DEVELOPMENT OF WATER DISTRIBUTION AND WATER VOLUME PRACTICUM TOOLS USING THE YF-S401 FLOW SENSOR ON DYNAMIC FLUID MATERIALS IN SENIOR HIGH SCHOOL

This study aims to develop practical teaching aids for discharge and water volume using a flow sensor YF-S401 and Arduino Uno, determine the feasibility of teaching aids, and determine students' perceptions of the teaching aids that have been made. developed. The research method used is Research and Development with the ADDIE model which includes Analysis, Design, Development, Implementation, and Evaluation. However, the research and development carried out is still limited to the development stage. The instruments used in this study were media expert and material expert validation sheets to test the feasibility of teaching aids and guidebooks; and student perception sheets to determine students' responses to teaching aids and guidebooks. The results showed that the flow rate and water volume practicum teaching aids using the YF-S401 flow sensor along with the guidebook were feasible to use in the learning process.


INTRODUCTION
According to Undang-undang Republik Indonesia Tahun 2003 learning is the process of interaction of students with educators and learning resources in a learning environment. Good physics learning is based on the nature of physics, namely students need to master physics processes and products (Wardhany, 2014). Physics products in this case include theories, principles, laws, and others. While the process is the way in which the product can be found further in its application through experimental or practicum activities in the laboratory (Alfiyah & Bakri, 2016). Practicum is part of learning that aims to give students the opportunity to test and directly implement what they get from theory and practical lessons (Emda, 2017).
The main objective of the practicum is to train students to work according to scientific procedures in order to acquire knowledge, skills and scientific values so that practicum can provide direct experience as a result of meaningful learning, where students are directly involved in it (Kartini, 2018). Practicum-based learning allows students to get a lot of cognitive content compared to conventional learning (Ariyati, 2012). Practicum activities also have several important reasons that refer to the role of practicum activities, including four reasons for the importance of practicum learning (Nurhidayati, 2017) 1) Practicum learning generates learning motivation, so that students who are motivated to learn will be serious about learning something, 2) Practical learning develops basic skills through practicum, 3) Practicum becomes a vehicle for learning a scientific approach, 4) Practicum can support subject matter. To facilitate practicum activities, learning media is needed in the form of teaching aids.
Learning media is anything that can be used to convey messages, so that it can stimulate attention, interest, and the role of students in learning activities to achieve learning goals (Marscella et al., 2019). Teaching aids are learning media that contain or convey the characteristics of the concepts being studied (Sukayati & Agus, 2012). According to Sudjana (2010), Teaching aids are tools used by teachers in the teaching and learning process so that the learning process of students is more effective. Teaching aids are used as a tool to visualize physics concepts as well as a measuring tool in practical or experimental activities (Rahmani et al., 2022). The use of visual aids can be utilized in learning because they can: (1) increase scientific knowledge, (2) teach experimenting skills, (3) develop a scientific attitude, (4) develop expertise and can provide assessments, and (5) motivate students (Dewi et al., 2015).
One of the materials in high school (SMA) that requires visual aids is dynamic fluid material. According to Sari (2018) the average percentage of students' misconceptions about dynamic fluid material is 84.29%. The subject matter of dynamic fluid is material that students find difficult. Fluid dynamics is only understood in terms of equations without a clear understanding of the basic concepts by most students (Solehudin, 2016). This condition causes students to find it difficult to apply existing equations to solve problems related to fluid dynamics. One of the causes of the difficulty for students to understand physics subject matter is the lack of practicum activities (Ornek et al., 2008).
Teaching aids for dynamic fluid material in school laboratories are relatively few and are not owned equally in all senior high schools (Wahyuningsih et al., 2019). This is in line with the results of observations Abdurrahman (2016), the teaching aids available for measuring water discharge are only limited to taps and still have many obstacles such as the operation of teaching aids which are still carried out manually by students so that students do not know the parameters of discharge, volume and time which are measured accurately. In addition, the speed when opening the faucet manually can affect the time it takes to fill the measuring cup and determine the accumulated water discharge. This is supported by the facts found in the field related to the implementation of dynamic fluid Jurnal Pendidikan Matematika dan IPA Vol. 14, No. 2 (2023) h. 162-176 Desti Fitria Rahmawati, Dedy Hamdani , Desy Hanisa Putri Development of water distribution and water volume practicum tools using the yf-s401 flow sensor on dynamic fluid materials in senior high school material learning based on the results of observations and interviews with physics teachers at three Bengkulu City SMAN schools, that in one semester the practicum was only carried out on material on rigid body equilibrium whose practicum tools were already available at the school. Meanwhile, for dynamic fluid material, practicum activities are not carried out because the practicum tools available are only taps and measuring cups. Obstacles that are often encountered by teachers are the limited practicum tools available at school, and the lack of time to do practicum because a lot of time is used to pursue teaching material (Alfiyah & Bakri, 2016).
Based on the problems described above, it is necessary to conduct research to develop practical teaching aids for discharge and volume of water to facilitate the delivery of dynamic fluid material so that it can help students understand abstract concepts (Mahayani et al., 2018) and easy to use by students. The teaching aid that the researcher will develop uses the YF-S401 flow sensor. The YF-S401 flow sensor is a sensor device used to measure fluid discharge (Finawan & Mardiyanto, 2011). The YF-S401 flow sensor works based on the "Hall effect" principle, that is, there is a magnetic field and no magnetic field that is repeated when the waterwheel rotates will produce an output in the form of a square wave. We will calculate this signal later to produce a debit value and the volume of water that passes through the flow meter (Finawan & Mardiyanto, 2011).
The aims of this study were to 1) develop teaching aids for practical discharge and water volume using the YF-S401 flow sensor and Arduino Uno, 2) determine the feasibility of teaching aids, and 3) determine perceptions of the teaching aids that have been developed.

METHODS
The type of research used is research and development or Research and Development (R&D). The Research and Development method is a research method used to develop or validate products used in education and learning (Hanafi, 2017). The procedure in this study refers to the ADDIE development model which consists of 5 stages, namely (Analysis, Design, Development, Implementation, Evaluation) (Tegeh & Kirna, 2015). The research and development that will be carried out is still limited to the development stage due to limited time, effort and cost so that researchers only test the validity and perceptions of students.
The stages of implementation in the research include: The analysis phase is carried out in three parts, namely problem analysis by means of observation and interviews with physics teachers to find out the obstacles in the dynamic fluid learning process which can be overcome by using visual aids, material analysis is carried out by analyzing the basic competencies contained in syllabus. In addition, an analysis of teaching aids was also carried out to obtain information and deficiencies related to research on the development of Arduino-based water discharge teaching aids in previous studies.
The design stage is the first step to prepare the initial design and selection of the form of props. The Jurnal Pendidikan Matematika dan IPA Vol. 14, No. 2 (2023) h. 162-176

Desti Fitria Rahmawati, Dedy Hamdani , Desy Hanisa Putri
Development of water distribution and water volume practicum tools using the yf-s401 flow sensor on dynamic fluid materials in senior high school design stage is carried out so that at the time of making the tool it can be completed in a structured and systematic manner. At this stage the design of teaching aids includes hardware and software design (Sintia et al., 2018).
The development stage is carried out by making and testing teaching aids and revising if there are suggestions for improvement from media experts or material experts. Data collection techniques in this study used media and material expert validation sheets, student perception sheets and data analysis using a Likert scale.
In summary, the research flow can be described in Figure 1. After the results of the data analysis are obtained, the percentage of the results of the validation sheet assessment can be interpreted into criteria as in table 1.   (Sudjiono, 2010)

RESULTS AND DISCUSSION
This research and development resulted in practical teaching aids for discharge and volume of water which are equipped with a manual for conducting experiments using these teaching aids.

Analysis
The initial stage of this research is the analysis stage, at this stage the problem analysis, material analysis, and props analysis are carried out.
Based on the results of the problem analysis conducted by observing and interviewing physics teachers at three Bengkulu City High Schools that the constraints in the dynamic fluid learning process are the limitations of the practicum tools available at school, so it is necessary to develop teaching aids as practicum aids on dynamic fluid material.
Material analysis is carried out by analyzing the basic competencies contained in the syllabus. The basic competencies in dynamic fluid material are: 1) Applying fluid dynamic principles in technology, 2) Modifying simple project ideas/ideas that apply fluid dynamic principles. To achieve these basic skills, students must apply the principles of fluid dynamics in technology. In this activity, of course, we need a tool that can help students. Therefore, it is necessary to develop visual aids on dynamic fluid material as a medium so that students can apply the principles of fluid dynamics in technology so that they can achieve these basic skills (Shidqi & Anggaryani, 2020).
The analysis of teaching aids was carried out by analyzing the deficiencies in previous research that were relevant to the research conducted by the researcher. Based on research conducted by Wahyuningsih et al. (2019) still has drawbacks, namely not using the LCD on the teaching aid, so that when it is used as a practicum aid it will be difficult to see the data displayed. In addition, it is not known what volume of water flows from the tank to the reservoir in the data displayed and the presence of water flow from the pump which is sometimes unstable causes the discharge value shown to fluctuate. Research conducted by Nurfajrihana et al. (2022) has a pipe cross-sectional area that is not the same so that it affects the accuracy of the props.
Similar research was also conducted by Shidqi & Anggaryani (2020) there are still shortcomings, namely the time parameter is not displayed on the LCD and there is no pause and start button which makes it difficult for students to record experimental data. Further research conducted by Husniyah et al. (2022) has a drawback in that the LCD used by this teaching aid is relatively small, so when it is used as a learning medium Jurnal Pendidikan Matematika dan IPA Vol. 14, No. 2 (2023) h. 162-176 Desti Fitria Rahmawati, Dedy Hamdani , Desy Hanisa Putri Development of water distribution and water volume practicum tools using the yf-s401 flow sensor on dynamic fluid materials in senior high school in class the data displayed on the LCD is less visible.
Based on the analysis that has been carried out, this research developed a teaching aid that can work automatically by responding to water flow detected by the YF-S401 and Arduino Uno flow sensors to process sensor output in the form of analog signal frequencies and convert these signals to digital or often called analog to digital converter (ADC). After the sensor output is processed by Arduino, the reading results will be displayed on the LCD (Ginting, 2017) so that it can be done more accurately to collect data on the discharge and volume of water in the props.

Design
At this stage the researcher did the hardware and software design. The hardware design of this system consists of designing electronic components and adjusting the components used (Utomo et al., 2020). For more details, the design of props can be seen in Figure 2. In Figure 2 the hardware design includes Arduino Uno as a controller that regulates the work process of the system, YF-S401 flow sensor as input to Arduino Uno to detect water discharge and volume, push buttons function to start program systems and input object time, and relays function as automatic switch for water pump. After all measurement variables are entered into the Arduino Uno system, these variables will be processed by Arduino Uno and the results of measuring the discharge and volume of water will be displayed on the LCD.
Software design design has a close relationship with the performance of the hardware devices that are made. The design of the software in this study uses programming on the Arduino IDE version 1.8.16 which has been installed on the PC. Programming is done to set the main function of the props Jurnal Pendidikan Matematika dan IPA Vol. 14, No. 2 (2023) h. 162-176

Desti Fitria Rahmawati, Dedy Hamdani , Desy Hanisa Putri
Development of water distribution and water volume practicum tools using the yf-s401 flow sensor on dynamic fluid materials in senior high school (Nurjanah et al., 2017) as a counter of discharge and volume of water generated based on sensors. Flowchart of the trial discharge and water volume can be seen in Figure 3. Furthermore, if the start button is pressed, the water pump will turn on and the sensor will start reading the time and volume of flowing water. If the results of measuring the volume of water have reached the specified value Arduino will give an order to the relay to turn off the water pump. Next, Arduino will calculate the water discharge. All variables processed on the Arduino system will be displayed on the LCD. Jurnal Pendidikan Matematika dan IPA Vol. 14, No. 2 (2023) h. 162-176 Desti Fitria Rahmawati, Dedy Hamdani , Desy Hanisa Putri Development of water distribution and water volume practicum tools using the yf-s401 flow sensor on dynamic fluid materials in senior high school

Development
The stages associated with the development stage are producing products (Siagian et al., 2022). The resulting product is a practical teaching tool for discharge and water volume which is equipped with a guidebook for conducting experiments using these teaching aids. To determine the feasibility of a product development, the product must have been validated or evaluated by experts who really master the field of development (validator) (Sungkono, 2012). At this stage, calibration of the YF-S401 flow sensor is also carried out which is used in the teaching aids to be developed.

YF-S401 Flow Sensor Calibration
YF-S401 flow sensor calibration is carried out by comparing the volume measurement results data on the sensor with the volume measurement results using a measuring cup. The YF-S401 flow sensor calibration results can be seen in table 3. From the test results it can be seen that the average percentage error value of 1.2% can be calculated using the formula: In terms of hardware, Arduino has certain tolerance limits so that it allows the use of components that are not too precise (Nurjanah et al., 2017).

Expert Validation
After the product is produced, it is validated by media experts and material experts before implementing student perceptions. The validator consists of 3 media experts and 3 material experts. The results of the expert validation were analyzed using quantitative descriptive analysis techniques, namely by changing quantitative data into percentages which were then interpreted with sentences that were qualitative in nature (Jelita et al., 2021).
The results of the validation of the debit and water volume practicum teaching aids and the guidebook by media experts can be seen in table 4. Jurnal Pendidikan Matematika dan IPA Vol. 14, No. 2 (2023) h. 162-176 Desti Fitria Rahmawati, Dedy Hamdani , Desy Hanisa Putri Development of water distribution and water volume practicum tools using the yf-s401 flow sensor on dynamic fluid materials in senior high school The validation results in table 4. show aspects of the feasibility assessment of props for media experts including aesthetic aspects, safety aspects for students, efficiency aspects, aspects of the accuracy of teaching aids, and aspects of props resistance (Direktorat Pembinaan, 2011) has an overall average value of 93.7%. Meanwhile, aspects of the feasibility assessment of the guidebook for media experts include presentation aspects and language feasibility aspects (Kemendikbud, 2017) has an average value of 90.6%. Based on the assessment criteria, the debit and water volume teaching aids and the guidebook developed obtained a score in the "very feasible" category. Media validation aims to measure the feasibility level of the media developed before being used at the next development stage (Surahman & Surjono, 2017).
The three validators agreed that the practical teaching aids for debit and volume of water and guidebooks are appropriate for limited scale trials with minor revisions.
The results of validation by material experts can be seen in table 5. Development of water distribution and water volume practicum tools using the yf-s401 flow sensor on dynamic fluid materials in senior high school Based on table 5, it can be seen that the aspects of assessing the feasibility of teaching aids for material experts include aspects of linkages with teaching materials and aspects of educational value (Direktorat Pembinaan, 2011) has an overall average value of 93.3%. While the assessment aspects for the guidebook include aspects of content feasibility, learning support feasibility aspects, and language feasibility aspects (Kemendikbud, 2017) has an overall average value of 95.8%. From the overall average score on the developed teaching aids and guidebooks, they meet the criteria of "very feasible" with minor revisions.
Based on the advice given by the validator, namely for aesthetics, the tools should be assembled in just one box, so the researchers made improvements to the props, the following is the appearance of the props after revision:

Student Perceptions
The visual aids that have been revised according to the advice of experts are then introduced to students.
The results of the analysis of students' perceptions of visual aids and guidebooks in three Bengkulu City SMAN schools can be seen in table 6.  Table 6. shows the results of students' perceptions having an overall average score for visual aids of 88.6% and for guidebooks of 94.75% with both criteria being "very positive". These results indicate that in general the teaching aids and guidebooks Jurnal Pendidikan Matematika dan IPA Vol. 14, No. 2 (2023) h. 162-176 Desti Fitria Rahmawati, Dedy Hamdani , Desy Hanisa Putri Development of water distribution and water volume practicum tools using the yf-s401 flow sensor on dynamic fluid materials in senior high school developed are appropriate for use in the learning process.
The advantage of the debit and water volume practicum teaching aids using the YF-S401 sensor on dynamic fluid material in SMA compared to previous research is that data processing is carried out digitally which is then displayed on the LCD in the form of water discharge, volume and also the time required. In addition, the water pump will automatically shut down if the water volume reaches a certain number. Making it easier for students to use it. The drawbacks of these props are that the props have an untidy shape and the need to re-check the accuracy of the props before use.

CONCLUSION AND RECOMMENDATION
The validation results of media experts obtained an average of 93.7% (very feasible) and material experts with an average of 93.3% (very feasible) and student perceptions with an average of 88.6% (very positive) so that the tool The visual aids developed are feasible for use in the learning process.
For further development, the teaching aids should be made neater so that it is easier for students to assemble the tools when they are going to use them.