Journal of Education, Teaching, and Learning
Volume 5 Number 1 March 2020. Page 199-208
p-ISSN: 2477-5924 e-ISSN: 2477-4878

Journal of Education, Teaching, and Learning is licensed under
A Creative Commons Attribution-NonCommercial 4.0 International License.

DEVELOPMENT OF ELECTRICAL CAR LEARNING MEDIA AS A FUTURE
ALTERNATIVE CAR
Supari Muslim1), Tri Wrahatnolo2), Sri Handayani3), Erina Rahmadyanti4), Nita Kusumawati5), Achmad
Imam Agung6)
1)

Universitas Negeri Surabaya, Surabaya, Indonesia
E-mail: supari@unesa.ac.id

2)

Universitas Negeri Surabaya, Surabaya, Indonesia
E-mail: triwrahatnolo@unesa.ac.id

3)

Universitas Negeri Surabaya, Surabaya, Indonesia
E-mail: srihandajani@unesa.ac.id

4)

Universitas Negeri Surabaya, Surabaya, Indonesia
E-mail: erinarahmadyanti@unesa.ac.id

5)

Universitas Negeri Surabaya, Surabaya, Indonesia
E-mail: nitakusumawati@unesa.ac.id
6)

Universitas Malang, Surabaya, Indonesia
E-mail: achmadimam@unesa.ac.id

Abstract. This research aims to: (1) develop Electric Car Learning Media through research and development (R&D)
ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation); (2) knowing the level of feasibility of
learning media for electric cars (LMEC) in a learning perspective; and (3) to determine the effectiveness of LMEC in the
learning process. The study found that: (1) based on the validator's assessment, that the LMEC that had been developed
was very suitable for use in learning Electric Cars; (2) based on student assessment, that LMEC is very suitable for use
in learning Electric Cars in the Department of Electrical Engineering, State University of Surabaya; and (3) LMEC is
very effective, proven as many as 24 (77.41%) of students get a score of learning outcomes in the range 71-100, with
good and excellent categories.
Keywords: Learning Media; Electric Cars; Development

I. INTRODUCTION
Vocational education is secondary education that prepares
students to work in certain fields (National Education System
Law No.20 of 2003. These goals can be achieved through the
2013 SMK curriculum by referring to (1) eight National
Education Standards which include content standards, process
standards, graduate competency standards, teacher and

education staff standards, facilities and infrastructure
standards, management standards, financing standards, and
standards educational assessment; and (2) an effort, so that the
abundant productive age human resources (around 70% of the
Indonesian population), can be transformed into human
resources who have competence and skills through education,
so as not to become a burden of development in the future.
Therefore, vocational education including Vocational High

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Volume 5 Number 1 March 2020. Page 199-208
p-ISSN: 2477-5924 e-ISSN: 2477-4878
Schools (SMK) was chosen by UNESCO and the ILO as an
integral part of "Technical and Vocational Education and
Training (TVET)" within the "Education for All" framework
(Sudira, 2018) Considering the importance of vocational
education in Indonesia, Presidential Instruction No. 9 of 2016
has been issued, on the revitalization of vocational education
which includes: (1) making a road map for developing
vocational schools; (2) perfecting and aligning the SMK
curriculum with competencies according to user needs; (3)
increasing the number and competence of teaching and
education personnel in vocational high schools; (4) increasing
cooperation
with
Ministries/Institutions,
Regional
Governments, and the business/industrial world; (5)
increasing access to SMK graduates' certification and SMK
accreditation; and (6) forming vocational development
working groups.
With the revitalization program, the learning design in
vocational high schools needs to be adjusted to the
competencies needed by the business world and industry.
Therefore, improving the quality of teachers and education
personnel, as well as providing infrastructure, including
learning media, is an important part of the vocational
education revitalization program at Vocational Education
Revitalization Paper. Vocational learning must be effective to
prepare vocational graduates to be ready to work and ready to
try (Sudira, 2018). In addition to the effectiveness factor, the
aspect of school transition to the world of work is an
important aspect that must be considered in vocational
learning in the XXI century (Sudira, 2018a), because it
becomes an important task for the lecturers of the Educational
Personnel Institute whose job is to prepare vocational teacher
candidates. The question that can be asked is: "how should a
learning media be developed" so that the learning process in
the lecture room can run effectively and efficiently. For this
reason, a research entitled "Development of Learning Media
for Electric Cars as an Alternative Car of the Future" should
be carried out.
The research needs to be done, with the premise that
learning media is an important part of an overall learning
process. Media comes from the word medium, which means
something that is designed, to reach many users, including
students in the learning process. Media is a communication
channel that carries messages with instructional purposes
(Omadara & Adu, 2014). In line with this opinion, Akhtar &
Ali (2012) view that the media is a means to send messages
from a learning perspective. Media is a tool that can be used
as a vehicle for channeling learning information or channeling
messages to achieve learning objectives (Djamarah & Aswan,
2002). In the context of media as a source of learning, then the
media can broadly be interpreted as a tool/means of
communication including humans, objects, or events that
enable students to gain knowledge and skills. Thus it can be
concluded that: (1) the media is a container of messages that
the channel wants to forward to the target/recipient of the
message; and (2) that the material to be conveyed is a learning
message, and the goal to be achieved is the occurrence of the
learning process to obtain the desired learning outcomes.

Based on the understanding of the media as described
above, in essence, the learning process is a process of
communication or delivery of messages from the introduction
to the recipient. The message in the form of subject matter is
poured into communication symbols both verbal (words and
writing) and nonverbal. This message will be captured by
students as knowledge, skills, and values that can be used in
everyday life. For the message to be conveyed effectively,
adequate facilities/media are needed. Student retention or
capture power is strongly influenced by the model of learning
activities undertaken by the teacher. According to Eyler and
Giles (1999), students can only absorb 5% of the learning
material if the teacher's activities in learning are done with
lectures, and if learning is done by reading the students'
absorbency increases to 10% (check Figure 1). Whereas if the
learning activity is done by "doing" the student's retention
power reaches 90%. Research by Eyler and Giles (1999)
proves that the effectiveness of learning is influenced by the
media used by the teacher. They found that the learning model
that is located at the top of the cone, namely learning that only
involves verbal symbols through text presentation, is the
learning that produces the highest level of abstraction. In
contrast, the most effective learning is learning that is at the
base of the cone, i.e., students are directly involved with the
learning experience according to instructional objectives. The
level of abstraction in this learning model is very low, making
it easier for students to absorb new knowledge and skills
following the learning objectives.

Fig. 1 Learning Pyramid
(Source: Eyler & Giles, 1999)

The benefits of the media in the learning process are to
facilitate interactions between teachers and students so that
learning activities will be more effective and efficient.
According to Kemp & Dayton (Depdiknas, 2003), that the
benefits of instructional media are: (1) delivery of subject
matter can be uninformed; (2) the learning process becomes
clearer and more interesting; (3) the learning process becomes
more interactive; (4) efficiency in time and energy; (5)
improving the quality of student learning outcomes; (6) the
media allows the learning process to be carried out anywhere
and at any time; (7) the media can foster positive student
attitudes towards the material and learning process; and (8)
changing the teacher's role in a more positive and productive
direction. Learning media can fulfill three main functions if

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p-ISSN: 2477-5924 e-ISSN: 2477-4878
the media is used for individuals, groups, or a large listener
group (Kemp & Dayton, 1985), namely: (1) motivating
interests and actions, (2) presenting information, and (3)
giving instructions. The expected outcome is to generate
interest and stimulate students or listeners to act. Achieving

this goal will affect attitudes, values, and emotions. Taking
into account the benefits of instructional media as described
above, the materials used to support this research
"Development of Electric Car Learning Media as an
Alternative Car of the Future" include the following:

a. Prototype Electric Car

b. Electric Cars Ready to Pave
Fig. 2 Electric Cars

Fig. 3 Electric Car Battery Charging System (1 Battery)

Fig. 4 Electric Car Battery Filling System (4 Battery)

Fig. 5 Electric Reva/G-Wiz I Car Charging a Battery at an Electric
Charging Station (Roadside City of London)

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Volume 5 Number 1 March 2020. Page 199-208
p-ISSN: 2477-5924 e-ISSN: 2477-4878

Fig. 6 Battery Charging Station in Rio de Janeiro, Brazil (Using Solar Energy)

Fig. 7 Schematic for charging the battery with electricity from solar cells

Fig. 8 Full-Bridge Converter and 3 Phase Inverter as Drive an Electric Car Based on a Microcontroller

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Volume 5 Number 1 March 2020. Page 199-208
p-ISSN: 2477-5924 e-ISSN: 2477-4878

Fig. 9 Analog PWM circuit

Fig. 10 IR2111 driver IC circuit

Fig. 11 Full-Bridge Converter Series

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Volume 5 Number 1 March 2020. Page 199-208
p-ISSN: 2477-5924 e-ISSN: 2477-4878

Fig. 12 High-Frequency Transformer

Fig. 13 Full-Bridge Converter Series

There are several research results related to learning media.
Muslim, Suprianto, and Gitama (2018) conducted a study
entitled "development of human mechanic auotonics S070
interface trainers for electric motor installation learning"
which found that: (1) validation of media content by learning
media experts, obtained "very feasible categories" (percentage
of 89.58%); and (2) a learning media trial conducted on 30
students at the Navy Special Vocational School 1 Surabaya,
obtaining a "very decent category" with a percentage of
83.04%. A similar study conducted by Eliza, Myori, and
Wireksi (2017) with the title "electronic control system
trainer" found that: (1) the validation of the media trainer
received a score of 0.91 (very high category); and (2) the
effectiveness test on the trainers concluded that as many as
89.3% of students reached the minimum completeness criteria.
Another study conducted by Widiantama (2017) with the title
"the development of a DC motor speed control system trainer
as a learning medium for robotics practice concluded that: (1)
the assessment of media experts on trainers, obtained a score
of 72 (feasible category); and (2) 50% of students stated that
the trainer was feasible, and as many as 50% of students stated
that the trainer was very appropriate to be used in learning.
Furthermore Sarab et al. (2014) in his study entitled "From
Traditional Learning into Mobile Learning in Education at the
University Level: Undergraduate students' perspective", found
that: (1) mobile learning can cover the deficiencies of

traditional learning; (2) mobile learning is a substitute for
traditional learning systems; and (3) more than half of the
students show interest in using cellular learning.
In connection with a number of the results of the above
studies, Syarief and Isdianto (2015) conducted a study entitled
"analysis of electromagnetic control interference in class IX
SMKN 3 Semarang" which found that there were significant
differences between student learning outcomes in the
experimental class and class control (t count 2.72> t table
2.00). Wirawan and Wahyudi (2016) conducted a similar
study with the title "Development of electromagnetic trainer
visual aids as learning media for basic electrical concepts"
which concluded that the scores of student learning outcomes
increased from 56.69 to 72.3 in the control class and an
increase in scores from 56.11 to 77.44 in the experimental
class.
II. METHODOLOGY
Research with the title "Development of Electric Car
Learning Media as an Alternative Car of the Future" was
conducted using the ADDIE Model (Brog & Gall, 2003), with
the
procedures:
Analysis,
Design,
Development,
Implementation & Evaluation as shown in Fig. 14.

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p-ISSN: 2477-5924 e-ISSN: 2477-4878
Based on the steps of ADDIE research & development
(Brog & Gall, 2003) as shown in Figure 14 above, the more
detailed research of "Development of Electric Car Learning
Media (LMEC) as Alternative Car of the Future" is carried out
through the procedure as shown in Fig. 15. The study
consisted of 4 steps, namely analysis, design, development,
and implementation.

Fig. 15 Development of Electric Car Learning Media as Alternative Cars of the Future
(Adaptation of the ADDIE Research & Development Model) (Source: Brog & Gall, 2003)

Research procedure:
 Analysis: the first step is a study of learning media through
observation of several sources, as well as through
questionnaires and focus group discussions (FGD) with
instructional media experts and lecturers in the field of
electrical engineering, specifically about electric cars.
Furthermore, an analysis of the results of the observation,
questionnaire, and FGD methods was conducted to obtain
the criteria of a learning media about the Electric Car
Learning Media (LMEC) as an Alternative Car of the
Future;
 Design: based on the learning media criteria as a result of
the analysis (first step) mentioned above, then the second
step is carried out the "design" activity through (1) media
selection; (2) format selection; and (3) initial design. The
result of this second step is the "LMEC-1 draft";
 Development: product design in the form of "LMEC-1
Draft" obtained in the second step, then in the third step an
FGD activity is carried out. Based on the input obtained in
the FGD, the "LMEC-1 Draft" was revised. The next step,
Draft LMEC-1, is validated by 3 validators (media experts)
so that it becomes "Draft LMEC-2".
 Implementation: "Draft LMEC-2" obtained from the third
step, then implemented in the field/class through trials at
the Department of Electrical Engineering, State University
of Surabaya. Based on the results of the trial, a revision of
the deficiencies remaining in the "LMEC-2 Draft" was
made, so that it became the final/final product in the form
of "LMEC".
Learning media used in teaching and learning activities
must be feasible so that it can provide benefits to students.
Nieveen (1999) states three aspects that need to be considered
in assessing the quality of a product from development

research, namely validity, practicality, and effectiveness. In
line with this opinion, Seals and Richey (1994) stated that the
research product development of instructional media must
meet the criteria of validity, practicality, and effectiveness.
Furthermore, to determine the level of eligibility of LMEC,
the criteria listed in Table 1 below are used with 4 (four)
categories, namely: (1) inappropriate; (2) inadequate; (3) good
enough; and (4) very feasible.
TABLE I
CATEGORY OF FEASIBILITY BASED ON RATING SCALE

No
1
2
3
4

Score (%)
0% - 25%
>25% - 50%
>50% - 75%
>75% - 100%

Eligibility category
inappropriate
inadequate
enough
very feasible

(Source: Sugiyono, 2010)
III. RESULTS AND DISCUSSION
A. Results
Research result, as explained in the steps in the
development of instructional media, that in the third step
(development) validation is carried out on the learning media.
The results of the validation of the "Electric Car Learning
Media Draft (LMEC)" through 3 (three) learning media
experts, as shown in Fig. 14.
As shown in Fig. 14, from the aspect of LMEC content, an
average score of 92.33 was obtained with a very decent
category, while from the aspect of LMEC's appearance, a
score of 92.33 (including the very decent category) was
obtained. While from the aspect of mobility, practicality, and
feasibility of LMEC, each score of 91.33; 91.66; and 90.33,
where all three are included in the "very decent" category.

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p-ISSN: 2477-5924 e-ISSN: 2477-4878
Based on the evaluation of the three validators, it can be
concluded that LMEC is very suitable to be used in the
learning process of electric cars in the Department of
Electrical Engineering, State University of Surabaya. While
the assessment of 31 students (participants of the Electric Car
learning) on LMEC is shown in Fig. 15.
Based on Fig. 15, it can be seen that the student's
assessment of LMEC can be stated as follows:
 As many as 16 (51.61%) students stated that from the
aspect of content, LMEC was very feasible, and the
remaining 15 (48.38%) students stated that LMEC was
suitable for use in learning;
 As many as 15 (48.38%) students stated that the
appearance of LMEC was very feasible, and the remaining
16 (51.61%) students stated that LMEC was suitable for
use in learning;

 As many as 18 (58.06%) students stated that LMEC
mobility was very feasible, and the remaining 13 (41.93%)
students stated that LMEC was suitable for use in learning
 As many as 17 (54.83%) students stated that the
practicality of LMEC was very feasible, and the remaining
14 (45.16%) students stated that LMEC was suitable for
use in learning;
 As many as 18 (58.06%) students stated that LMEC was
very suitable for use in learning, while the remaining 13
(41.93%) students stated that LMEC was suitable for use
in learning.
Based on the data in Fig. 15, in general, it can be stated that
the Electric Car Learning Media (LMEC) is very feasible to
use in learning Electric Cars in the Department of Electrical
Engineering, State University of Surabaya. Furthermore,
student learning outcomes, as shown in Fig. 16.

Information: V1 = Validator 1; V2 = Validator 2, and V3 = Validator 3
Fig. 14 Bar diagram of the results of LMEC validation by three Media Experts (Validator)

Fig. 15 Student Rating Bar Diagram of LMEC Eligibility

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Fig. 16 Bar Diagram of Student Learning Outcomes in Learning Electric Cars

Based on Fig. 16, it can be explained that as many as 2
(6.45%) students get a score of learning outcomes in the range
of 50-60 with less categories, as many as 5 (16.12%) students
get a score in the range of 61-70 with enough categories, as
many as 18 ( 58.06%) students scored in the range 71-85 in
the good category, and the remaining 6 (19.35%) students
scored in the range 86-100, in the excellent category. Based
on these data, it can be stated that as many as 24 (77.41%) of
students obtained scores of learning outcomes in the range of
71-100, with good and excellent categories. Thus it can be
concluded that "Electric Car Learning Media (LMEC)" is very
effective as a learning medium for Electric Cars in the
Department of Electrical Engineering, State University of
Surabaya.

the retention power of students reaches 90%. The results of
this study also support the Kemp & Dayton statement
(Ministry of National Education, 2003), that the benefits of
learning media are: (1) the delivery of subject matter can be
done easily and smoothly; (2) the learning process becomes
clearer and more interesting; (3) the learning process becomes
more interactive; (4) efficiency in time and energy; (5)
improving the quality of student learning outcomes; (6) the
media allows the learning process to be carried out anywhere
and at any time; (7) the media can foster positive student
attitudes towards the material and learning process; and (8)
changing the teacher's role in a more positive and productive
direction.
The findings of this study are in line with the results of the
Eliza, Myori, and Wireksi (2017) research entitled "Electronic
B. Discussion
control system trainers for learning to operate electronic
This research found: (1) based on the validator's assessment, control systems" which found that: (1) the validation
that the Learning Media for Electric Car (LMEC) that has conducted on the Trainer received a score of 0.91 with the
been developed is very feasible to be used in the learning of category very high; and (2) the effectiveness test of the
Electric Cars; (2) based on student assessment, that LMEC is Trainer states that as many as 89.3% of students reach the
very suitable for use in learning Electric Cars in the minimum completeness criteria. The results of this study also
Department of Electrical Engineering, State University of support the findings of Widiantama (2017) entitled "the
Surabaya; and (3) as many as 24 (77.41%) of students development of a DC motor speed control system trainer as a
obtained learning outcomes in the range of 71-100, with good learning medium for robotics practice" which concluded that:
and excellent categories. The results of this study indicate that (1) the media expert's assessment of the trainer obtained a
LMEC can function properly as a distributor of learning score of 72 with a decent category; and (2) as many as 50% of
information about Electric Cars. This is in line with the students stated that the trainer was appropriate for use in
opinion which states that "the media" is a tool that can be used learning, and the remaining 50% of students stated that the
as a vehicle for channeling learning information or channeling trainer was very suitable for use in learning the DC motor
messages to achieve learning objectives (Djamarah & Aswan, speed control system.
2002). In the context of media as a source of learning, LMEC
The findings obtained through this study support the
can be interpreted as a tool/means of communication that research results of Muslim, Achmad, Budi, Achmad, and
allows students to gain knowledge and skills.
Aribowo (2018) written in his research journal entitled
With LMEC in the form of audiovisual, the learning of "development of human mechanic interface auotonics S070
electric cars can be done by demonstration-discussion-practice trainer for electric motor installation learning" which
doing-practice, so that in general students can understand the concluded that : (1) validation of media content by learning
teaching materials of electric cars, as an alternative to future media experts, obtains a "very feasible category" with a
cars. Thus, the results of this study support the theory of Eyler percentage of 89.58%; and (2) by testing the learning media of
and Giles (1999), that students can only absorb 5% of the 30 students at the Special Vocational School 1 Navy, obtained
learning material if the teacher's activities in learning are done a "very decent category" with a percentage of 83.04%, and it
with lectures, and if learning is done by reading then the was proven that student learning outcomes improved to reach
student's absorption increases to by 10%, whereas if learning the "minimum completeness criteria (MCC)".
activities in the form of "doing" include learning with peers,

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p-ISSN: 2477-5924 e-ISSN: 2477-4878
As stated above, LMEC is declared to be very feasible and
effective in improving student learning outcomes in learning
Electric Cars. Thus the results of this study are in line with the
findings of Syarief and Isdianto (2015) through their research
entitled "application of electromagnetic interference analysis
props in subjects operating electromagnetic control systems in
class IX SMKN 3 Semarang" which concludes that there are
differences insignificant between student learning outcomes in
the experimental class and the control class (t count 2.72
greater than t table 2.00). The results of this study, also
support the research results of Wirawan and Wahyudi (2016)
with the title "Development of electromagnetic trainer visual
aids as learning media for electric basic concepts" which
found that in the experimental class and increase in learning
outcomes scores was from 56.11 to 77.44, while in control
class an increase in learning outcomes score of 56.69 to 72.3.
This means that the Electromagnetic Trainer "can function
well as a learning medium so that student learning outcomes
are improved.
IV. CONCLUSIONS
The study found: (1) based on the validator's assessment,
that the LMEC that had been developed was very feasible to
be used in learning Electric Cars; (2) based on student
assessment, that LMEC is very suitable for use in learning
Electric Cars in the Department of Electrical Engineering,
State University of Surabaya; and (3) LMEC has proven to be
very effective, because as many as 24 (77.41%) of students
obtained learning outcomes in the range of 71-100, with good
and excellent categories.
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