Indonesian Review of Physics (IRiP) p-ISSN: 2621-3761 | e-ISSN: 2621-2889 Vol.5, No.1, June 2022, pp. 8 - 15 DOI: 10.12928/irip.v5i1.5830 http://journal2.uad.ac.id/index.php/irip Email: irip@mpfis.uad.ac.id 8 Development of Photoelectric Effect Learning Media based on Arduino Uno Hardi Hamzah1, Dewi Sartika2, and Muhammad Nurkhalis Agriawan3* 1 Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Cenderawasih. 2,3 Department of Physics Education, Faculty of Teacher Training and Education, Universitas Sulawesi Barat. Email: muhammadnurkhalisagriawan@gmail.com Article Info ABSTRACT Article History Received: Mar 11, 2022 Revision: May 10, 2022 Accepted: Jun 14, 2022 This study aims to develop a photoelectric effect learning media based on Arduino Uno. The subjects in this study were students who took Modern Physics courses. The media development procedure uses the Borg and Gall model, which is limited to seven stages. The feasibility of the developed media refers to the results of the media expert's assessment, the level of practicality, and the effectiveness of the media. The test results show that the product's Planck constant of 6.62 × 10-34 J.s corresponds to the theoretical value. Three experts concluded that the learning media had a good level of feasibility to be used as an experimental tool. The level of practicality and effectiveness of the media showed good results. That is, practical and effective media to be used in experiments. So, it can be concluded that the Arduino Uno-based photoelectric effect learning media that has been developed is suitable for use in learning. This is an open-access article under the CC–BY-SA license Keywords: Arduino Uno Learning Media Photoelectric Effect To cite this article: H. Hamzah, D. Sartika, and M. N. Agriawan, “Development of Photoelectric Effect Learning Media based on Arduino Uno,” Indones. Rev. Phys., vol. 5, no. 1, pp. 8–15, 2022, doi: 10.12928/irip.v5i1.5830. I. Introduction Physics is one of the sciences with many formulas, laws, and theories created by scientists from their discoveries [1], [2]. Stigma about the difficulty of physics subjects has been embedded in most high school, and college students, so few students do not understand the concept of physics well [3]. One theory that is quite well known among physics students is quantum theory. In quantum theory, there is a discussion of the wave-particle duality, namely light as a particle and light as a wave. This will be discussed further in the physics curriculum, which is important for learning quantum theory, namely the photoelectric effect [4], [5]. Abstract physical phenomena such as the photoelectric effect will be easier to understand with experiments. Not all educational institutions have adequate experimental equipment facilities, one of which is the West Sulawesi University Physics Education Study Program. The implementation of the photoelectric effect practicum has never been done independently due to the unavailability of photoelectric effect practicum tools. Information and Communication Technology (ICT) cannot be separated from the physics learning process in the digital era, especially in the laboratory. The use of information and communication technology is an effective and efficient way to convey information and has great potential to improve the quality of learning, especially in displaying physical phenomena [6]. One of the uses of a microcontroller in media development is to develop a sound level meter based on Arduino Uno [7], as well as the development of Hooke law teaching aids based on Arduino Uno [8]. The study used the Arduino Uno microcontroller as an analog data processor for digital data [9]–[11]. In line with this, the use of various types of sensors to develop media has been widely carried out, such as the use of infrared sensors, magnetoresistance, sensor networks and pipelines, photodiode sensors, and Giant Magnetoresis- tance (GMR) Sensors [12]–[14]. There is a fundamental physical constant in the concept of the photoelectric effect. This constant is used to explain various effects in quantum theory which is very important for determining the standard for measuring electricity and mass, namely Planck's constant [15]. Not a few think that Planck's constant is an interesting thing to prove, so the measurement (h) in the International Units system is used as an experimental effort to prove its existence [16]. Many types of research on the photoelectric effect have been carried out using various research methods. http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526275227&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526650381&1&& https://doi.org/10.12928/irip.v5i1.5830 http://journal2.uad.ac.id/index.php/irip mailto:muhammadnurkhalisagriawan@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ Indonesian Review of Physics (IRIP) Vol.5, No.1, June 2022, pp. 8 - 15 9 H. Hamzah, et al. Development of Photoelectric Effect Learning Media based … p-ISSN: 2621-3761 e-ISSN: 2621-2889 The development of instruments to explain the occurrence of the photoelectric effect with its various developments has been the research subject in recent years. For example, Garver [17] developed an economic photoelectric effect experimental apparatus using LEDs as a light source. The experimental results for determining the plank constant reached an uncertainty level of 7%. Then Risdiyanto [18] developed an experimental photoelectric effect using LED as a light source and a 1P39 vacuum phototube type where the photoelectric effect occurs. Umma and Sucahyo [19] developed a microcontroller- based photoelectric effect experiment tool with RGB LEDs as light sources and photodiodes as light sensors. This experimental tool can explain that the photoelectric effect is not affected by light intensity but is influenced by the frequency of a light source that illuminates a metal. In addition, the measured plank constant has an error of 3.8%. Putri and Ishafit [1] have developed a data acquisition system using Arduino and LabVIEW for photoelectric effect experiments. This developed system allows the automation of data collection to minimize errors. The plank constant was measured using the capacitor discharge technique on the LED. The acquisition system has been declared feasible by experts. The analysis results show the measurement error rate is less than 5%. The measured plank constant value is 6.67 × 10-34 J.s. Based on previous research, the output or appearance of the photoelectric effect experiment is still manual. Therefore, this study designed a tool that can directly display photoelectric effect events on a laboratory scale using an LCD. The light source used is an RGB LED and a photodiode sensor as a variable for the light intensity value into a voltage value which will automatically be read on the LCD. The design of this tool uses Arduino Uno and Arduino IDE software as a controller of light intensity by the source and also a reader of the output voltage value from the sensor and uses a potentiometer as an RGB LED color variable so that it can produce various types of colors. Planck's constant can be measured 10% better using multiple LEDs ranging from 470 nm to 631 nm [10]. The RGB LED is used as a light source in this study as an LED that can emit three basic colors of light in one LED unit. The advantage of this RGB LED is that it can produce more data variations of up to six types of colors with the help of the Arduino IDE Software. So that learning is more meaningful. Another advantage of LEDs over sodium, sodium, and mercury lamps is that they are more energy-efficient and last longer, up to 50000 hours. In comparison, the mercury lamp is 10000 hours. LED lamps are not hot and do not contain ultraviolet. The choice of photodiode sensor is because this sensor can explain the photoelectric effect. So, this study aims to develop a photoelectric effect learning media that is suitable for use on a laboratory scale. II. Theory Learning media are all forms of physical equipment that are designed in a planned manner so that they can be used in learning and can be used by students [20]. Learning media is a tool in the teaching and learning process to stimulate the thoughts, feelings, attention, and abilities or skills of the learner so that it can encourage the learning process [21]. Based on this definition, learning media is a tool that is made in a planned manner to support the learning process. Arduino is an electronic board that is open source so that it can make it easier for anyone who wants to create interactive and interesting projects [22]. The photodiode sensor is a light-sensitive diode. The photodiode sensor will experience a change in resistance when receiving light intensity and will flow forward electric current as a diode [23]. The photodiode is a semiconductor material where there is a p-n junction in it [24]. A photodiode sensor is a component that can be used to change the intensity value that is read from light into an electrical quantity, namely the voltage value. In the photoelectric effect, the effect of light on electrical properties is not only due to the nature of light as an electromagnetic wave but also the nature of light as an energy carrier. In the photoelectric effect experiment, measurements were made of how the emitted electrons' rate and kinetic energy depended on the light source's intensity and wavelength [25], [26]. The light intensity only affects the large value of the current that passes through the circuit. When a suitable light is applied to one of the plates, an electric current is detected in the wire. This occurs because electrons escape from one plate and go to another plate together, where one electron absorbs a quantum of energy. One quantum of energy absorbed by the electron is used to detach from the metal and move to another metal plate. Since the electron with the highest energy cannot pass through the stopping potential, the measurement of the stopping potential or Vs is a way to determine the maximum kinetic energy of the electron (see eq. 1). 𝐸𝑘𝑚𝑎𝑥 = 𝑒 𝑉𝑠 (1) Where e is the electron charge (1.6 × 10-19 C), Vs is the stopping potential in volts. The maximum kinetic energy value can be related to the frequency as shown in Eq. 2. 𝐸 = 𝑊𝑜 + 𝐸𝑘𝑚 (2) ℎ𝑣 = ℎ𝑣𝑜 + 𝐸𝑘𝑚 (3) 𝐸𝑘𝑚 = ℎ𝑣 − ℎ𝑣𝑜 (4) Equations 2 are called the Einstein photoelectric effect equations. Where Wo is the energy threshold of the metal work function, Vo is the threshold frequency of the metal, and v is the frequency of the light used, Ekm is the maximum kinetic energy of electrons released from the metal and moving to another metal plates [27]. Plank's constant can be determined experimentally using Eq. 5. ℎ𝑣 = 𝐸𝑘𝑚 (5) http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526275227&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526650381&1&& Indonesian Review of Physics (IRIP) Vol.5, No.1, June 2022, pp. 8 - 15 10 H. Hamzah, et al. Development of Photoelectric Effect Learning Media based … p-ISSN: 2621-3761 e-ISSN: 2621-2889 ℎ 𝑐 𝜆 = 𝐸𝑘𝑚 (6) c is the speed of light (3 × 108 m/s), and 𝜆 is the wavelength of the light source used. Equation 6 illustrates the relationship between the wavelength of light and kinetic energy. The greater the wavelength of light, the smaller the kinetic energy because the value of kinetic energy is inversely proportional to the wavelength. III. Method The types of research used are Research and Development, which is a method of research used to produce specific products and test the effectiveness of the product [28]. The development is carried out using a procedural model by adapting the Borg and Gall development model. Product trials include product trial designs. The development procedure in this study adopted the seven steps of Borg and Gall, as shown in Figure 1. Figure 1. Seven stages of the Borg and Gall development model The first stage: Potential and Problems. At this stage, identify potential problems in the Physics Education Laboratory of the University of West Sulawesi. Potentials and problems are obtained by observing practical tools in the laboratory, especially the availability of learning media in modern physics courses. Second Stage: Data collection. At this stage, collect reference sources that support the development of photoelectric effect learning media. The material for the photoelectric effect is because it is one of the materials that require practicum in learning. Arduino Uno-based learning media makes it easier for students to understand the photoelectric effect material. Third Stage: Product Design. The product developed is in the form of Arduino Uno-based photoelectric effect learning media. The learning media developed is adapted to the photoelectric effect material. The learning media created at this stage must be able to be a solution to the existing problems. Fourth Stage: Product Validity. The test was carried out using a questionnaire instrument that had been provided to obtain scores and expert validators' responses to the developing learning media. The validators consist of content experts, media experts, and design experts. The results of the assessment of the development of photoelectric effect media by experts are used to improve product quality so that it is suitable for learning. After validating the product, the next step is Design Revision. At this stage, we improve the product according to the advice of the experts. Products that have been valid and revised will proceed to the product testing stage. Sixth Stage: Product Trial. The product is tested on a limited group of subjects at this stage. After being treated using Arduino Uno-based photoelectric effect learning media, users responded through a questionnaire. The last stage is to revise the product based on the suggestions at the product trial stage. The research was conducted at the University of West Sulawesi. Subjects in this study include experts and students of Physics Education as users. The data collected in this study is quantitative data obtained through polling as a research instrument. The results of the expert assessment were analyzed using the percentage technique. The quality criteria for the photoelectric effect learning media refer to Table 1. Table 1. Value Interval for media feasibility level Interval (%) Eligibility Criteria 0 – 20 Not Very Good 21 – 40 Not Good 41 – 60 Less Good 61 – 80 Good 81 – 100 Very Good IV. Results and Discussion The Physics Laboratory of the University of West Sulawesi has various kits or electronic components that can be used to develop photoelectric effect learning media, one of which is the Arduino Uno microcontroller. Arduino Uno is often used by physics education students in digital electronics practicum. Arduino Uno has been widely used in research on developing physics learning media [29]– [32]. In addition, using the Arduino Uno microcontroller in developing laboratory-scale learning media is relatively cheaper. This is the basis for using the Arduino Uno microcontroller as the main component in developing laboratory-scale photoelectric effect learning media. As a follow-up to the development of learning media, the Arduino Uno-based photoelectric effect learning media was designed. This design aims to produce learning media suitable for use in modern physics practicum material on the photoelectric effect in modern physics practicum courses. Media is said to be suitable to be applied in learning if the obtained score is > 62.5% [28]. Product Design 1 At this stage, Arduino Uno is connected to several components such as photodiode sensors, RGB LEDs, 12x2 LCDs, and potentiometers. On the photodiode sensor, there are three pins connected to the Arduino Uno: Pin A0 connected to A0 on the Arduino Uno, the VCC pin connected to the 5V pin on the Arduino Uno, and the GND pin connected to the GND pin on the Arduino Uno. Then the RGB LED is connected to the Arduino, the R leg on http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526275227&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526650381&1&& Indonesian Review of Physics (IRIP) Vol.5, No.1, June 2022, pp. 8 - 15 11 H. Hamzah, et al. Development of Photoelectric Effect Learning Media based … p-ISSN: 2621-3761 e-ISSN: 2621-2889 the LED is connected to pin 11 PWM Arduino Uno, the G pin on the LED is connected to pin 10 PWM Arduino Uno, and the B leg on the LED is connected to pin 9 PWM Arduino Uno, and the Anode leg on the LED is connected to the Arduino Uno. Arduino Uno's GND pins. Next, connecting the potentiometer with Arduino Uno consists of 3 potentiometers, potentiometer R is connected to pin A1 Arduino Uno, potentiometer G is connected to pin A2 on Arduino Uno, and potentiometer B is connected to pin A3 Arduino Uno. After that, connect a 12x2 LCD equipped with i2c, the VCC pin on the i2C is connected to the Arduino Uno 5V pin, the GND pin on the i2c is connected to the Arduino Uno GND pin, and the SCL pin on the i2c is connected to the Arduino Uno SCL pin, and the SDA pin on the i2c is connected. The Arduino Uno's SCL pin and the SDA pin on the i2c are connected to the Arduino Uno's SDA pin. The connection of each component is shown in Figure 2. Figure 2. Photoelectric effect learning media design The initial design of this learning media was carried out with a rough design, namely with the help of a breadboard. The initial design of this tool was carried out at the Physics Laboratory of the University of West Sulawesi as a starting place for developing photoelectric effect learning media based on Arduino Uno. This product design aims to test the components of the tool and calibrate the tool before making the tool perfectly. Testing the components of this tool begins with making a series of learning media components based on Arduino Uno, with the help of photodiode sensors, RGB LEDs, breadboards, potentiometers, and jumper cables. Then proceed with assembling the manufacture of a programming language on the Arduino IDE application. This programming language is a command given to Arduino Uno and the components used in this development. After this programming language is created, data collection is carried out in a dark room. Data retrieval is performed ten times for each color emitted by the RGB LED. The data from the voltage measurement generated by the photodiode sensor can be seen in Table 2. After getting the frequency and kinetic energy values, the next step is to determine the slope of the graph between frequency and kinetic energy. The slope of the graph can be seen in Figure 3. Table 2. Measurement data using Photodiode sensor No Color Wave- length (nm) Freq. (× 1014 Hz) V (Volt) KE (× 10-20 J) 1 Red 630.00 4.76 0.18 2.92 2 Red- Green 582.50 5.15 0.30 4.86 3 Green 535.00 5.61 0.40 6.48 4 Green- Blue 492.50 6.12 0.67 10.9 5 Blue 480.00 6.67 0.98 15.9 6 Red- Blue 380.00 7.85 1.20 19.4 Figure 3. Relationship between kinetic energy and frequency Product Design 2 After designing the tool and ensuring all components function properly, we perfected the learning media, starting by connecting Arduino Uno with several components such as photodiode sensors, RGB LEDs, jumper cables, and potentiometers. The next step is to build an Arduino Uno box. This Arduino Uno box is made of acrylic material. The Arduino Uno box is designed to be opened and closed to replace the Arduino Uno or other components in case of damage. The purpose of making this Arduino Uno box is to protect the Arduino Uno and its circuit. Arduino Uno box can be seen in Figure 4. Figure 4. Photoelectric Effect Learning Media Kit box design When viewed from above, the acrylic box contains the Arduino Uno (see Figure 5), photodiode sensor, http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526275227&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526650381&1&& Indonesian Review of Physics (IRIP) Vol.5, No.1, June 2022, pp. 8 - 15 12 H. Hamzah, et al. Development of Photoelectric Effect Learning Media based … p-ISSN: 2621-3761 e-ISSN: 2621-2889 potentiometer, RGB LED, LCD, and jumper cables. The LCD on the component functions as an output to display the voltage value from the photodiode sensor, the potentiometer functions as an RGB LED regulator to display various colors and the jumper cable functions as a connector for each component. Validation The aspects assessed in the expert validation sheet on the media include: (1) the suitability of the tool with the concept of the material taught by the lecturer, (2) the ability of the tool to improve student competence, (3) ease of maintenance, (4) accuracy, (5) Ease of operation of the tool, (6) Construction is safe for users, and (7) Has aesthetic value [33]. The results of experts' validation of the photoelectric effect learning media can be seen in Table 3. Based on Table 3, the percentage of each aspect is in the range of 88% to 100%, including the Very Good criteria. The lowest percentage is in the first aspect, and the highest is in the second, fourth, and seventh aspects. After being analyzed as a whole, the average percentage of the quality of the learning media that has been developed is 96%, which is a very good criterion. So, the Arduino Uno- based photoelectric effect learning media meets the elements of validity and is feasible to use. In line with this research, another study that developed a physics practicum module received valid criteria from three validators [34], [35]. Product Trial This trial was conducted at the Physics Laboratory of the University of West Sulawesi. The trial was conducted on physics education students and lecturers of modern physics practicum courses. This trial stage is a research stage to determine the practicality and effectiveness of Arduino Uno-based photoelectric effect learning media. Practicality Level The practical value of product development refers to the product's condition, which is easy to use by users [36]. The practicality of the learning media was obtained from the questionnaire responses of course lecturers and students to the practicality of the Arduino Uno-based photoelectric effect learning media when used in practicum or learning in class. The practicality level indicated that the materials were easy to run by teachers. The analysis results show that the developed physics teaching materials are very practical [37]. After testing the Arduino Uno-based photoelectric effect learning media with students and implementing it in a modern physics practicum, the responses of lecturers who teach modern physics are shown in Table 4. Based on Table 4, the rating ranges from 70% to 93%. The average assessment of all aspects of lecturer responses is 85%. Because the large percentage obtained is 81%-100%, the Arduino Uno-based photoelectric effect learning media is included in the very practical category. Figure 5. Photoelectric effect learning media based on Arduino Uno Table 3. Validation results of each aspect by expert validators No Rated Aspect Percentage (%) Criteria 1 The suitability of the tool with the concept of the material taught by the subject lecturer 94 VG 2 The ability of the tool in improving student competence 100 VG 3 Ease of maintenance 92 VG 4 Accuracy 100 VG 5 Ease of operation 98 VG 6 the construction is safe for the user 88 VG 7 has an aesthetic value 100 VG Average 96 VG Note: VG = Very Good Table 4. The practicality of learning media is based on the lecturer's response. No Aspect Percentage (%) Criteria 1 Ease of use 93 VG 2 Increase student interest and motivation when used individually or classically. 90 VG 3 Possibility of being used for individual study by students and or teaching aids for lecturers 87 VG 4 Encourage students to think critically and solve problems. 87 VG 5 Contextuality with application in real life according to student characteristics 70 VG Average 85 VG Note: VG = Very Good Testing of the Arduino Uno-based photoelectric effect learning media has been carried out to determine http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526275227&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526650381&1&& Indonesian Review of Physics (IRIP) Vol.5, No.1, June 2022, pp. 8 - 15 13 H. Hamzah, et al. Development of Photoelectric Effect Learning Media based … p-ISSN: 2621-3761 e-ISSN: 2621-2889 student responses to the level of practicality. The results of student responses to learning media are shown in Table 5. Based on Table 5, the average response from all aspects is 87%. Because the large percentage obtained is in the range of 81%-100%, the Arduino Uno-based photoelectric effect learning media is included in the very practical category. Effectiveness Level The effectiveness of learning media is obtained by taking into account four aspects of the assessment, namely: (1) Achievement of learning objectives, (2) Student enthusiasm, (3) Student involvement, and (4) Clarity of learning media [38]. The test of the effectiveness of the media to students as users was reviewed based on student feedback or responses [39], [40]. After testing the Arduino Uno-based photoelectric effect learning media to students of the physics education study program as well as carrying out modern physics practicum. The results of the course lecturers' responses to learning media are shown in Table 6. Based on Table 6, the average of all aspects of lecturer responses is 98%. Because the large percentage obtained is 81%-100%, the Arduino Uno-based photoelectric effect learning media is included in the very effective category. The results of student responses to the effectiveness of learning media are shown in Table 7. Based on Table 7, the average of all aspects of student responses is 88%. Because the large percentage obtained is 81%-100%, the Arduino Uno-based photoelectric effect learning media is included in the very effective category. V. Conclusion The development of Arduino Uno-based photoelectric effect learning media has been developed using the seven-stage Borg & Gall development model. Based on the data analysis and product testing results, it is known that the learning media meets the elements of validity, practicality, and good effectiveness. The results of the Plank constant test follow the theory. So, it can be concluded that the photoelectric effect learning media is feasible to be used as an experimental tool on a laboratory scale. This research has made a significant contribution to facilitating modern physics practicum. However, empirical testing has not been carried out. Therefore, future research needs to examine how much improvement in student learning outcomes when using this learning media. Table 5. The practicality of learning media is based on student responses. No Aspect Percentage (%) Criteria 1 Ease of use 93 VG 2 Students are enthusiastic about to use 89 VG 3 Giving new experience 90 VG 4 Practical to use between other Photoelectric effect learning media 89 VG 5 Photoelectric effect learning media can be used independently 73 VG 6 Learning media have the concept of the Photoelectric effect 86 VG 7 Have attractive design 86 VG Average 87 VG Note: VG = Very Good Table 6. Effectiveness of learning media based on lecturer's response No Aspect Percentage (%) Criteria 1 Achievement of learning objectives 100 VG 2 Student enthusiasm 100 VG 3 Student engagement 93 VG 4 Clarity of learning media 100 VG Average 98 VG Note: VG = Very Good Table 7. Effectiveness of learning media based on student's response No Aspect Percentage (%) Criteria 1 Relevance 89 VG 2 Interest 90 VG 3 Satisfaction 91 VG 4 Self-confident 84 VG Average 88 VG Note: VG = Very Good References [1] R. C. W. Putri and Ishafit, “Pengembangan Sistem Akuisisi Data Menggunakan Arduino dan LabVIEW untuk Eksperimen Efek Fotolistrik [Development of a Data Acquisition System Using Arduino and LabVIEW for Photoelectric Effect Experiments],” J. Ris. dan Kaji. Pendidik. Fis., vol. 6, no. 2, pp. 1–7, 2019, [Online]. Available: http://eprints.uad.ac.id/14815/3/T1_1500007008_NASKA H%20PUBLIKASI.pdf. [2] S. Tashenov et al., “Observation of Coherence in the Time-Reversed Relativistic Photoelectric Effect,” Phys. Rev. Lett., vol. 113, no. 11, p. 113001, Sep. 2014, doi: 10.1103/PhysRevLett.113.113001. [3] D. Sartika, A. A. Arsyad, M. Mutmainna, H. Abdullah, and M. Tawil, “Pengembangan Perangkat Pembelajaran http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526275227&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526650381&1&& http://eprints.uad.ac.id/14815/3/T1_1500007008_NASKAH%20PUBLIKASI.pdf http://eprints.uad.ac.id/14815/3/T1_1500007008_NASKAH%20PUBLIKASI.pdf https://doi.org/10.1103/PhysRevLett.113.113001 Indonesian Review of Physics (IRIP) Vol.5, No.1, June 2022, pp. 8 - 15 14 H. Hamzah, et al. Development of Photoelectric Effect Learning Media based … p-ISSN: 2621-3761 e-ISSN: 2621-2889 Fisika Dasar Berorientasi Strategi Metakognitif untuk Meningkatkan Keterampilan Memecahkan Masalah Mahasiswa Calon Guru Fisika [Development of Basic Physics Learning Tools Oriented Metacognitive Strategy to Improve Problem Solving Skills of Prospective Physics Teacher Students],” in Prosiding Seminar Nasional Fisika (E-Journal) SNF2019, 2019, pp. SNF2019-PE-73–78, doi: 10.21009/03.SNF2019.01.PE.09. [4] M. Di Mauro, S. Esposito, and A. Naddeo, “Introducing Quantum and Statistical Physics in the Footsteps of Einstein: A Proposal,” Universe, vol. 7, no. 6, p. 184, Jun. 2021, doi: 10.3390/universe7060184. [5] Z. N. Zakaria, P. L. Lewin, and T. Andritsch, “Light Intensity Measurement of Kerr Effect Using Photodiode and High Speed Camera in Propylene Carbonate Under Applied DC Electric Fields,” J. Phys. Conf. Ser., vol. 1878, no. 1, p. 012044, May 2021, doi: 10.1088/1742- 6596/1878/1/012044. [6] W. M. Al-Rahmi, A. I. Alzahrani, N. Yahaya, N. Alalwan, and Y. Bin Kamin, “Digital Communication: Information and Communication Technology (ICT) Usage for Education Sustainability,” Sustainability, vol. 12, no. 12, p. 5052, Jun. 2020, doi: 10.3390/su12125052. [7] H. Hamzah, M. N. Agriawan, and M. Z. Abubakar, “Analisis Tingkat Kebisingan Menggunakan Sound Level Meter berbasis Arduino Uno di Kabupaten Majene [Noise Level Analysis Using Arduino Uno-based Sound Level Meter in Majene Regency],” J-HEST J. Heal. Educ. Econ. Sci. Technol., vol. 3, no. 1, pp. 25–32, 2020. [8] M. Masyruhan, U. Pratiwi, and Y. Al Hakim, “Perancangan Alat Peraga Hukum Hooke Berbasis Mikrokontroler Arduino sebagai Media Pembelajaran Fisika [Design of Hooke's Law Teaching Aids Based on Arduino Microcontrollers as Physics Learning Media],” SPEKTRA J. Kaji. Pendidik. Sains, vol. 6, no. 2, p. 134, Oct. 2020, doi: 10.32699/spektra.v6i2.145. [9] R. W. Fransiska, E. M. P. Septia, W. K. Vessabhu, W. Frans, W. Abednego, and Hendro, “Electrical Power Measurement Using Arduino Uno Microcontroller and LabVIEW,” in 2013 3rd International Conference on Instrumentation, Communications, Information Technology and Biomedical Engineering (ICICI-BME), Nov. 2013, pp. 226–229, doi: 10.1109/ICICI- BME.2013.6698497. [10] S. Bauer, “Blue-Light Hazard of Light-Emitting Diodes Assessed with Gaussian Functions,” Int. J. Environ. Res. Public Health, vol. 18, no. 2, p. 680, Jan. 2021, doi: 10.3390/ijerph18020680. [11] R. Rismawan and M. Toifur, “Signal Processing of C- RTD Sensor Output as the Input to the Instrument of Low Temperature Monitoring Using Arduino Uno Rev.3,” Indones. Rev. Phys., vol. 1, no. 2, p. 48, May 2019, doi: 10.12928/irip.v1i2.809. [12] H. Prihtiadi and M. Djamal, “The Reliability of Wireless Sensor Network on Pipeline Monitoring System,” J. Math. Fundam. Sci., vol. 49, no. 1, pp. 51–56, Jun. 2017, doi: 10.5614/j.math.fund.sci.2017.49.1.5. [13] R. Ramli et al., “A Novel Ternary CoFe2O4/CuO/CoFe2O4 as a Giant Magnetoresistance Sensor,” J. Math. Fundam. Sci., vol. 48, no. 3, pp. 230–240, Dec. 2016, doi: 10.5614/j.math.fund.sci.2016.48.3.4. [14] D. L. Saraswati and D. A. Putri, “Architecture of Atwood Machine Props with Sensor-based Passive Infrared,” Indones. Rev. Phys., vol. 1, no. 1, p. 15, Nov. 2018, doi: 10.12928/irip.v1i1.244. [15] G. Schirripa Spagnolo, A. Postiglione, and I. De Angelis, “Simple Equipment for Teaching Internal Photoelectric Effect,” Phys. Educ., vol. 55, no. 5, p. 055011, Sep. 2020, doi: 10.1088/1361-6552/ab97bf. [16] D. S. Wiersma and G. Mana, “The Fundamental Constants of Physics and the International System of Units,” Rend. Lincei. Sci. Fis. e Nat., vol. 32, no. 4, pp. 655–663, Dec. 2021, doi: 10.1007/s12210-021-01022-z. [17] W. P. Garver, “The Photoelectric Effect Using LEDs as Light Sources,” Phys. Teach., vol. 44, no. 5, pp. 272–275, May 2006, doi: 10.1119/1.2195395. [18] Risdiayanto, “Perancangan Alat Percobaan Efek Fotolistrik dengan Sumber Cahaya LED [Design of Photoelectric Effect Experiment Equipment with LED Light Source],” Institut Teknologi Bandung, 2009. [19] B. M. Umma and I. Sucahyo, “Percobaan Efek Fotolistrik Berbasis Mikrokontroller dengan Led RGB sebagai Sumber Cahaya [Microcontroller Based Photoelectric Effect Experiment with RGB Led as Light Source],” J. Inov. Fis. Indones., vol. 6, no. 3, pp. 90–96, 2017, [Online]. Available: https://jurnalmahasiswa.unesa.ac.id/index.php/6/article/vi ew/20553/18841. [20] Y. D. Puspitarini and M. Hanif, “Using Learning Media to Increase Learning Motivation in Elementary School,” Anatol. J. Educ., vol. 4, no. 2, pp. 53–60, Sep. 2019, doi: 10.29333/aje.2019.426a. [21] T. Tafonao, “Peranan Media Pembelajaran dalam Meningkatkan Minat Belajar Mahasiswa [The Role of Learning Media in Increasing Students' Interest in Learning],” J. Komun. Pendidik., vol. 2, no. 2, p. 103, Aug. 2018, doi: 10.32585/jkp.v2i2.113. [22] M. F. Wicaksono, Aplikasi Arduino dan Sensor Disertai 32 Proyek Sensor dan 5 Proyek Robot. Bandung: Informatika, 2019. [23] M. A. Attallah, T. Y. Elrasasi, N. M. Shash, M. G. El- Shaarawy, F. El-Tantawy, and A. G. El-Shamy, “New Hybrid Nanocomposite based on (PVA-Ag-Coumarin) for High Sensitive Photodiode Device,” Mater. Sci. Semicond. Process., vol. 126, p. 105653, May 2021, doi: 10.1016/j.mssp.2020.105653. [24] C. Xu, Y. Sun, Y. Han, and D. Zhu, “Double Junction Photodiode for X-ray CMOS Sensor IC,” J. Semicond., vol. 35, no. 7, p. 074011, Jul. 2014, doi: 10.1088/1674- 4926/35/7/074011. [25] C. I. Rablau, U. Ramabadran, B. Book, and R. Cunningham, “The Photoelectric Effect: Project-Based Undergraduate Teaching and Learning Optics through a Modern Physics Experiment Redesign,” in Fifteenth Conference on Education and Training in Optics and Photonics: ETOP 2019, Jul. 2019, p. 135, doi: 10.1117/12.2523860. [26] K. W. Fornalski, “Simple Empirical Correction Functions to Cross Sections of the Photoelectric Effect, Compton Scattering, Pair and Triplet Production for Carbon Radiation Shields for Intermediate and High Photon Energies,” J. Phys. Commun., vol. 2, no. 3, p. 035038, Mar. 2018, doi: 10.1088/2399-6528/aab408. [27] S. Sutarno, A. Setiawan, I. Kaniawati, and A. Suhandi, “The Development of Higher Order Thinking Virtual Laboratory on Photoelectric Effect,” J. Phys. Conf. Ser., vol. 1157, p. 032034, Feb. 2019, doi: 10.1088/1742- 6596/1157/3/032034. [28] N. R. Dewi, S. Kannapiran, and S. W. A. Wibowo, “Development of Digital Storytelling-Based Science Teaching Materials to Improve Students’ Metacognitive Ability,” J. Pendidik. IPA Indones., vol. 7, no. 1, pp. 16– http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526275227&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526650381&1&& https://doi.org/10.21009/03.SNF2019.01.PE.09 https://doi.org/10.3390/universe7060184 https://doi.org/10.1088/1742-6596/1878/1/012044 https://doi.org/10.1088/1742-6596/1878/1/012044 https://doi.org/10.3390/su12125052 https://doi.org/10.32699/spektra.v6i2.145 https://doi.org/10.1109/ICICI-BME.2013.6698497 https://doi.org/10.1109/ICICI-BME.2013.6698497 https://doi.org/10.3390/ijerph18020680 https://doi.org/10.12928/irip.v1i2.809 https://doi.org/10.5614/j.math.fund.sci.2017.49.1.5 https://doi.org/10.5614/j.math.fund.sci.2016.48.3.4 https://doi.org/10.12928/irip.v1i1.244 https://doi.org/10.1088/1361-6552/ab97bf https://doi.org/10.1007/s12210-021-01022-z https://doi.org/10.1119/1.2195395 https://jurnalmahasiswa.unesa.ac.id/index.php/6/article/view/20553/18841 https://jurnalmahasiswa.unesa.ac.id/index.php/6/article/view/20553/18841 https://doi.org/10.29333/aje.2019.426a https://doi.org/10.32585/jkp.v2i2.113 https://doi.org/10.1016/j.mssp.2020.105653 https://doi.org/10.1088/1674-4926/35/7/074011 https://doi.org/10.1088/1674-4926/35/7/074011 https://doi.org/10.1117/12.2523860 https://doi.org/10.1088/2399-6528/aab408 https://doi.org/10.1088/1742-6596/1157/3/032034 https://doi.org/10.1088/1742-6596/1157/3/032034 Indonesian Review of Physics (IRIP) Vol.5, No.1, June 2022, pp. 8 - 15 15 H. Hamzah, et al. Development of Photoelectric Effect Learning Media based … p-ISSN: 2621-3761 e-ISSN: 2621-2889 24, Apr. 2018, doi: 10.15294/jpii.v7i1.12718. [29] A. Azizahwati, H. Sudrajat, F. Hidayat, and M. Ridho, “Designing Prototype Learning Media for Circular Motion Uniform Based on Arduino Uno Microcontroller,” J. Phys. Conf. Ser., vol. 1351, no. 1, p. 012064, Nov. 2019, doi: 10.1088/1742-6596/1351/1/012064. [30] W. Indrasari, A. S. Budi, and D. P. Fadilla, “Development of a Set of Props for Collision Based on Arduino Uno Microcontroller,” J. Phys. Conf. Ser., vol. 1816, no. 1, p. 012107, Feb. 2021, doi: 10.1088/1742- 6596/1816/1/012107. [31] W. Indrasari, C. E. Rustana, and Zulfikar, “Development A Practicum Tools to Measure the Speed of the Air Using Arduino Uno Microcontroller,” J. Phys. Conf. Ser., vol. 1816, no. 1, p. 012109, Feb. 2021, doi: 10.1088/1742- 6596/1816/1/012109. [32] M. Sartika, Azizahwati, Yennita, N. Islami, and M. Rahmad, “Development of Mechanical Energy Trial Devices in Rotation Motion Based Arduino Uno Microcontroller,” J. Phys. Conf. Ser., vol. 1655, no. 1, p. 012073, Oct. 2020, doi: 10.1088/1742- 6596/1655/1/012073. [33] A. F. Priyantono and Z. A. I. Supardi, “Pengembangan Alat Praktikum Efek Foto Listrik Untuk Meningkatkan Keterampilan Proses Sains Peserta Didik SMA [Development of Photoelectric Effect Practicum Tools to Improve Science Process Skills for High School Students],” IPF Inov. Pendidik. Fis., vol. 8, no. 3, pp. 867–872, 2019, [Online]. Available: https://jurnalmahasiswa.unesa.ac.id/index.php/5/article/vi ew/29800. [34] A. A. Arsyad and D. Sartika, “Validitas Modul Praktikum Berorientasi Keterampilan Proses Sains dan Pendidikan Karakter [Validity of the Science Process Skills Oriented Practicum Module and Character Education],” in Prosiding Seminar Nasional Fisika (E-Journal) SNF2019, 2019, pp. SNF2019-PE-201–206, doi: 10.21009/03.SNF2019.01.PE.25. [35] M. F. Wardiyanto and E. Yundra, “Pengembangan Trainer Kit Mikrokontroller Arduino Uno Berbasis IoT Sebagai Media Penunjang Pembelajaran pada Mata Pelajaran Sistem Kontrol Terprogram di SMK Negeri 1 Jenangan [Development of IoT-Based Arduino Uno Microcontroller Trainer Kit as Learning Support Media in Programmed Control System Subjects at SMK Negeri 1 Jenangan],” J. Pendidik. Tek. Elektro, vol. 8, no. 1, pp. 139–148, 2019, [Online]. Available: https://jurnalmahasiswa.unesa.ac.id/index.php/17/article/v iew/26874. [36] A. Alfiriani and E. Hutabri, “Practicality and Effectiviness of Bilingual Computer-Based Learning Module,” J. Kependidikan Penelit. Inov. Pembelajaran, vol. 1, no. 1, pp. 12–23, Jul. 2017, doi: 10.21831/jk.v1i1.10896. [37] S. Hartini, S. Firdausi, M. Misbah, and N. F. Sulaeman, “The Development of Physics Teaching Materials Based on Local Wisdom to Train Saraba Kawa Character,” J. Pendidik. IPA Indones., vol. 7, no. 2, pp. 130–137, Jul. 2018, doi: 10.15294/jpii.v7i2.14249. [38] E. K. Wati and N. Widiansyah, “Design of Learning Media: Modeling & Simulation of Building Thermal Comfort Optimization System in Building Physics Course,” J. Pendidik. IPA Indones., vol. 9, no. 2, pp. 257– 266, Jun. 2020, doi: 10.15294/jpii.v9i2.23504. [39] A. I. Sempana and L. Anifah, “Pengembangan Trainer Mikrokontroler ATMEGA 16 Sebagai Media Pembelajaran pada Standar Kompetensi Memprogram Peralatan Sistem Otomasi Elektronik yang Berkaitan dengan I/O Bantuan Mikroprosesor dan Mikrokontroler di SMKN 2 Lamongan [Development of the ATMEGA 16 Microcontroller Trainer as a Learning Media on Competency Standards for Programming Electronic Automation System Equipment Related to I/O Microprocessor and Microcontroller Assistance at SMKN 2 Lamongan],” J. Pendidik. Tek. Elektro, vol. 6, no. 3, pp. 225–231, 2017, [Online]. Available: https://ejournal.unesa.ac.id/index.php/jurnal-pendidikan- teknik-elektro/article/view/19530. [40] A. Dwianto, I. Wilujeng, Z. K. Prasetyo, and I. G. P. Suryadarma, “The Development of Science Domain Based Learning Media Which is Integrated with Local Potention to Improve Science Process Skill and Scientific Attitude,” J. Pendidik. IPA Indones., vol. 6, no. 1, pp. 23– 31, Apr. 2017, doi: 10.15294/jpii.v6i1.7205. Declarations Author contribution : Hardi Hamzah is in charge of the entire research project. He also leads in the creation of photoelectric effect learning media and Collaboration with all authors. Dewi Sartika participated in delaying data collection, transcription, and analysis. He also revised the Manuscript. Muhammad Nurkhalis Agriawan is responsible for the manufacture and design of instructional media as well as in the preparation of manuscripts and analysis of research data. All authors approved the final manuscript. Funding statement : This research was funded by the Modern Physics Practicum Fund, Physics Laboratory, Universitas Sulawesi Barat Conflict of interest : All authors declare that they have no competing interests. Additional information : No additional information is available for this paper. http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526275227&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1526650381&1&& https://doi.org/10.15294/jpii.v7i1.12718 https://doi.org/10.1088/1742-6596/1351/1/012064 https://doi.org/10.1088/1742-6596/1816/1/012107 https://doi.org/10.1088/1742-6596/1816/1/012107 https://doi.org/10.1088/1742-6596/1816/1/012109 https://doi.org/10.1088/1742-6596/1816/1/012109 https://doi.org/10.1088/1742-6596/1655/1/012073 https://doi.org/10.1088/1742-6596/1655/1/012073 https://jurnalmahasiswa.unesa.ac.id/index.php/5/article/view/29800 https://jurnalmahasiswa.unesa.ac.id/index.php/5/article/view/29800 https://doi.org/10.21009/03.SNF2019.01.PE.25 https://jurnalmahasiswa.unesa.ac.id/index.php/17/article/view/26874 https://jurnalmahasiswa.unesa.ac.id/index.php/17/article/view/26874 https://doi.org/10.21831/jk.v1i1.10896 https://doi.org/10.15294/jpii.v7i2.14249 https://doi.org/10.15294/jpii.v9i2.23504 https://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-teknik-elektro/article/view/19530 https://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-teknik-elektro/article/view/19530 https://doi.org/10.15294/jpii.v6i1.7205