Utilization of NI-Multisim Software as Virtual Laboratory in

STEM-based Physical Experiments

I S Mulia1,2, Irwandi 1,2, Rajibussalim1,2 and R Oktavia1,3

1
STEM Research Center (STEM.id), Syiah Kuala University
2
Physics Department, Syiah Kuala University, Aceh, Indonesia
3
Mathematics Department, Syiah Kuala University, Aceh, Indonesia

E-mail: irwandi@unsyiah.ac.id

Abstract. The effectiveness of conventional laboratories in some secondary schools in

Indonesia, especially in Aceh, is influenced by the lack of sufficient time to conduct
experiments and some lab equipment in limited procurement schools. This causes the learning
experience in the laboratory is not sufficient in meeting the needs of students. In addition, for
physics learning with electronics materials most of the equipment is very sensitive and easily
damaged so that students cannot be free to experiment if not guided by teachers in the field of
study. If it is like this then students do not think and are involved in learning activities and
process the learning experience into real life. One reasonable solution to overcome this
problem is to use a virtual lab. Through education STEM (Science, Technology, Engineering,
and Mathematics) science learning can be integrated by utilizing technology and involves
engineering processes therein. Almost all students today are able to operate a computer or
laptop. This is a great opportunity for educators to create learning that is far more interesting
by utilizing technology. One software that can be used to study electronics is NI-Multisim. The
method used in this paper is a combination of quantitative and qualitative. The results obtained
from this study indicate an increase in students' interest in understanding the concept of
electrical measurement and free to experiment to find the concept of the material he studied.

1. Introduction
One way teachers use to make learning interesting and effective is by choosing learning methods that are
appropriate to the student’s condition. Various learning methods have been developed by experts one of them
is the method of practicum or experiment.
During this time, student learning in Indonesia puts more emphasis on memorizing the theory of
science, this causes students to understand less and can not remember the subject matter well. The learning
process is usually conducted through lectures, thus leading the students as passive objects that accept
knowledge only [1]. Therefore, the challenge of an educator today is to provide a learning system that creates
an opportunity for the participants to link knowledge and skills to help improve the understanding of science
materials for students. The concept of the subject matter will be created and understood well if knowledge and
skills are not separated in a particular process.
Currently, SRCU is introducing a learning approach called STEM. STEM is an integration of Science,
Technology, Engineering and Mathematics. SRCU tries to invite students to study science in a way that is
more fun one of them by using technology as a medium of learning. Through the STEM approach, students
not only memorize concepts, but rather how students understand the concept of science and its relationships in
everyday life, one of them by doing experiments. The technology to be discussed in this paper is the use of
virtual laboratories through the use of NI-Multisim software in conducting physics experiments.
Laboratory activities in the physics curriculum include many aspects, one of aspect in studying analog
and digital electronics including data acquisition and computer interface. Data acquisition and computer
interface software, such as LabVIEWTM or BASIC, are often discussed in an electronic classroom. Recently
there has been a tendency to integrate computer programming and simple lab equipment in schools [2].

1.1 Virtual Laboratories

The role of experiment in technical education cannot be ignored. Laboratory experience adding dimensions
that allow students to appreciate theoretical concepts and acquire valuable career skills the rapid changes in
technology pose a continual need to update and augment laboratory work keep pace with this trend [3].
There are three types of laboratories: conventional laboratories where students and researchers have direct
access to equipment, virtual laboratories involving simulations, and online laboratories, where users operate
and control physical equipment remotely via the appropriate user interface [4].
The effectiveness of conventional laboratories in some secondary schools in Indonesia is
hampered by inadequate infrastructure [5]. In Aceh, science teachers rarely do practicum to assist
learning because of limited laboratory equipment. In addition, laboratory scheduling problems make
the laboratory experience inadequate in meeting student needs. For that, the most plausible solution
is to do the learning through the STEM approach, where the science learning is done with utilizing
technology as a learning medium that is using computer-based laboratory which is a virtual laboratory.
According to Kessler, there are eight ways in which technology can improve the quality of education,
namely: 1) better models and simulations; 2) global learning; 3) virtual manipulation; 4) investigation and
censorship; 5) more efficient assessment; 6) multimedia and storytelling; 7) electronic books; and 8) game
planning. All of these indicate that the content and process of technology should be based on interactivity and
closeness to the student's environment and knowledge [6].
The virtual lab, although providing an alternative to conventional laboratories, does not use the interface
to the physical world. Virtual labs, on the other hand, involve the physical use of hardware then the
experimental data is real whereas the Laboratory experience is simulated. This approach provides an
opportunity to address the logistical and planning challenges associated with inadequate conventional
laboratories. The virtual lab offers students the flexibility and user experience that is convenient for students
who facilitate some effective resources.
In science learning through STEM approach, one of the models that can be applied in using this virtual
lab is ISLE (Investigative Science Learning Environment). The Investigative Science Learning Environment
or ISLE is a fun activity that model the process of how physicists develop science in the real world. Indirectly
the ISLE Lab helps students build the concept of physics and apply that knowledge in the same way that
Physicists do.
In science learning through STEM approach, one of the models that can be applied in using this virtual
lab is ISLE (Investigative Science Learning Environment). ISLE is a fun activity in modeling the learning
process. Indirectly virtual labs using the ISLE model help students build physics concepts by designing virtual
experiments on NI-Multisim software, then observed patterns that are formed and tested by the experiment. If
the experiment test fails, the student revises to find the cause of the failure to find a new pattern by re-
experimenting until the experimental results are correct and applied to the real life [7].

1.2 The NI-Multisim Virtual Lab

Some of the benefits of simulation in the process of analysis and design of power converters are listed bellow:

1. Observing current and voltage waveform give insight into the circuit. Obtaining waveform is not
always possible with the pencil-and-paper analysis. Nonlinear nature of power electronics switches
and parasitic elements, i.e. capacitors or inductor equivalent series resistance, make the analysis
cumbersome.
 2. Circuit simulation can be used as a design tool for proper circuit elements selection. For example,
current, voltage and dissipated power of semiconductor switches must be confined to a certain range
provided by the producer. Working outside of this Safe Operating Area (SOA) lead to device
corruption.
3. Using a simulation program, investigation of circuits current and voltages is usually more efficient,
easier and safer, than in a hardware laboratory.
4. Using a simulation program, investigation of circuits current and voltages is usually more efficient,
easier and safer, than in a hardware laboratory.
Therefore, the circuit simulation is an important tool for design and analysis of power converter circuits.
There are many simulation software available for this goal is one of them is NI-Multisim[8]. NI-Multisim is a
simulation program used to simulate the workings of a series of electronics [9]. In electronics, to make
circuits, it is necessary to simulate electronic circuits with the help of computer software, before it is
implemented. NI Multisim has an easy and user-friendly interface, as well as plenty of ready to use parts. NI
Multisim is widely used in academia and industry [10].
The NI-Multisim program was first created by a company called Electronics Workbench which is part of
the National Instrument company and was first introduced by the name of Electronic Instruments which was
then used as a tool in the field of electronics. The development of NI-Multisim as an electronic circuit
simulation software is very rapid and up to now there has been a 14.1 version of sufficient library.

Figure 1. NI-Multisim 7 workspace

Using NI-Multisim software, all the components and electronic instruments required in the experiment
are available with a wide range and can be customized by the user. Using this NI-Multisim, students can
explore as much as possible in conducting electronic experiments. If a measurement error occurs, there is no
damage to the software. However, if it is applied in a conventional laboratory, measurement errors are
particularly at risk for damage to electronic components.
 Figure 4. Electronic components on NI-Software 14.1

2. Method of Experiment
It uses a combination of quantitative and qualitative methods [11]. A simple quantitative method is
used when calculating the number of respondents' answers to questions in the questionnaire by
tabulating and calculating the percentages. While the qualitative method to analyze the written
answers given by the respondents, where some questions in the questionnaire are open and also given
space to express their opinions and responses about teaching with multimedia and internet computers
[12]. Besides, researchers also had the opportunity to discuss informally with some respondents from
SMA Laboratorium Syiah Kuala, to know more about the use of ICT in learning.
The process of collecting data is done simultaneously with lesson study with science learning
innovation theme through ISLE Based STEM approach in facing the 21st century. Questionnaires
were distributed before the students conducted a lesson study. Questionnaires were distributed to 16
students, 6 male students, and 10 female students. While the discussion is done after the students do
lesson study. The place of data collection is done in the Basic Physics Laboratory of Unsyiah.

3. Result and Discussion

The first part of the questionnaire is stating the student's perception of the Physical lab in school. As
many as 75% of students answered they only do a practicum at school <1 times per week. The other
25% said they practiced 1-2 times per week. Based on the results of the discussion, they said too much
learning materials to be completed because they need to prepare the National Final Exam later so not
all the material can be done during the practicum. In addition, they have practiced using lab equipment
available and also use the simple laboratory in the environment such as experiments for fluid material,
vector, spring, thermodynamics.
Table 1. Student perception of physics lab in school

No Description % Total
1 Is the practicum equipment available already used
in the implementation of practical activities at
school?
Yes 63 11
No 32 5
 2 Do you enjoy doing practicum work at school?
Yes 100 16
No 0 0
3 Are you easy in using laboratory tools at school?
Yes 85 12
No 25 4
4 How often do teachers do lab work at school?
a. <1 time per week 81 13
b. 1-2 time per week 19 3
c. 3-4 time per week 0 0
d. >4 time per week 0 0

The second part of the questionnaire is stating the facilities of computers/laptops owned by
students in private and school. A total of 16 students (100%) said they had a personal computer/laptop
at home and at school. A total of 16 students (100%) said using a computer/laptop as a medium of
learning in school. This is possible because they come from the pre-eminent schools in urban areas so
that technology has become familiar with them. But 12 out of 16 students use virtual labs and they are
very interested in experimenting using virtual labs using NI-Multisim.

Table 2. Personal computer/laptop and school facilities

No Description % Total
1 Do you have a personal computer/laptop at home?
Yes 100 16
No 0 0
2 Does your school have a computer lab?
Yes 100 16
No 0 0
3 Do you expert at using computers?
Yes 100 16
No 0 0
4 Do you often use computers/laptops for learning?
Yes 88 14
No 12 2

5 Have you ever heard of a virtual lab?

Yes 25 4
No 75 12
6 Have you ever done a learning simulation using a
virtual lab?
Yes 19 3
No 81 13
7 Are you interested in doing physics research using
virtual labs?
Yes 100 16
No 0 0
 The third part of the questionnaire is declaring student mastery of technology. All students
generally state that they are adept at using technology. In addition, students feel very helpful in
conducting learning when assisted by technology.

Table 3. Students' ability in technology

No Description % Total
1 Do you use technology in school learning?
Yes 75 12
No 25 4
2 Does technology help you to better understand
Lessons? 100 16
Yes 0 0
No
3 Do you like to follow the development of
technology that can support every learning
activity? 68 11
Yes 32 5
No
4 Do you enjoy learning through computer/laptop
simulation as a learning medium?
Yes 88 14
No 12 2

Based on the data above shows high school students Syiah Kuala Laboratory including students
who are very close to the technology. Most students are able to use technology and keep up with
technology. This provides a great opportunity for teachers to design learning using the STEM
approach, where technology is used in studying science. While discussing with researchers about
virtual labs using NI-Multisim applications, students look enthusiastic and unknowingly they have
been introduced to similar applications by teachers at school that is phET. PhET itself has similarities
with NI-Multisim where both applications are used to design experiments, only NI-Multisim is
specifically designed to design measurements related to electronics such as current measurements,
strain, resistance, capacitance, and others. NI-Multisim has the advantage that students can design
their own electrical circuit. The electronics components available are numerous, for example, when
students want to measure current in parallel circuits, students can vary the resistors used and observe
measurable current patterns or students want to learn about filters in the electrical circuit, students can
design their own circuit whether for low pass filters, bandpass filters and high pass filters. If a school
does not have an oscilloscope to help students understand wave and frequency material, the NI-
Multisim all measuring tools are available and can be used without worrying about being damaged,
constrained by time and other constraints.

4. Conslusion

The STEM learning approach strongly supports the use of technology during the learning process of
science. Virtual Laboratories using Ni-Multisim software help students in studying electronics through
simulations before being implemented on actual measurements. In addition to avoiding the risk of
equipment damage due to errors in circuit making, the use of NI-Multisim helps students to keep
experimenting despite the lack of measuring instruments and electronic components because all types
of electronic components and gauges have been facilitated by NI. -Multisim.

Acknowledgment

This study is funded entirely by the NAS and USAID under the USAID Prime Award Number AID-
OAA-A-11-00012, and that any opinions, findings, conclusions, or recommendations stated in the
article are from the author only, and do not always reflect the views USAID or NAS.

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