from the Department of Electrical Engineering, University of Cincinnati 3. Validator 3: Teacher from Cincinnati Technical High School The three validators assessed the module based on appearance, content, and language aspects. The assessment results were averaged to determine the validity level of the product. Table 3. Module Validation Results MICHAEL KURNIAWAN 9 Study Case Based on the media validity assessment guidelines (Widoyoko, 2014), a result of 89.16% falls into the “highly valid” category, which means that the module is suitable for use in the learning process. Figure 6. Module Validation Percentage Results Teacher Response Questionnaire Results After validation was complete, a teacher response test was conducted to assess the practicality of the module. The questionnaire contained statements related to aspects of appearance, content, language, benefits for students, and benefits for teachers. Table 4. Teacher Response Questionnaire Results MICHAEL KURNIAWAN 10 Study Case Based on these results, a score of 86.89% indicates a “valid” category, which means that the module is considered practical and easy to use by teachers in learning activities. Figure 7. Teacher Response Percentage Results Student Response Questionnaire Results Student responses were measured through a questionnaire distributed to 40 students in Electrical Systems 1, 2, and 3 classes at Cincinnati Technical High School. The questionnaire contained indicators of the practicality, effectiveness, and suitability of the module after being used in learning. MICHAEL KURNIAWAN 11 Study Case Table 5. Student Response Questionnaire Results These results were categorized as “highly valid,” meaning that the module is practical for students to use both in classroom learning and as independent study material. Figure 8. Student Response Percentage Results MICHAEL KURNIAWAN 12 Study Case Discussion The results of all stages of the research show that the learning module based on the Electromechanical Systems Simulator (ESS) that was developed has a high level of validity and practicality. From the validation results (89.16%) and the responses of teachers (86.89%) and students (87.81%), it can be concluded that: 1. The module has met the standards of content, appearance, and language. 2. Teachers consider the module to be a relevant and efficient learning medium, especially in teaching the concept of electric motor installation. 3. Students rated the module as interesting, easy to understand, and interactive teaching material, especially due to its integration with ESS software that helps visualize electrical systems. Overall, the results of this study support the use of interactive digital modules as learning media in the field of electrical engineering at the vocational secondary level, both in Indonesia and in the context of technical education in the United States. CONCLUSION The research entitled “Development of Learning Modules Using the Electromechanical Systems Simulator Application in the Electric Motor Installation Subject at Cincinnati Technical High School” produced an electric motor installation learning module consisting of three main parts: 1. Front section (cover and module identity), 2. Main section (material, sample questions, ESS guide, and learning activities), 3. Closing section (evaluation and learning reflection). The results of the study show: 1. Validation by three expert validators resulted in a score of 89.16% (highly valid), indicating that the module is suitable for use in learning. 2. Teacher response reached 86.89% (valid), indicating that the module is practical for use by educators. 3. Student response was 87.81% (highly valid), indicating that the module is easy to understand and supports self-directed learning. Therefore, this module is deemed suitable and effective for use as a learning medium in both theoretical and practical activities, and can serve as an alternative technology-based teaching model in the field of electrical engineering. MICHAEL KURNIAWAN 13 Study Case REFERENCE MICHAEL KURNIAWAN 14