International Journal of Advanced Science and Technology

Vol. 29, No. 5, (2020), pp. 13243-13252

The Development of Guided Inquiry-based Learning Worksheet Assisted

by Livewire Simulations in Alternating Current

Kaharuddin Arafah1, Mirnawati Dewi Sutiawati2, Reski Sudirman3, Burhanuddin Arafah4,

Azhariah Nur B Arafah5
1
Physics Department of Postgraduate Program, Makassar State University
2,3
Student of Physics Education Master Degree of Postgraduate Program, Makassar State
University
4
Faculty of Cultural Sciences, Hasanuddin University of Indonesia
5
Alumnus of Psychology Department, Faculty of Medicine of Hasanuddin University
E-mail: [email protected], [email protected],
3
[email protected], [email protected],
5
[email protected]

Abstract
This research aims to design guided inquiry-based learning worksheets assisted by livewire
simulation on a valid, effective, and efficient alternating Current material. The study method used to
research and development designs. Development was carried out using the ADDIE model, which
stands for analyzing, design, develop, implement, and evaluate. The subject of this research is the
physics material alternating current material. The worksheets test subjects are students of class XII
of Public Senior High School 8 Makassar (SMAN 8 Makassar), physics teachers, and media experts
from Makassar State University. Data collection instruments utilized questionnaires, physics
learning outcomes tests, and interviews. Data were processed using descriptive statistics then
presented in the form of diagrams, tables, and graphs. The results showed that the development of
guided inquiry-based worksheets assisted by livewire simulation was declared valid, effective, and
efficient. In addition, students, teachers, and media experts had positive responses to guided inquiry-
based worksheets development assisted by livewire simulation.
.
Keywords: ADDIE, Guided, Inquiry, Livewire, Physics, Simulation, Valid, Worksheets.

1. Introduction

The 21st century is identic with the industrial revolution 4.0, which emphasizes the digital
economy, artificial intelligence, big data, and robotic. The impact of this industrial revolution has
penetrated the world of education, which demands creativity, critical thinking, mastery of
technology, and digital literacy capabilities [1], [2]. The demands must start by strengthening the
competence of educators at the forefront of education [3], [4]. Kereluik, Mishra, Fahnoe & Terry
(2013) have conducted a critical review of the literature on 21st-century knowledge frameworks for
teachers. They identified 15 reports, books, and articles that illustrate the types of knowledge that
researchers say are an integral and essential part of success in the 21st century. The authors argue
that a seemingly different framework meets three types of knowledge needed for the 21st century,
namely basic, meta, and humanistic [5].
To anticipate the demands of the 21st century, the Indonesian government has made curriculum
improvements at the elementary and secondary levels [6], [7].The curriculum is named the 2013
curriculum, which requires students to think creatively, critically, technologically sensible, and to
have literacy skills. Unfortunately, at the school level, not all teachers can implement this 2013
curriculum, including at Public Senior High School 8 Makassar (SMAN 8 Makassar). Teachers in
class still tend to put themselves as a source of learning. As a result, students tend to be passive in

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learning. This situation has led the teachers can barely implement the curriculum expectations
optimally [8]. Physics teachers mainly experience this obstacle.
During the interview, the physics teacher said that the main obstacle faced was the unavailability
of worksheets that required students to think critically. Even if there is, it is still constrained to
certain materials. Besides, worksheets that have been used by teachers only require passive students
and have not been assisted by computer simulations. After the interview, it was decided to develop
worksheets that required active students to get facilitated by computer simulations. The use of
worksheets with the help of simulations will not give satisfactory results without the use of learning
models. The worksheets referred to the guided inquiry model with the aid of livewire simulation on
the Alternating current material. Gittens, Kathy, and Calandrino (2015) proposed to apply an
inquiry-based teaching model, specifically online guided and open inquiry [9]. The worksheets are
defined as learning tools that contain guidelines for students to carry out activities programmatically
[10].
These livewire simulation-assisted worksheets lead students to be active in learning. According to
Pancawati (2016), livewire simulation is an electronic simulation that is used to design, analyze, and
perform simulations in the form of animation and shows the workings of an electronic circuit [11].
The livewire simulation program is better than other simulations because it has a virtual laboratory
bench, which can be tested using an oscilloscope, function generator, and others [12]. Besides,
livewire help to learn drawing, stringing, and testing easily. As a result, students can do simulations
in the form of interesting animations and provide an overview of the performance of electronic
circuits.
In relevance to the development of the worksheets, the questions to be answered are as follows.
How is the profile of guided inquiry-based worksheets aided by a valid livewire simulation? How to
develop the guided inquiry-based worksheets facilitated by practical livewire simulations? How is
the effectiveness of guided inquiry-based worksheets assisted by livewire simulations that have been
developed?.

2. Literature Review

Learning is a process of interaction between the teacher and students to achieve teaching and
learning goals [13]. Learning can occur everywhere and at different levels, individually, collectively,
or socially [14]. In learning, students need a variety of learning resources. One of the more targeted
learning resources is worksheets. Zulyadaini (2017), stated that Worksheets were created to help
students to link problems with the subject matter in daily life [15]. Worksheets also contain
instructions that are steps needed by students to complete assignments. Also, the worksheets include
teaching materials, that are packaged in such ways by the teacher for students to learn independently
[16].
Furthermore, Pratama, Minarni, and Saragih (2017) stated that students need worksheets as
teaching material that can make them actively and creatively participate in learning to find concepts
through solving daily life problems [17]. Also, Astuti, Purwoko, and Indaryanti (2017) said that
worksheets are sheets for teaching material that aim to provide knowledge and skills in mastering the
material [18]. Worksheets are guides used by students to conduct learning activities [19].
The utilization of simulation-assisted worksheets will be meaningful only if accompanied by a
learning model. A learning model that uses a scientific approach, namely guided inquiry [20]. The
guided inquiry learning model is a learning model that places students into scientists who seek to
understand nature as an application of science and can explain what they observe [21].
Moreover, worksheets will be useless without subjects that matter to be developed. In this
research, the material developed is alternating current. The first material in this alternating current is
alternating current and voltage. Electric current and voltage generated by the generator are sinusoidal
voltage and electric current. (figure 1). The magnitude of the voltage and the strength of the electric
current as a function of sine often expressed in the phasor diagram. If the generator is connected to a
conductor R and produces a maximum voltage of Vmax, then the voltage and electric current can be
seen [22].

V = Vmax sin ωt (1)

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I = Imax sin (2)

Figure 1. Alternating Current and Voltage Graph as a Time Function

The effective value of alternating current and voltage is equivalent to the direct current at the
same time. If it flows through the same electrical resistance, it will produce the same heat. The
relationship between sufficient value and maximum value can be stated [22],
𝑉𝑚𝑎𝑥
Vef = = 0.707 Vmax (3)
√2

𝐼 𝑚𝑎𝑥
Ief = = 0.707 Imax (4)
√2

The relationship between the average value of the current and the alternating current voltage value
and the maximum voltage, determined [22],
2 𝐼𝑚𝑎𝑥
Ir = (5)
𝜋

2 𝑉𝑚𝑎𝑥
Vr = (6)
𝜋

The alternating current can be taught by using a livewire simulation program. Livewire 1.11
computer program is an electronic simulation program that is used to design and analyze. It is
displayed in the form of animation and can make sounds to demonstrate the functions or fundamental
principles of electrical circuits [23]. Livewire is a sophisticated software package for designing and
simulating electronic circuitry and is a product of the New Wafe Concept. The Livewire-Professional
Edition program version 1.11 is a licensed program that is available at http://www.newwave-
concepts.com and protected by copyright law. Many electronic components can be utilized in
LiveWire, such as resistors, capacitors, ammeters, DC, and AC voltage sources, and others.
The livewire program has a virtual laboratory bench that can be tested by using an oscilloscope,
function generator, and others. The livewire program will help the learning of stringing and testing
quickly. This program can help students to do the design of electronic circuits. Apart from that, it is
also for analysis and simulation of electronic circuits with interesting-looking animation. The
livewire program can be used as computer-assisted instruction (CAI) software, which is an
instructional model that involves students with computers directly. The CAI mainly consists of drills
and practices, simulations, and games.

3. Research Method
This research was a Research and Development (R&D) model, which is established by Borg and
Gall (1983) [24]. The Worksheets development model adapted the ADDIE model developed by

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Branch (2009) [25], which stands for analyzing, design, develop, implement, and evaluate [26]. The
concept of the ADDIE development model can be seen in Figure 2 below.

Figure 2. ADDIE Development Model Flow [25]

A questionnaire was used for assessment by media experts to know the optimization of the
worksheet's implementation. Indicators of the worksheets assessment for media experts are the
appropriateness of the content, presentation, language, and graphics. Meanwhile, the assessment
questionnaire was utilized by students and teachers to find out the effectiveness of the application of
worksheets.in this state, Indicators of assessment of worksheets for students consists of student's
interest in worksheets, student's perceptions of the worksheets material, and student's perceptions of
the language used in the worksheets. On the other hand, the assessment indicators for teachers are
the same as indicators for media experts with additions of completeness and implementation.
All instruments were assessed by experts to determine content validity, and the results of the
assessment were analyzed using the Gregory equation (2015) [27]. The results of the internal
consistency analysis of each instrument were obtained as follows, the rii student questionnaire =
0.89, the rii teacher questionnaire = 0.91, the learning achievement test by rii students = 0.87, and the
survey by rii media expert = 0.93. Thus, all instruments used in this study have met the content
validity criteria.
Furthermore, an empirical trial was conducted at SMAN 8 Makassar to determine the validity of
the instrument criteria. The subjects of this trial were 60 students of Class XII and 2 of physics
teachers. The validity of the questionnaire criteria was calculated using the Pearson product-moment
correlation formula [28], [29], and the reliability was measured with the Cronbach's alpha formula
[30]. Likewise, the validity of the test item criteria was determined by the biserial point equation [31]
and the reliability of the test using the KR-20 formula [32]. This research was conducted in the
second semester of the 2019/2020 school year. The research data were then presented in descriptive
static form in the form of chart tables and graphs.

3. Research Results and Discussion

3.1. Analyze
This stage contained an analysis of student needs. According to the preliminary observation,
Students XII Grade at Public Senior High School 8 Makassar (SMAN 8 Makassar) has been learning
from teachers based on textbooks. However, such a learning model is dominated by teachers, while
student involvement is still less. This causes the activities of the student to become very passive.
Besides that, students of SMAN 8 Makassar rarely do lab work, even though physics is identical to
learning and practicum. Notably, the topic of learning about Alternating Current, that requires more
intensity of practicum.
Based on the facts above, it was decided that Class XII students of SMAN 8 Makassar need more
learning media. The media that is suitable for the characteristics of alternating current material and
has never been applied at SMAN 8 Makassar, which is Livewire simulation. Therefore, guided

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inquiry-based worksheets assisted by Livewire simulation were proposed to help in learning physics
Alternating Current material. These worksheets consist of four primary materials, which are
alternating current and voltage, alternating current electrical circuits, RLC series circuits, and power
in alternating current circuits.

3.2. Design
This phase was developed according to the analysis of student needs. At this stage, concept maps
regarding alternating current material and learning objectives were evolved. Then, the worksheet's
material was packaged with the guided inquiry learning approach. The first step was to describe the
Alternating Current and Voltage. After the learning session conducted, then the presentation was
designed with the help of Livewire simulation. Next, in the worksheets, the symbols, menus,
facilities, and operating techniques of livewire simulation were introduced first. The work steps of
each worksheet were directed to guided inquiry-based learning. As for the following material,
everything was designed according to the steps outlined previously.

3.3. Develop
At this stage, all concepts and designs were developed. The development was still based on the
analysis of student needs. The results of the development of the 1st stage design worksheets with
topics alternating current and voltage can be seen in Figure 3 below.
Topics : Alternating current and voltage
Right-click on the Digital Multimeter component, then select mode and select Ohm as shown
below,

Figure 3. The Result of One of the Worksheets Developments

Also, on the next worksheets could be developed up to the 4th worksheets with topics Power in
the alternating current circuit. The results of the development of worksheets can be seen in Figure 4
below.
Topics : Power in alternating current circuits
Then connect all the components so that the RLC circuit is formed as shown below

Figure 4. The Result of Worksheet Development

3.4. Implementation

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The next stage was the implementation model of guided inquiry-based learning worksheets helped
by livewire simulations in learning in schools. Before the worksheets were implemented, they had
been assessed by learning media experts. According to them, the model has met the eligibility
criteria for content. The content eligibility is guided by the essential competencies set out in the
Content Standards, one of the parts of national education standards in Indonesia. The percentage of
content feasibility was 97.50%, and for the components of presentation feasibility, language
feasibility, and graphic eligibility were above 90%. This means that all the feasibility has been
fulfilled, and the worksheets are declared valid. The results of the assessment of the four feasibility
components, as described, can be seen in table 1.

Table 1. Results of Learning Media Expert Assessment of The Model

No. Aspect Mean of each aspect Percentage (%)

1 Feasibility of content 3.90 97.50
2 Feasibility of presentation 3.70 92.50
3 Feasibility of language 3.68 92.00
4 Feasibility of graphics 3.86 96.50
Source: Primary Data Processed (2020)

These results are similar to the results of the development that has been carried out by Ulum,
Soetjipto, and Yuanita (2019), who reported that the quality of physics learning development based
on guided inquiry supported by PhET simulations was declared valid. The result of learning
components includes syllabus, student textbooks, and worksheets [33].

3.5. Evaluation

After the five steps that had been carried out, the next stage was evaluation. At this stage, students
were asked to respond to the use of the model. Questionnaires were given to students as many as 30
items, by adapting the Likert scale. The number of items for indicator-1 was 11, indicator-2 was 11,
and indicator-3 was 8. The highest empirical score obtained by students was 121, and the lowest was
94. The results of the analysis of student responses can be seen in Figure 5 below.

Figure 5. Student Responses to The Worksheet Model

Figure 5 above indicates that most (33.3%) students responded that the proposed model worksheet
that researchers had developed could be used well. Furthermore, the student's responses that were
analyzed for each indicator developed, it can be seen in Figure 6 below.

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Figure 6. Graphic of Student Responses on The Worksheet Model for Each Indicator

Figure 6 above describes that the graph of student responses both overall, and each indicator tends
to be consistent, which means it shows a positive reaction to the model. Therefore, according to the
student's perceptions, the worksheet model can practically be used in learning physics, especially
Alternating Current material.
After the worksheets were implemented in learning, students were given a physics learning
achievement test. After analyzing the learning outcomes, the student learning achievement can be
seen in Figure 7 below.

Figure 7. Graphic of Student Learning Achievement After Utilizing The Worksheet Model

According to Figure 7 above, it appears that in general, students have fully understood the
concepts in the material presented through the model. Students can choose the right tools and
relevance between the concepts of Flow and Voltage with other materials. The assessment results of
60 students, it is obtained 23 students or 38.3% who have a score of learning outcomes that are
categorized as high. There are 18 students or 30% in the medium category. Based on student learning
outcomes data that has been shown above, it can be concluded that the model is effectively used in
physics learning.
Similar research has been carried out by Repdayanti, Mawardi, and Oktavia (2018) on the
development of guided inquiry-based worksheets. The results of the study indicate that the
development of guided inquiry-based worksheets has been valid, practical, and effectively used in
the process of learning chemistry at the level of the reaction material [34]. On the other hand,
Umriani, Suparman, Hairun, and Sari (2020), that have conducted research aimed at designing
worksheets with problem-based learning models to improve student's creative thinking skills shows
still low [35].
Moreover, according to the teacher's response to the use of the model in learning for each
indicator, can be explained as follows. Teacher response indicators consist of six indicators, namely,

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the appropriateness of content, presentation, language, graphic, completeness, and feasibility.

Overall, the average score of each indicator can be seen in Table 2 below.

Table 2. Indicators of Teacher Responses to The Model

Mean of each
No Indicators Percentage (%)
indicator
1 Feasibility of content 3.92 98.00
2 Feasibility of presentation 3.65 91.25
3 Feasibility of language 3.64 91.00
4 Feasibility of graphics 3.82 95.50
5 Completeness 3.68 92.00
6 Implementation 3.72 93.00
Source: Primary Data processed (2020)

Based on table 2 above, it appears that the feasibility of the content occupies the largest
percentage, then followed by the feasibility of graphics. This presents that the developed model
fulfils the content of a worksheet. The appropriateness of material refers to the basic competencies to
be achieved in learning. Likewise, the feasibility of the graphic shows that the resulting average is
quite high. This indicates that the display of images, fonts, and size fonts are used in the model is
quite good. This further proves that the developed model meets the graphic aspect. If the teacher's
response is presented in a spider diagram, it will look like in figure 8 below.

Figure 8. Spider diagram of Teacher-Responses Towards The Model

In general, the teacher's response to the model on the Alternating Current material is in the
excellent category. It appears that the teacher's response to each indicator is above a score of 3 from
a possible score of 1-4 or a percentage above 90%. This shows that the developed model was
appropriate to be used by the teacher in learning. This result is supported by research conducted by
Windiastuti, Suyono, and Kuntjoro (2018) [36]. They reported that teachers like to use learning tools
that have been developed because they are practical and useful. Similarly, the results of the
development carried out by Nurahman, Widodo, Ishafit, and Saulon (2018) indicated that the
appearance and language of guided inquiry physics learning worksheets are perfect and worthy of
being used as a source of learning [37].
Lastly, after interviewing the teachers of SMAN 8 Makassar about the use of the developed
model, they agreed that the model is very useful in education. Moreover, the use of the model is
beneficial for students and teachers in lockdown periods these days, in which The local Government
of Indonesia applies large-scale social restrictions to break the chain of transmission of COVID-19.
So, the teacher is much helped by the worksheets developed model, which related to work from
home implemented by the Indonesian government.

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4. Conclusions
According to the results of the analysis and discussion that has been stated, it can be concluded
that,
1. The guided inquiry-based worksheet assisted by the livewire simulation that has been developed
is declared valid for the teacher to use in the learning process. This statement is indicated by the
response of media experts and teachers who are very positive towards the worksheets.
2. The developed Guided inquiry-based worksheets based on livewire are declared practical. This is
indicated by the response of students and teachers who are also very positive towards worksheets.
3. The developed model has been declared effective for teachers to use in learning. This is proved
by the student learning achievement obtained after using these Worksheets in the high category.

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