The Effect of Every Circuit Simulator to Enhance ...

The Effect of Every Circuit Simulator to Enhance Motivation and Students Ability in Analyzing Electrical Circuits Tursina Ratu and Muhammad Erfan Physics Education Study Program, Faculty of Teacher Training and Education, Samawa University, Sumbawa Besar 84316, Indonesia [email protected], [email protected]

Keywords:

Every Circuit, Motivation, Electrical Circuits Analysis.

Abstract:

This research aims to investigate the effect of Every Circuit Simulator to student's learning motivation and its effect on the student’s ability in analyzing electrical circuits. This quasi-experimental research used matching pre-test – post-test control group design. The Sample of this research are 35 students of physics education study program, faculty of teacher training, Samawa University which divided into two groups. The experiment group (17 students) used Every Circuit simulator, and control group (18 students) used conventional learning (oral). Instrument used in this research are learning motivation questionnaire and electric circuit’s analysis test sheet. The data in this research were analyzed using independent t-test and normalized gain test. The result showed that student’s motivation on experimental group is higher than control group. The Students ability in analyzing electric circuits of the experimental group are significantly better than control group (tvalue 9.623 > ttable 2.034). It’s concluded that Every Circuit simulator is effective in improving motivation and student’s ability in analyzing electrical circuits.

1

INTRODUCTION

Progress of a nation cannot be separated from its role of education. The quality of education becomes the intelligence benchmark of a nation that develops continuously in accordance with times. There are set of laws covering the National Education System (Law No. 20 of 2003) and the Law on Teachers and Lecturers (Law No. 14 Year 2005) which emphasizes that the government is paying great attention to education in Indonesia. One of the government's efforts to improve the quality of education is by improving the quality of its human resources. The quality of human resources at higher level of education, can be seen from the achievement of students in having knowledge and skills in each subject. Basic electronics I is one of the subjects taught in the Physics Education Study Program of Faculty of Teacher Training and Education University of Samawa. This course aims to equip students to have knowledge and skills in the field of electronics. As we know, electronics have an important role to the development of technology from time to time. Technology cannot be separated from the utilization of basic electronics circuits. This

condition, requires students to really have the ability in understanding the concept of basic electronics. Based on the observations conducted on Physics Education Study Program of Faculty of Teacher Training and Education University of Samawa, the basic electronics or analog electronics is considered a difficult and unattractive course. This condition is caused by learning material that need skills in calculating and analyzing. In line with research conducted by Engelhardt and Beichner (2004) that in direct current series learning often causes students to find difficulties in understanding the material especially for female students. The cause of the difficulties experienced by students in studying electrical circuit material caused by its content itself, especially the basic electronics is more dominant in analyzing electric circuit. In this material, students are more emphasized on the ability to read and analyze the circuits as an important part of the learning of electricity (Wahyudi, 2015). Therefore, students who do not have the ability to analyze, found this as a difficult and tedious course. Based on the findings in previous studies indicating that there are still many students who often have difficulty in understanding electrical materials, especially in research related to electric circuit

399 Ratu, T. and Erfan, M. The Effect of Every Circuit Simulator to Enhance Motivation and Students Ability in Analyzing Electrical Circuits. In 2nd Asian Education Symposium (AES 2017), pages 399-404 ISBN: 978-989-758-331-5 Copyright © 2017 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

AES 2017 - 2nd Asian Education Symposium

concept (Stetzer et al., 2013), electric current, potential difference and resistance (Smith and Kampent, 2011). As a result, many students have difficulty in constructing circuit and interpreting circuit diagram (Kock et al., 2014). In addition, students also found difficult explaining the concept of series and parallel circuits (Li and Singh, 2012). As a result, students have low motivation in studying this course. Student’s uninterested in learning has a great impact on way of students' thinking ability. Student’s low thinking ability causes student achievement not as well as expected. This can be seen from learning outcomes achieved by the students who take the basic electronics course. Judging from the evaluation of the students, it was found that their learning outcomes in basic electronic course is still not optimal yet. In fact, there are still many students who got score below grade. Most students are only able to answer theoretical questions only, and just a few students who can answer the problem that is require analytical ability. Barniol and Zavala (2014) says that so far the concepts conveyed in the learning of physics has not been good, so it requires the development of thinking ability to be better. Sanjaya (2008) states that the analytical ability is the ability to solve a material into its parts which is a complex learning objective that may only be understood and applied by students. Most of the students indicates that they are unable in answering the questions involving analysis skills. Analyzing skill is one of the higher-level thinking or better known as higher order thinking skills (HOTS). The enactment of the Indonesian National Qualification Framework (KKNI), which uses a scientific approach, causes this problem to be very complicated. KKNI standards on electrical circuit materials require students to have the ability in terms of: observing, questioning, associating, experimenting and communicating (Depdikbud, 2013). Practicum activities play an important role to develop students' thinking skills in achieving learning objectives in basic electronics courses. However, not all basic electronics materials can be put into practice due to the limitations of tools, materials, and time spent, during lab activities. The complex circuits scheme causes the students difficulties in the preparation of electrical circuits because students also have to pay attention to safety during practicum activities. This condition causes students to feel bored, tense, unfocused and afraid of experimenting. These limitations can be overcome by utilizing the media in learning activities. Hamalik in Arsyad (2009) states that the use of learning media in the

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learning process can generate motivation, learning stimuli and even bring the psychological effects of learners. According Musfiqon (2012) learning media in the form of physical aids and nonphysical (virtual media) used by teachers and learners in understanding learning materials. The virtual media is a simulationbased media that is used to replace the role of props/labs that cannot be done significantly. One of the simulations that can be used in practicum activities especially in basic electronics lab is Every Circuit. Every Circuit is an electronics simulator application from Muse (2017) which can be used through android smartphone and web. Every Circuit is easy to use, simulator with high interactivity, and Schematic capture tool. Every Circuit simulator provide us to simulate the circuit without having to make the circuit by using breadboard first. Educators and learners will remain safe and more focused in assembling the electrical circuit. This simulator can also be used anytime and anywhere. That is, not limited to classrooms and time labs only. Based on the description, this research formulates the problem as follows: (1) is there any influence of using Every Circuit Simulator to student's learning motivation? And (2) is there any effect of Every Circuit Simulator on students ability in analyzing electrical circuits?

2 2.1

LITERATURE REVIEW Learning through Simulation

The idea of using simulation in electricity instruction is not new. Previous studies have indicated that learning with virtual labs or computer simulations can have a positive effect on the acquisition of conceptual knowledge in the domain of electricity and simple electrical circuits when used as a substitute for real equipment (Başer and Durmuş, 2010; Farrokhnia and Esmailpour, 2010; Finkelstein et al., 2005; Jaakkola and Nurmi, 2008; Jaakkola et al., 2010; Jaakkola et al., 2011; Zacharia, 2007). These studies not only focused on elementary school children (Jaakkola and Nurmi, 2008; Jaakkola et al., 2010; Jaakkola et al., 2011), but also university students (Farrokhnia and Esmailpour, 2010; Finkelstein et al., 2005). So what are simulation? Simulations contain models that are designed to simulate systems, processes, or phenomena. Students can change the values of variables in the simulation (e.g., the resistance in a virtual electrical circuit) and observe the effects of those changes on other variables (e.g.,

The Effect of Every Circuit Simulator to Enhance Motivation and Students Ability in Analyzing Electrical Circuits

voltage or current). The simulations allow students to conduct experiments and collect experimental data quickly and easily. (In this sense the simulation could also be called a virtual laboratory, and therefore henceforth the term “virtual lab” will be used.) in order to builds or adjust the experimental setups with real equipment can be laborious and time-consuming. In a virtual lab, in contrast to a real lab as described above, the setup can be given and changes to the configuration can be made quickly and effortlessly, allowing students to focus on their inquiry processes without disruption. By systematically changing variables and observing and interpreting the consequences of those changes, the students can explore the properties of the underlying model (e.g., Ohm’s Law) (de Jong, 2005, 2006; de Jong and van Joolingen, 1998). In electronic, there are many computer software which provide us simulation or virtual laboratories (virtual lab) about electrical circuits such as Electronic Workbench (EWB), Multisim, etc. Those simulator are computer based simulation so in terms of practicality, mobile phone based such as android simulator or mobile learning simulation are better than computer-based simulation software. Technological advances have reduced possible prohibiting variables by providing location and time independence. Users who make considerable use of their computers for work purposes may not be inclined to use them as learning tools. In addition, desktop computers cannot be used on the move since they are not mobile (Ettinger et al., 2006). Mobile learning (m-Learning) spread as mobile device adoption has grown exponentially in both developed and developing countries. m-Learning has been described as “learning conducted in multiple locations, across multiple time zones and the content is accessible through various devices” (Oberer and Erkollar, 2013; Korucu and Alkan, 2011) including smart phones, tablets, PDAs, MP3 players, portable game devices and iPads (Jacob and Issac, 2014). These devices provide opportunities for interactivity through a combination of features such as audio, video, text document editing and storage of data (Korucu and Alkan, 2011). M-learning has several advantages such as it is independent of location and time (Bajpai, 2011), most mobile devices have a lower cost of acquisition compared to most desktop PCs, including the overhead costs of maintenance (Manji et al., 2015), and Mobile devices are generally smaller and lighter, hence are better suited for portability (Ettinger et al., 2006; Uzunboylu et al., 2009).

2.2

Every Circuit as Electric Circuit Mobile Simulator

Every Circuit is a “tap and play” app, where user could build their own circuits. It certainly delivers in user experience, interface, and capabilities. The user can adjust parameters while the circuits is running, and the adjustments are made in real time. It boasts features like a schematic editor, an ever-updated library of components both digital and analog, animations of voltage waveforms, current flows, and capacitor charges, oscilloscope, and a public community to share and access designs. Every Circuit is valued by professional electrical engineers for things like testing functionality and simulating filter designs, and students use it to help them in their studies. It’s celebrated by beginners for its userfriendliness, and by experts for its sophistication (Ensil, 2017). Every Circuit have many feature as mentioned at Google Play Store such as growing public library of community circuits, animations of voltage waveforms and current flows, etc. In order to support such feature, Every Circuit has equipped with many electronic component such sources, signal generators, Controlled sources, VCVS, VCCS, CCVS, CCCS, Resistors, capacitors, inductors, transformers, Voltmeter, ampere meter, ohmmeter, DC motor, Potentiometer, lamp, Switches, SPST, SPDT, Push buttons, NO, NC, Diodes, Zener diodes, light emitting diodes (LED), MOS transistors (MOSFET), Bipolar junction transistors (BJT), Ideal operational amplifier (opamp), Digital logic gates (AND, OR, NOT, NAND, NOR, XOR, XNOR), Relay, 555 timer, Counter, and 7-segment display and decoder (Muse Maze, 2017). Beside, in Every Circuit Apps, the user could share their work in circuit design to other user worldwide.

3

RESEARCH METHODOLOGY

This research is quasi experimental research with pretest-posttest control group design. This study aims are to investigate the effect of Every Circuit Simulator to student's learning motivation and its effect on the students ability in analyzing electrical circuits. The sampling technique used was Nonprobability Sampling with a saturated sampling technique. The subjects of this study were students of Physics Education Study Program of Faculty of Teacher Training and Education University of Samawa with 35 students which divided into two groups. 17 401

AES 2017 - 2nd Asian Education Symposium

students as experimental group and 18 students as control group. The experimental group is a group that uses the Every Circuit simulator, and the control group is a group that does not use Every Circuit simulator. The material taught in this research is electrical circuit analysis. Data collection techniques used in the form of essay tests (electrical circuit analysis) and closed questionnaires in order to assess students learning motivation. The tests given are pretest and posttest in the form of a description. Pretest is used to determine the initial ability of students before treatment is given. Posttest used to know the ability of student analysis after given treatment (direct teaching by using Every Circuit Simulator). The Scores for item descriptions refer to the rubric of assessment. The questionnaire is used to find out the students' motivation in learning electrical circuits before and after treatment (direct instruction using Every Circuit Simulator). The data of the research were analyzed using independent t-test with 5% significance level.

4 4.1

RESULTS AND DISCUSSION The Effect of Every Circuit Simulator to Students Motivation

The result gained from student’s motivation question are as follows. Table 1: The result of student’s motivation question are. Group Experiment Control

Before Treatment (%) Criteria 57.43 low 56.70 low

After Treatment (%) 75.11 61.60

Criteria high medium

The result of data analysis by using questionnaire to student's learning motivation before being given Every Circuit simulator in experimental class 57.43% meanwhile, the score of student's motivation in the control class before being given the Every Circuit simulator was 56.70% The results of data analysis conducted on student motivation in learning after the Every Circuit simulator given in the experimental class of 75.11%. Meanwhile, the score of student's motivation in control class which is not given Every Circuit simulator was 61.60%. Based on the results of data analysis, showed that students' motivation in learning given simulator is higher than student motivation that is not given the simulator. The student motivation in learning was

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high using the Every Circuit simulator because the simulator has a visualization, high interactivity, and Schematic capture tool that is complete to attract the attention of students in using it. In addition, students can also use this simulator wherever and whenever it can be accessed via android phone that they have. Students can also try to create various series of electric current independently with trial and error without having to fear wrong. In other words, students can be more active and directly involved in the process of developing their knowledge and thinking skills independently through direct interaction with the Every Circuit simulator. Another reason that increases student motivation after using the Every Circuit simulator, because students are equipped with Student Activity Sheet provided by educators. Giving aims to guide students while using the simulator to be more directed. The increase in motivation of student learning cannot be separated from the guidance and direction of educators. Guidance can be either direct guidance or indirect guidance. Students' motivation in learning is also strongly influenced by the media used, such as Every Circuit simulator. This is in line with the research conducted by Indriyani (2016) which shows that students' motivation in learning increases after being given a simulator during the learning activities. This research is also supported by Saregar (2016) which states that students' motivation in learning increases after being given a simulator.

4.2

The Effect of Every Circuits Simulator to Students Ability in Analyzing Electrical Circuits

Based on the result of t-test, the mean achievement obtained from the experimental group that uses the Every Circuit Simulator is 88.05 and Std. Deviation is 4.91. While the control group that does not use Every Circuit simulator (using conventional approaches) were got 73.44 mean and Std. Deviation is 4.05. T-test analysis also shows that there are significant differences in terms of mean achievement scores between the experimental group and the control group, t-value (9.623) is greater than t-table (2.034). These results indicate that the achievements of students in analyzing electrical circuits between the experimental groups whose had been taught using Every Circuit Simulator is much higher compared to the control group were only taught using conventional approaches (not using Every Circuit Simulator). This result indicated that Every Circuits Simulator has significant effect to student’s ability in analyzing electrical circuits.

The Effect of Every Circuit Simulator to Enhance Motivation and Students Ability in Analyzing Electrical Circuits

Table 2: The t-test to compare the achievement of experimental group and the control group in the post-test. Group

N

Mean

Experiment Control

17 18

88.05 73.44

Std. Dev. 4.91 4.05

tvalue 9.623

df 33

Based on the exposure of these results, it is known that the analytical skills of students who use the Every Circuit simulator is higher than the ability of student analysis that does not use the Every Circuit simulator. The use of virtual media based on Every Circuit simulation, requires students to be able to actively analyze and solve problems independently in finding solutions without having to fear wrong. Sardiman (2011) states that the learning outcomes of learners will be achieved optimally if the learner is active during the learning process takes place. Student activity during the learning process directly stimulates students' thinking ability. Students who are active, will try to find answers to the problems featured by the Every Circuit simulator. The process of finding this answer requires, of course, the ability to decipher any ideas or ideas in response to the activity issues featured by the Every Circuit simulator. Students' ability to describe ideas is a reflection of analytical skills that are part of a high level of thinking ability. Ability analysis is the ability to decipher a structure into several smallest parts and then connect between the smallest parts to become a new structure. Ability analysis can be formed if students are actively involved in learning activities. Student activity can be stimulated by utilizing the Every Circuit simulator. Every Circuit Simulator allows students to be able to assemble electrical circuits independently, safely, more focused and without having to fear wrong. In line with Arif's research in Sutikno and Isa (2010) which shows that the learners' memory is derived from 20% of hearing, and 50% experience of what is seen (experienced). That is, students' thinking ability is largely gained from experience. Every Circuit Simulator is an android based app. This simulator application can simulate the circuit without having to make the circuit by using breadboard first. Students can actively create various kinds of electrical circuits and are able to analyze it by trial and error without having to try. Nevertheless, the every circuit simulator at college and school level has not been fully utilized. This is caused by the lack of knowledge of educators and learners about the utilization of Every Circuit simulator that can be used as a virtual practicum. Remembering, no relevant research has been

undertaken using the Every Circuit simulator in any lab or other learning activities. In other words, the use of Every Circuit-based simulation can stimulate the participation and activeness of students in obtaining insight and experience independently during the learning process. Student participation and activeness implies that students have high learning motivation. That is, when the student is actively using the Every Circuit simulator then the student at that time has a good motivation to learn and develop the ability to think analysis as part of the ability of high-level thinking.

5

CONCLUSIONS

Based on the results of analysis and discussion, it can be concluded as follows. Every Circuit Simulator has an influence on student's motivation in learning. Every Circuit Simulator gives influence to students' ability in analyzing electrical circuits. Implication of research for educators, after knowing the results of the research, educators are stimulated to develop high-level thinking skills to evaluate and create in basic electronics by using the Every Circuit simulator. For learners, become more active using Every Circuit simulator in developing high-level thinking skills especially at the level of evaluating and creating. For schools and colleges, a starting point in improving the capacity and capabilities of educators and learners in the utilization of virtual media. For researchers, adding new insights in the field of research and can choose and develop appropriate learning models with virtual media used Based on the results of research and conclusion above, it is submitted some suggestions, for Educators are expected to use high-order thinking skills as a form of business in improving students' thinking skills, as Educators vary the utilization of virtual media as a means of supporting learning that has been equipped with student worksheets in accordance with the model of learning used

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