338 Untuk menjadikan pembelajaran pelajar relevan kepada pengalaman hidup sebenar, pemilihan persekitaran pembelajaran yang bermakna (Agra et al., 2019) dan bersesuaian perlu dilaksanakan. Kemudahan internet pada masa kini dapat menyokong atribut pembelajaran bermakna dengan mendedahkan percapaian pembelajaran yang lebih terbuka terutamanya dalam pengaksesan maklumat. Walaubagaimanapun, penyebaran maklumat pembelajaran menerusi web perlu disampaikan dengan betul dan efektif supaya tujuan utama kandungan yang disampaikan itu dapat difahami oleh pelajar. Terdapat beberapa kajian telah dilaksanakan oleh pelajar-pelajar Universiti Tun Hussien Onn (UTHM) terhadap pelajar-pelajar Politeknik yang mengambil kursus ICS. Di antara hasil dapatan kajian seperti berikut: a. Masalah untuk memahami kehendak soalan ICS kerana pelajar menghadapi kesukaran menggambarkan secara visual. b. Tidak faham perubahan-perubahan yang berlaku dengan jelas c. Kurang faham dengan istilah-istilah teori ICS d. Kursus ICS tidak bersifat user friendly e. Kurang berminat untuk mendalami ilmu Pembelajaran secara konvensional dimana pelajar secara pasif menerima sahaja maklumat yang diberikan adalah tidak sejajar dengan kaedah pembelajaran yang memerlukan perkaitan dan berasaskan kepada dunia sebenar. Begitu juga dengan subjek-subjek sains komputer yang dilihat mengalami pelbagai masalah dalam penyampaian pengajaran dan pembelajaran konsep kandungannya agar pelajar secara langsung dapat mengaitkan pengaplikasiannya pada dunia sebenar. Pembelajaran rangkaian komputer memerlukan kaedah pengajaran dan pembelajaran yang berkait dengan dunia sebenar dan mampu mengkonstruk pengetahuan pelajar bagi mengganti kaedah pengajaran konventional iaitu melalui tutorial kelas. Pengajaran dan pembelajaran secara tradisi ini sebenarnya membebankan pelajar kerana mereka sukar untuk memvisualisasikan bagaimana jaringan komputer dihubungkan selain pelajar mempunyai kekangan untuk melakukan eksplorasi dengan lebih lanjut perkakasan tersebut serta tidak berpeluang untuk melakukan hands-on bagi penyambungan sesebuah rangkaian komputer. Kajian ini secara umumnya akan memfokuskan penerokaan kepada faktor-faktor yang menyebabkan kelemahan pelajar dalam menguasai kursus ICS semasa belajar di Politeknik Seberang Perai. Secara khususnya persoalan kajian ini adalah mengkaji perbezaan Kumpulan Mod 1 dan Kumpulan Mod 2 terhadap pencapaian pelajar dalam matapelajaran ICS? Rajah 1.1: Kajian (Theoretical Framework) LMS Mod 1 Mod 2 Pencapaian Pembolehubah Tidak Bersandar Pembolehubah Bersandar
339 Rajah 1.1 menunjukkan hubungan di antara 2 perkara utama yang terlibat dalam kajian ini iaitu tahap pencapaian pelajar. Mod 1 dan Mod 2 dilabelkan sebagai Pembolehubah Tidak Bersandar. Pencapaian pelajar pula adalah Pembolehubah Bersandar. Learning Management System pula menggunakan sistem khas iaitu Ujian Tahap Pencapaian yang memerlukan penggunaan sistem pengurusan pendidikan dan peralatan komputer. 2. ULASAN LITERATUR Learning Management System (LMS) Kajian Garcia et al. (2020) mendapati bahawa persepsi kegunaan dan sikap pelajar terhadap penggunaan LMS sebagai platform berasaskan web mempunyai kesan langsung dan signifikan terhadap niat mereka untuk menggunakan LMS. Kajian Easwary D/O Muruthy & Yamin (2017) memberikan beberapa bukti empirikal berdasarkan kajian-kajian terdahulu yang menunjukkan bahawa LMS adalah sistem yang lebih sesuai digunakan dalam pendidikan tinggi untuk menentukan penglibatan pelajar; dan pandangan pelajar mengenai penggunaan LMS dalam proses pembelajaran mereka. Kajian Ahmad et al. (2018) mendapati bahawa para pelajar melihat pengalaman pembelajaran bercampur aduk dengan LMS serta pengalaman pembelajaran Tatabahasa dan kosa Kata melalui LMS sebagai pengalaman yang positif juga memberikan sokongan yang baik untuk penggunaan LMS pada masa depan. Namun, N. A. Ahmad et al. (2019, 2023) menjelaskan sembilan faktor iaitu kualiti sistem, kualiti perkhidmatan, kualiti maklumat, motivasi, disiplin diri, latihan amali, niat untuk digunakan, kepuasan pengguna dan penggunaan sebenar yang dapat meningkatkan penerimaan lms dalam pengajaran dan pembelajaran di institusi TVET. Penyebaran dan Penerimaan Inovasi Definisi dari penyebaran inovasi menurut Rogers (1995) adalah sebagai proses dikomunikasikannya inovasi mengenai idea baharu melalui saluran tertentu selamanya diantara para anggota sistem sosial. Proses penyebaran berhubungan dengan cara inovasi tersebar, yaitu cara inovasi berasimilasi dengan pasar. Lebih tepatnya, penyebaran adalah proses menyebarnya penerimaan inovasi tertentu oleh komunikasi kepada para anggota sistem sosial tertentu selama jangka waktu tertentu. Pembelajaran Dalam Talian Kajian yang dijalankan oleh Abu Hassan et al. (2021) menyatakan bahawa tahap keberkesanan adalah tinggi namun setiap halangan yang dihadapi oleh pelajar perlu diambil tindakan segera agar keberkesanan pembelajaran dan pengajaran dapat dipertingkatkan lagi. Selain itu kajian Aziz Ishak & Zuraina Talaat (2020) mendapati terdapat hubungan signifikan yang sederhana antara kesediaan pelajar dan pembelajaran atas talian. Manakala hubungan antara motivasi pelajar dan pembelajaran atas talian pula mendapati wujud hubungan signifikan yang kuat. Ini menunjukkan bahawa pelajar bersedia dari sudut kesediaan dan mempunyai motivasi yang baik dalam menerima konsep pembelajaran atas talian, namun beberapa faktor harus diperhalusi agar tidak berlaku kerencatan dalam proses penyampaian pengetahuan kerana pergantungan terhadap pembelajaran secara bersemuka masih lagi diperlukan. Interaksi Dalam Talian Pembelajaran atas talian ialah proses pembelajaran berasaskan penggunaan teknologi yang membolehkan pelajar mengaplikasi pembelajaran kendiri dengan cepat lebih berkesan bila-bila masa dan di mana-mana sahaja.
340 Kajian Zahit & Noni (2020) berpendapat bahawa proses perbincangan secara atas talian menggunakan lembaran kerja adalah lebih mudah dan berkesan kerana dapatan kajian menunjukkan nilai min yang tinggi. 3. METODOLOGI Dalam kajian ini, kaedah yang digunakkan adalah kaedah kuantitatif dan reka bentuk kajian adalah Technology Acceptance Model (TAM). TAM mendeskripsikan terdapat dua faktor yang secara dominan mempengaruhi integrasi teknologi. Faktor pertama adalah persepsi pengguna terhadap manfaat teknologi. Sedangkan faktor kedua adalah persepsi pengguna terhadap kemudahan penggunaan teknologi (ease of use). Kedua faktor tersebut mempengaruhi kemauan untuk memanfaatkan teknologi (usefulness). Selanjutnya kemauan untuk memanfaatkan teknologi akan mempengaruhi penggunanan teknologi yang sesungguhnya. Persepsi pengguna terhadap manfaat teknologi dapat diukur dari beberapa faktor sebagai berikut: a. Penggunaan teknologi dapat meningkatkan produktivitas pengguna b. Penggunaan teknologi dapat meningkatkan kualiti kerja pengguna c. Penggunaan teknologi dapat meningkatkan efisiensi proses yang dilakukan pengguna. Rajah 3.1: Konsep sederhana Technology Acceptance Model Pengkaji telah mengenal pasti populasi dan sampel kajian yang ingin dikaji. Populasi yang dipilih merujuk kepada pelajar yang mengambil kursus Teknologi Maklumat (Networking) terdiri daripada 2 kelas iaitu DNS1A dan DNS1B. Jadual 3.1 menunjukkan bahawa DNS1A mempunyai 30 pelajar dimana akan dilaksanakan sesi bengkel dengan penggunaan LMS dan video, DNS1B mempunyai 30 pelajar dimana akan dilaksanakan sesi bengkel tanpa ada penggunaan LMS dan video. Oleh itu, jumlah pelajar yang mengambil Teknologi Maklumat (Networking) adalah seramai 60 orang.
341 Jadual 3.1: Populasi yang mengambil kursus Teknologi Maklumat (Networking) Bil Kelas Bilangan Pelajar 1 DNS1A 30 2 DNS1B 30 Jumlah Pelajar 60 Berdasarkan jadual penentu saiz sampel oleh Krejcie dan Morgan (Lee, 2006), jika bilangan populasi adalah seramai 60 pelajar dimana dalam model Krejcie dan Morgan (1970) saiz sampel diperlukan adalah seramai 52 pelajar. Kajian ini menggunakan set borang soal selidik sebagai instrumen kajian. Bagi menjawab persoalan kajian, beberapa ujian dijalankan seperti ujian-t. Jadual 3.2 menjelaskan mengenai ringkasan pengujian statistik yang digunakan bagi menjawab persoalan kajian. Jadual 3.2: Kaedah analisis data Persoalan Kajian Ujian Statistik Adakah terdapat perbezaaan signifikan tahap pencapaian pelajar dalam ujian pra ICS bagi group mod 1 dan group mod 2? Statistik inferensi (Ujian-t dan Ujian Normaliti) 4. KEPUTUSAN DAN PERBINCANGAN Dapatan kajian daripada hasil analisis ini digunakan untuk menjelaskan hipotesis kajian seterusnya menjawab persoalan kajian seperti yang berikut: 4.1. Adakah terdapat perbezaan signifikan skor min pencapaian murid dalam ujian pra ICS bagi kumpulan mod 1 dan mod 2? Rajah 4.1 menunjukkan perbandingan ujian pra antara kumpulan mod 1 dan mod 2. Ujian Pra dilakukan sebelum pembelajaran berlaku. Min bagi kumpulan mod 1 adalah 24.33 manakala min bagi kumpulan mod 2 lebih tinggi daripada kumpulan mod 1 sebanyak 9.34, iaitu 33.67. Didapati min bagi kumpulan mod 2 adalah lebih tinggi berbanding kumpulan mod 2. Namun perbezaanya tidak begitu jauh kerana ini menunjukkan kumpulan mod 1 dan mod 2 adalah terdiri daripada murid yang mempunyai aras pengetahuan sedia ada berkaitan topik serta kecerdasan yang hampir sama. Rajah 4.1: Perbandingan Ujian Pra bagi Group Mod 1 dan Group Mod 2 30 40 20 10 0 24.33 33.67 Ujian Pra Ujian Pos Min Markah Ujian Pra
342 4.2 Adakah terdapat perbezaan signifikan skor min pencapaian murid dalam ujian pos ICS bagi kumpulan mod 1 dan mod 2? Rajah 4.2 menunjukkan perbandingan min responden bagi ujian pos yang dilakukan antara kumpulan mod 1 dan mod 2. Didapati min ujian pos bagi kumpulan mod 2 adalah lebih tinggi berbanding kumpulan mod 1. Dalam ujian pos kumpulan mod 2 yang telah diajar dengan menggunakan kaedah pengajaran berbentukan platform LMS telah mencapai min sebanyak 69.05, iaitu 26.05 lebih tinggi daripada kumpulan mod 1 yang mencapai min sebanyak 43.00. Rajah 4.2: Perbandingan Min markah Ujian Pos Bagi Group Mod 1 dan Group Mod 2 4.3 Analisis Statistik Inferansi 4.3.1 Adakah Terdapat Perbezaaan Signifikan Tahap Pencapaian Pelajar Dalam Ujian Pra ICS Bagi Group Mod 1 Dan Group Mod 2? Jadual 4.1: Keputusan Ujian-t Sampel Bebas Ujian Pra Levene’s Test For Equality of Variances t-test for Equality of Means F Sig. t Df Sig.(2- tailed) UJIAN PRA Equal variances assumed Equal variances nor assumed .542 .464 1.862 1.862 58 57.353 .068 .068 T = 1.86, d.f = 58, p = 0.068 43.00 69.05 60 50 40 30 20 10 0 Ujian Pra Ujian Pos 70 Min Markah
343 Berdasarkan Jadual 4.1, oleh sebab p > 0.05, maka hipotesis nol gagal ditolak. Min skor tahap pencapaian murid dalam ujian pra subjek ICS bagi kumpulan mod 1 (min=24.33, sisihan piawai=18.23) adalah tidak berbeza secara signifikan daripada min skor tahap pencapaian murid dalam ujian pra ICS bagi group mod 2 (= 32.67, sisihan piawai = 16.39) dalam populasi. Perkara ini membuktikan bahawa tidk terdapat perbezaan yang signifikan dalam tahap pencapaian murid yang menggunakan kaedah pengajaran LMS dengan video dan kaedah pengajaran LMS tanpa video dalam populasi, t (58) = 1.86, p > 0.05. Hal kerana kedua-dua kumpulan masih belum didedahkan dengan mana-mana kaedah pengajaran sebelum ujian pra dijalankan. Keputusan ini menunjukkan kedua-dua sampel bagi group mempunyai kemahiran dan tahap pengetahuan yang sama dalam topik sudut. 4.3.2 Adakah terdapat perbezaan signifikan tahap pencapaian murid dalam ujian pos ICS bagi kumpulan mod 1 dan mod 2? Jadual 4.2: Keputusan Ujian-t Sample Bebas Ujian Pos Levene’s Test for Equality of Variances t-test for Equality of Means F Sig. t Df Sig.(2- tailed) UJIAN POS Equal variances assumed Equal variances nor assumed .141 .409 3.182 3.182 58 57.991 .002 .002 T = 3.18, d.f = 58 , p = 0.002 Berdasarkan Jadual 4.2, oleh sebab p < 0.05, maka hipotesis nol ditolak. Min skor tahap pencapaian pelajar dalam ujian pos ICS bagi group mod 1 (min = 47.67 , sisihan piawai = 24.59) adalah berbeza secara signifikan daripada min skor tahap pencapaian pelajar dalam ujian pos ICS bagi kumpulan mod 2 (min = 68.00, sisihan piawai = 24.90) dalam populasi. Ini membuktikan terdapat perbezaan yang signifikan dalam tahap pencapaian pelajar yang menggunakan kaedah pengajaran platform LMS berbanding kaedah pengajaran LMS tanpa video dalam populasi, t(58) = 3.18, p < 0.05 . Saiz Kesan n2 = t2 (t2 + df ) = (3.182)2 / (3.182)2 + 58 = 0.1486 Daripada saiz kesan menunjukkan 16.86% daripada varians dalam skor pencapaian ICS pelajar dapat dijelaskan oleh kaedah pengjaran yang digunakan. Jadi , merujuk kepada min skor pencapaian pelajar yang menggunakan kaedah pengajaran berbantukan platform LMS ( min = 68.00 , sisihan piawai = 24.90 )adalah lebih tinggi daripada min skor pencapaian ICS pelajar yang menggunakan LMS tanpa video ( min = 47.67, sisihan piawai = 24.59 ) dalam populasi. Terdapat perbezaaan yang signifikan dalam skor pencapaian ICS antara pelajar yang menggunkan pengajaran platform LMS dan pelajar yang menggunakan pengajaran LMS tanpa video , t (58) = 3.18 ρ< 0.05,n = 0.15. Maka , perkara ini menjelaskan penggunaan platform LMS kepada peningkatan pencapaian pelajar dalam ujian pos.
344 4.4 PERBINCANGAN Perkara-perkara yang di bincangkan melalui dapatan kajian ialah kesan penggunaan mod-mod pengajaran terhadap pencapaian keseluruhan pelajar, interaksi di antara mod-mod pengajaran dengan tahap akademik pelajar yang berbeza dua persepsi motivasi pelajar. 4.4.1 Kesan interaksi mod pengajaran terhadap pencapaian pelajar Secara keseluruhannya keputusan analisa mendapati terdapat perbezaan pencapaian yang signifikan antara group pelajar yang mengikuti pengajaran mod 1 dan mod 2. Ini bermakna pencapaian kedua-dua kumpulan pelajar adalah berbeza secara signifikan setelah mengikuti mod pengajaran masing-masing. Ini dibuktikan oleh peningkatan positif min skor pencapaian ujian pra berbanding ujian pasca. Keputusan ini menyakini bahawa LMS dengan video berupaya membantu penerapan maklumat ke dalam memori, menarik tumpuan, meningkatkan motivasi, memberi gambaran dinamik dan ilustrasi perhubungan antara sistem dan prosedur. Walaupun kedua-dua mod pengajaran memberi kesan positif pada skor pencapaian ujian pasca, namun data deskriptif menunjukkan bahawa pencapaian pelajar yang mengikut pengajaran mod 2 lebih tinggi berbanding pengajaran mod 1. Hal ini menyakinkan penyelidik bahawa penggunaan pengajaran mod 2 dapat meningkatkan kefahaman pelajar dalam mempelajari topik Introduction to the Personal Computer System. Dalam kajian ini juga didapati bahawa pencapaian antara pelajar tahap tinggi mod 2 dan tahap tinggi mod 1 adalah berbeza secara signifikan. Keputusan analisa deskriptif menunjukkan pelajar tahap tinggi mendapat impak lebih positif berbanding pelajar tahap tinggi mod 1. Mereka mampu menggekalkan pengetahuan dalam ingatan dan memindahkannya dari kandungan dalam LMS ke atas kertas ujian. Keputusan kajian ini menyakini bahawa pelajar tahap tinggi yang mengikuti proses pengajaran dan pembelajaran secara LMS dengan video menunjukkan peningkatan pemahaman yang lebih baik berbanding pelajar yang belajar melalui LMS tanpa video. Hal ini mungkin disebabkan oleh LMS dengan video yang di gunakan menepati fungsinya untuk mendapatkan perhatian, penyampai maklumat dan menyampai maklumat secara praktis. Oleh itu tidak disangkal lagi bahawa penggunaan LMS dengan video telah meningkatkan keberkesanan pembelajaran, membantu pelajar memahami konsep dan menyelesaikan masalah pengajaran (Baharom Mohamad, 2004). Keputusan ini telah menjawab persoalan kedua kajian. Analisa inferensi berikutnya mendapati terdapat perbezaan yang signifikan pada min pencapaian antara pelajar kategori tahap rendah yang mengikuti pengajaran mod 2 dan mod 1. Ini bermakna pencapaian antara deskriptif juga mendapati pencapaian pelajar tahap rendah mod 2 dengan tahap rendah mod 1 adalah berbeza secara signifikan. Keputusan analisa deskriptif juga mendapati pencapaian pelajar tahap rendah mod 2 meningkat lebih positif berbanding pelajar tahap rendah mod 1. Keputusan ini menyakinkan bahawa LMS dengan video amat sesuai di gunakan untuk membantu pelajar Politeknik Seberang Perai yang tahap akademiknya rendah dalam mempelajari sesuatu kemahiran yang melibatkan keupayaan menggunakan pengetahuan spesifik, konsep dan abstrak. Dengan demikian keputusan ini telah menjawap persoalan kajian ketiga.
345 5. KESIMPULAN Hasil kajian ini menunjukkan bahawa penggunaan bahan multimedia yang bersifat LMS dengan video telah meningkatkan skor pencapaian pelajar walaupun berbeza tahap akademik. Hal ini disebabkan maklumat yang disampaikan melalui LMS dengan video lebih jelas dan dapat diperhatikan terutama melibatkan sesuatu pergerakan. Dengan itu, pelajar dapat mengerti, melihat, mengekod, memikir, mengorganisasi, menyimpan, mengingat kembali dan menggunakan maklumat dengan berkesan. Hasil kajian ini juga mendapati bahawa penggunaan LMS dengan video dalam proses pengajaran dan pembelajaran telah membantu meningkatkan pencapaian pelajar politeknik yang tahap akademiknya rendah dalam mempelajari sesuatu kemahiran yang melibatkan keupayaan menggunakan pengetahuan spesifik, konsep dan abstrak. Penggunaan LMS dengan video terbukti mampu menjadikan proses pembelajaran di politeknik lebih koperatif di mana ia dapat meningkatkan motivasi, pemahaman, pencapaian, kemahiran berfikir dan penguasaan kemahiran. Walaupun banyak kajian mendapati LMS dengan video mempunyai kelebihan berbanding LMS tanpa video, tetapi hasil kajian ini menunjukkan bahawa kelebihan LMS dengan video bukan bersifat menyeluruh. Dalam situasai pembelajaran proses yang abstrak dan berterusan, grafik dinamik mungkin akan menggangu kefahaman pelajar dan kadang kala boleh menyebabkan salah tafsir kepada pelajar. Hasil kajian ini juga memberi petunjuk bahawa setiap pembangunan perisian harus memikirkan faktor pelajar. Antara faktor yang utama perlu diambil kira ialah bahasa penyampaian perisian yang digunakan. Kelemahan pelajar dalam menguasai dan memahami Bahasa Inggeris boleh menggangu pencapaian mereka. Di samping itu, pensyarah juga perlu membuat anjakan paradigma dengan mempelbagaikan strategi pengajaran untuk memastikan pelajar mendapat ilmu pengetahuan dan manfaat daripada pembelajaran seterusnya menjamin pendidikan yang berkualiti dan bertaraf global.
346 RUJUKAN Abu Hassan, S. A., Suzana Binti Zainol Abidin, & Zulkurnain Bin Hassan. (2021). Keberkesanan Pembelajaran Dan Pengajaran Dalam Talian (e-Pembelajaran) Terhadap Pembelajaran Pelajar Di Kolej Komuniti Hulu Langat. International Journal of Humanities Technology and Civilization, 1–8. https://doi.org/10.15282/ijhtc.v6i(S2).6241 Agra, G., Formiga, N. S., de Oliveira, P. S., Costa, M. M. L., Fernandes, M. D. G. M., & da Nóbrega, M. M. L. (2019). Analysis of the Concept of Meaningful Learning in light of the Ausubel’s Theory. In Revista Brasileira de Enfermagem (Vol. 72, Issue 1, pp. 248–255). Associacao Brasilerira de Enfermagem. https://doi.org/10.1590/0034-7167-2017-0691 Ahmad, B. H., Osman, A., Wahab, N. A., & Suryani, I. (2018). Investigating English Language Learners’ Experience in Using a Learning Management System in a Blended Learning Setting. Journal of Advanced Research in Computing and Applications Journal Homepage, 11, 1–8. www.akademiabaru.com/arca.html Ahmad, N. A., Elias, N. F., & Sahari Ashaari, N. (2019). The Importance of the Psychomotor Factors for Effective Learning Management System Use in TVET. In H. Badioze Zaman, A. F. Smeaton, T. K. Shih, S. Velastin, T. Terutoshi, N. Mohamad Ali, & M. N. Ahmad (Eds.), Advances in Visual Informatics (pp. 620–627). Springer International Publishing. Ahmad, N. A., Elias, N. F., Sahari, N., & Mohamed, H. (2023). Learning Management System Acceptance Factors for Technical and Vocational Education Training (TVET) Institutions. TEM Journal, 12(2), 1156–1165. https://doi.org/10.18421/TEM122-61 Aziz Ishak, A., & Zuraina Mir Ahmad Talaat, A. (2020). Pembelajaran atas Talian: Tinjauan terhadap Kesediaan dan Motivasi dalam kalangan pelajar Diploma Logistik (Vol. 2, Issue 4). http://myjms.mohe.gov.my/index.php/jdpd Baharom Mohamad. (2004). Persepsi guru-guru terhadap kepimpinan pengaiaran dalam celik Komputer di sekolah-sekolah negeri Johor. Easwary D/O Muruthy, A., & Yamin, F. M. (2017). The Perception and Effectiveness Of Learning Management System (Lms) Usage Among The Higher Education Students. In Journal of Technology and Operations Management (Vol. 12, Issue 1). Everett Rogers. (1995). Diffusion_of_innovations_by_Everett_Roge. Forsyth, R. (2003). Supporting e-learning: an overview of the needs of users. New Review of Academic Librarianship, 9(1), 131–140. https://doi.org/10.1080/13614530410001692086 Garcia, J. G., Gil, M., Gañgan, T., Tolentino, M. N., Ligas, M., Moraga, S. D., & Pasilan, A. A. (2020). Canvas Adoption: Assessment and Acceptance of the Learning Management System on a WebBased Platform. In ASEAN Journal of Open Distance Learning Learning Management System on a Web-Based Platform ¿ (Vol. 12, Issue 1). Lee, C. (2006). SAMPLE SIZE ESTIMATION USING KREJCIE AND MORGAN AND COHEN STATISTICAL POWER ANALYSIS: A COMPARISON. Sabharwal, R., Chugh, R., Hossain, M. R., & Wells, M. (2018). Learning Management Systems in the Workplace: A Literature Review. 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 387–393. https://doi.org/10.1109/TALE.2018.8615158 Turnbull Darren and Chugh, R. and L. J. (2020). Learning Management Systems, An Overview. In A. Tatnall (Ed.), Encyclopedia of Education and Information Technologies (pp. 1052–1058). Springer International Publishing. https://doi.org/10.1007/978-3-030-10576-1_248 Zahit, R., & Noni, N. S. (2020). Keberkesanan perbincangan atas talian dalam penyediaan rancangan perniagaan di kalangan pelajar kejuruteraan. ANP Journal Of Social Sciences And Humanities, 1(1), 26–33. https://doi.org/10.53797/anpjssh.v1i1.5.2020
347 EASE OF USE, RECALL AND UNDERSTANDING OF MULTI-COLUMN DISPLAYS ON SMARTPHONES FOR STUDENTS WITH DIFFERENT USER EXPERIENCE Nurul Ihsaniah Omar1* Izwan Affendi Adnan2 Izziani Bt Azizan3 1-3 Jabatan Teknologi Maklumat dan Komunikasi, Politeknik Seberang Perai, Pulau Pinang *Email: [email protected] ABSTRACT The study investigated the ease of use and performance in recall and comprehension of English passages presented as one-, two- and three-column PDF files on smartphone screens. Two intact second semester classes of 40 students from a polytechnic participated in the study. The instruments consisted of a 30-item Likert-scale questionnaire for ease of use, and recall and comprehension tests consisting of 10 multiple-choice and 6 short-answer questions for each passage. A repeated measures research design was used, with the EOU questionnaire and associated tests administered immediately after each passage. A baseline EOU score was obtained using the fit-to-screen Flipboard application and statistical comparisons were then made between the one, two and three column PDF displays. Data were analysed using repeated measures ANOVA. The results showed that there was no significant difference between the baseline Flipboard EOU and the one-column display, but there were significant progressive decreases in ease of use with each increase in the number of display columns, and both high and low experience groups reported equal decreases in ease of use as the number of columns increased. There were also significant progressive decreases in recall and comprehension performance with each increase in the number of display columns. Again, the high and low user experience groups reported equal declines in recall and comprehension as the number of columns increased. Based on these findings, it is recommended that the single-column PDF or Flipboard formats be used to present reading texts on smartphones. Keywords: Smartphones, Legibility, Readability, EOU, Recall, Comprehension. 1. INTRODUCTION A mobile device is a portable computing device such as a smartphone or tablet computer that is able to handle tasks of the PC/Desktop but is more flexibility in nature. Mobile devices have overtaken the PCs and Laptops in the terms of the numbers used for web access in Malaysia and globally (Poushter, 2020) and are fast becoming the most popular devices for getting online. Smartphones typically have smaller display screen sizes ranging from 2.0” to 5.5” compared to PC/Desktop which range from 10” to 19”. Ease of use by the user to complete common tasks, from task conception, to visiting websites and to task completion is the key for ‘Mobile Friendly’ display. Apart from that, the Zoom feature, ability to scroll up and down while navigating contents in webpages are also important.
348 A good example of an easy-to-use application is Flipboard which is powered by a responsive web design structure that adapts the display to the user devices no matter if they are using Laptop/PCs or smartphones. There are many characteristics of mobile devices or smartphones that make them very popular. First, they are much cheaper, extremely portable, have long battery lives and can be used as standalones or as extensions to the PC. All have the easy-tonavigate mobile applications that are intuitive or similar to the existing PC web versions. Traditionally, web standards for visual presentation are established based on the PC screen sizes for 1024x768 pixels or A4 size. Measurement of display size is equal to textbook size and distance of screen from viewer is equal to book page to reader. The Personal Computer is equipped with a separate mouse for interaction, adjustable keyboards for inputs, and comfortably placed sound and speaker systems. On the smartphones, however, all displays and inputs are on the same screen and the audio comes from small speakers located at top or bottom of the units. 2. LITERATURE REVIEW Factors such as font size, font type, stroke width, font smoothing, use of bold and italic, paragraph style, word length, sentence length and line length affect legibility and readability of text on the computer screens (Ambrose, Harris, Mills, &Halcomb, 2021; Amdur, 2020). Many studies have reported impairment effects on reading speed and reading accuracy due to varying font sizes, font types, and line lengths on reading text presented on computer screens (Gibson, Levin, Goolsbee, & Lundberg 2021). Dyson (2004) reported that a 10-point font size was read more slowly than a 12-point font size and there was a relationship between font sizes on speed-accuracy where generally fonts that were read faster are less accurate. However, the level of readability can be enhanced by proper selection of font types especially for reading long blocks of text and the use of multiple columns displays to shorten the line length (Ahmad Zamzuri, 2020). On the PC single column displays with long line length were read faster than double column displays, showing evidence of the disadvantages of a multicolumn layout with medium or short line length in English print text (Dyson & Kipping, 2021). Multicolumn layouts that are too narrow can slow the reading rate (Gibson et al, 2021). However, in small displays such as on smartphones, studies show that font text size impacted information that is remembered and having multiple columns allowed for the text to be enlarged to be better viewed. The use of small screens, in turn requires additional navigation tasks to the scrolling function already in use and studies have reported their negative impact learning (Morrison & Duncan, 2008; Sanchez & Wiley, 2020) and ease of use (Siegenthaler, Bochud, Wurtz, Schmid, & Bergamin, 2020). Scrolling and the additional tasks of double-tapping, rotating, panning and zooming further complicate the factor of readability (Kim, 2019). The use of scrolling on a reading material has a negative impact performance on full-sized displays (Morrison & Duncan, 2008). Reading text from scrolling displays reduce comprehension of the material resulting from difficulty in locating information while scrolling text (Piolat, Rousey, & Thunin, 2007; Sanchez & Wiley, 2020). Baker (2021) found that the scrolling and navigation conditions resulted in a slower reading time. Oberauer & Kliegl (2019) argued that if too much energy was spent to recognize the words, then less mental energy will be left for comprehending.
349 A number of factors have been noted as important for both readability and legibility on the smartphone screen, such as sizes of the typefaces, line width, tracking, paragraph uniformity and the relations of the color of the text but Christopher & Sanchez (2021) argued that there are different requirements for different devices and proposed more device specific studies to be conducted. 3. METHODOLOGY The quantitative data collection method was used in this study. 40 undergraduate students have participated in user experience (Appendix A) and ease of use questionnaire (Appendix B). Three mobile-based text passages administered. Each passage contains an average of 350 words. The passages were presented in one, two, and three columns. A comprehension and recall test were administered after each passage (Appendix C & D). A repeated measure research design was employed with the ease-of-use questionnaire and the corresponding comprehension test administered after each passage (Figure 1) Figure 1: The procedure of the data collection 4. RESEARCH HYPOTHESIS The purpose of this paper was to investigate the EOU, recall, and comprehension of 1- column, 2-column, and three-column PDF documents when read off the smartphone screens among the second-year Polytechnic students. The following hypotheses were proposed for each research question. H01: There are no significant differences in ease of use between one-column, two-column and three-column display H02: There are no significant differences in ease of use between one-column, two- column and three-column displays by user experience H03: There are no significant differences in performance in recall between one- column, twocolumn and three-column displays H04: There are no significant differences in performance in comprehension between onecolumn, two- column and three-column displays H05: There are no significant differences in performance in recall between one-column, twocolumn and three-column displays by user experience H06: There are no significant differences in performance in comprehension between onecolumn, two-column and three-column displays by user experience
350 The hypotheses were tested using repeated measures analysis in ANOVA. This method is used to compare the means of three or more groups where the participants are the same in each group. In this study the same group of students was exposed to 1-, 2-, and 3-column displays on their smartphones to investigate the ease of use and performance in recall and comprehension. The normality of the data was established with all factors reporting skewness and kurtosis within the ± 2 range (George & Mallery, 2021). There were no outliers in the data set. H01: There are no significant differences in ease of use between one-column, two-column and three-column displays Table 1 gives the means, standard deviations and results of repeated measure ANOVA test for ease of use by number of columns. A repeated measures ANOVA with Greenhouse-Geisser correction determined that the means of EOU differed significantly between one-column, twocolumn and three-column displays at F(1.499, 55.446) = 69.351 and P < 0.000. Post hoc tests revealed that the gradually declining means for ease of use were significantly different between all columns by pairwise comparisons. Thus, H01 is rejected. From these findings it can be summarized that there were significant progressive drops in ease of use with the increase in the number of display columns. Table 1: Means, standard deviation and results of Repeated Measures ANOVA for Ease of Use by number of columns No of Column N Mean Std. Dev. Greenhouse-Geisser Post hoc 1-column 40 127.18 9.93 F(1.499, 55.446 ) = 69.351 p = .000 1x2-column, p = .000 2x3-column, p = .000 1x3-column, p = .000 2-column 40 83.83 29.01 3-column 40 47.08 22.54 H02 : There are no significant differences in ease of use between one-column, two- column and three-column displays by user experience Table 2 gives the means, standard deviations and results of repeated measure ANOVA test for ease of use by user experience and number of columns. A repeated measures ANOVA with a Greenhouse-Geisser correction determined that the means of EOU by user experience did not differ significantly between the one-column, two-column and three-column displays at F(2.997, 55.446) = .406 and P > 0.05. Post hoc tests also revealed that there were no significant differences between all columns by pairwise comparisons. Thus, H02 is accepted. From these findings it can be summarized that both groups reported equal levels of ease of use within all the columns by user experience.
351 Table 2: Means, standard deviation and results of ANOVA for Ease of Use by User Experience and number of columns EOU UX Mean Std. Dev. N Greenhouse-Geisser Post hoc EOU 1 1.00 128.20 9.05 23 F(2.997, 55.446 ) = .406 p = .749 No significant differences in pairwise comparisons 2.00 125.82 10.53 17 EOU 2 1.00 86.05 29.23 23 2.00 84.35 30.36 17 EOU 3 1.00 2.00 46.00 50.35 22.87 23.99 23 17 H03 : There are no significant differences in performance in recall between one- column, two- column and three-column displays Table 3 gives the means, standard deviations and results of repeated measure ANOVA test for recall questions by number of columns. A repeated measures ANOVA with a GreenhouseGeisser correction determined that that the means of Recall differed significantly between onecolumn, two-column and three-column displays at F(1.649, 60.999) = 54.070 and P < 0.000. Post hoc tests revealed that the gradually declining means for recall were significantly different between all columns by pairwise comparisons. Thus, H03 is rejected. From these findings it can be summarized that there were significant progressive drops in recall with the increase in the number of display columns. Table 3: Means, standard deviation and results of Repeated Measures ANOVA for recall by number of columns No of Column N Mean Std. Dev. Greenhouse-Geisser Post hoc 1-column 40 9.30 .61 F(1.649, 60.999) = 54.070 p = .000 1x2-column, p = .000 2x3-column, p = .000 1x3-column, p = .000 2-column 40 7.50 1.22 3-column 40 5.60 1.79 H04 : There are no significant differences in performance in comprehension between one- column, two- column and three-column displays Table 4 gives the means, standard deviations and results of repeated measure ANOVA test for comprehension questions by number of columns. A repeated measures ANOVA with a Greenhouse-Geisser correction determined that that the means of Comprehension differed significantly between one-column, two-column and three-column displays at F(1.817, 67.223) = 15.069 and P < 0.000. Post hoc tests revealed that there were significant differences for 1- column and 2-column displays and for 1-column and 3-column displays but not for 2-column and 3-column displays. Thus, H04 is rejected. From these findings it can be summarized that there was a significant immediate drop in comprehension beginning with 2-column display and the decline was sustain through to the 3-column display.
352 Table 4: Means, standard deviation and results of Repeated Measures ANOVA for comprehension by number of columns No of Column N Mean Std. Dev. Greenhouse-Geisser Post hoc 1-column 40 4.00 1.69 F(1.817, 67.223) = 15.069 p = .000 1x2-column, p = .000 2x3-column, p = .831 1x3-column, p = .000 2-column 40 1.68 1.53 3-column 40 1.75 1.51 H05 : There are no significant differences in performance in recall between one- column, two- column and three-column displays by user experience Table 5 gives the means, standard deviations and results of repeated measure ANOVA test for recall by user experience and number of columns. A repeated measures ANOVA with a Greenhouse-Geisser correction determined that the means of Recall by user experience did not differ significantly between one-column, two-column and three-column displays at F(3.297, 60.999) = .645 and P > 0.05. Post hoc tests also revealed that there were no significant differences between all columns by pairwise comparisons. Thus, H05 is accepted. From these findings it can be summarized that both groups reported equal performance levels in recall by user experience and number columns. Table 5: Means, standard deviation and results of ANOVA for recall by User Experience and number of columns Recall UX Mean Std. Dev. N Greenhouse-Geisser Post hoc Recall 1 1.00 9.35 .57 23 F(3.297, 60.999 ) = .645 p = .604 No significant differences in pairwise comparisons 2.00 9.24 .66 17 Recall 2 1.00 7.39 1.12 23 2.00 7.65 1.37 17 Recall 3 1.00 2.00 5.74 5.41 1.86 1.73 23 17 H06 : There are no significant differences in performance in comprehension between one- column, two- column and three-column displays by user experience Table 6 gives the means, standard deviations and results of repeated measure ANOVA test for comprehension by user experience and number of columns. A repeated measures ANOVA with a Greenhouse-Geisser correction determined that the means of Comprehension by user experience did not differ significantly between one-column, two-column and three-column displays at F(3.634, 67.223) = .396 and P > 0.05. Post hoc tests also revealed that there were no significant differences between all columns by pairwise comparisons. Thus, H06 is accepted. From these findings it can be summarized that both groups reported equal performance levels in comprehension by user experience and number columns.
353 Table 6: Means, standard deviation and results of ANOVA for comprehension by User Experience and number of columns Comp UX Mean Std. Dev. N Greenhouse-Geisser Post hoc Comp 1 1.00 3.83 1.70 23 F(3.634, 67.223) = .396 p = .793 No significant differences in pairwise comparison 2.00 4.23 1.71 17 Comp 2 1.00 1.35 1.61 23 2.00 2.12 1.32 17 Comp 3 1.00 2.00 1.48 2.12 1.62 1.32 23 17 5. DISCUSSION AND RECOMMENDATION A. Ease of use Flipboard is an application that aggregates web contents and feeds from various websites and reformats each item into a one-column display in a magazine form and allows users to 'flip' through the feeds and news pages when reading them. The text displays follow the smartphone legibility and readability standards and offer good character spacing and contrast, bigger font size for the title of the news or article and dynamic fit-to screen display for the text and characters. Based on the findings, Flipboard reported the highest means for EOU due to the simplified view and navigation. This study found that ease of use scores for the 1-column display was lower than that of Flipboard but there was no significant difference between them. However, there were significant progressive drops in ease of use with the increase in the number of display columns for the PDF files. The means dropped by 44 points going from 1-column to 2-column displays and another 36 points going from 2-column to 3-column displays. Students thus reported increases of difficulty and inconvenience as the number of columns were increased. Analysis of ease of use by user experience reported high and low user experience groups had equal declines in ease of use by the same rate as the number of columns increased. Even high ability students experience difficulty with the small screen sizes, physical manipulation of the images, limited display segments, and the lack of ability to read ahead or browse. These findings are consistent with Siegenthaler et al (2020) who reported that the efficiency of navigation tasks and whether the device was used vertically or horizontally correlated with usability and ease of use. The drop in ease of use was reported because of the increase in the number of physical manipulations on the screen involving zoom, pan, rotate that constitutes noise and other distractions while engaging in the reading task. The small screen size truncated the displays and shrunk the font sizes. Thus, the students had to perform continuous adjustments to maintain legibility of the segments to be read, and handle varying font sizes and the character spacing while adjusting for mobile displays throughout the exercise. Christopher & Sanchez (2019) also reported a similar finding where the increase of number of column required a judicious amount of scrolling to read even a simple text. The drop of ease of use was also because students were spending too much time on the physical alignment and movement of the segments to be read. The major feedback received from the participants was that most preferred the one-column format because it didn't require a lot of eye-movements, which they reported to result in disorientation and losing track of where they were.
354 B. Recall and Comprehension The findings showed that due to the difficulties they faced when reading two and three column text passages, students failed to deeply comprehend what they read, thus making it difficult for them to answer the recall and comprehension test items correctly. Performance in recall progressively drop from 1-column to 3-column with bigger drops as the number of columns increased. This finding is supported by James (2020) who also reported that reading PDF file in multiple columns and scrolling to look through to complete text was unpleasant and the readers would spend as little time as possible on the task. Character size and columns also significantly interacted with display size to affect remembering (Dyson & Kipping, 2021). They also reported that a single wide column was read reliably faster than three-column displays, and that font sizes and columns that increased the amount of scrolling on the small screen produced lower levels of factual recall (Gibson et al, 2021). Baker (2021) also reported that readers performed best at the 1-column. The gradual decline in performance occurred because of increasing interference to legibility and readability and affected the processing from the short term memory stage onwards as explained in the theoretical framework. The increase in the number of columns added more distractions to the task of reading and resulted in the loss of attention and information. Performance in comprehension also suffered. Comprehension scores dropped drastically because of the truncated view and students could not see the entire passage at once. The students were not able to read ahead or browse previous sections to check their understanding as they engaged in their reading material. With limited working memory capacity, much of the attention and effort was spent in going through the display or skimming through them rather than engaging to read the text too much energy was spent to recognize the words resulting in less mental energy left for comprehending (Oberauer & Kliegl, 2019). Thus, extending the reading experience of the PDF course materials to the smartphone does not guarantee deep understanding of the content. REFERENCE Ahmad Zamzuri, M. A., Wahid, R., Samsudin, K., & Zaffwan Idris, M. (2020). Reading on the computer screen: Does font type has effects on Web text readability? International Education Studies, 6(3), 26–35. Ambrose, M.L., Harris, B.S., Mills, M.M., Halcomb, C.G. (2021). Comparing the Effects of text Size and Format on the Readability of Computer-Displayed Times New Roman and Arial Text. International Journal of Human-Computer Studies, 59, 823-835. Amdur, H. J. (2020). Facets of simplicity for the smartphone interface: A structural model. International Journal of Human Computer Studies, 70(2), 129–142. Aponte-de-Hanna, C. (2020). Listening strategies in the L2 classroom: more practice less testing. College Quarterly, Vol 15 (1). Baker, R. (2021). The effects of multiple column online text on reading speed, reading Comprehension, and satisfaction. Human Factors, 25, 683-692. Bernard, M. L., Liao, C. H., Mills, M. M. (2020). The Effects of Font Type and Size on the Legibility and Reading Time of Online Text by Older Adults. Human Factors in Computing Systems, 25, 175-176. Christopher, H., and Sanchez, M. A. (2021). Visual reading processes and the quality of text displays. In E. Grandjean & E. Vigliani (Ed.). Ergonomic aspects of visual display terminals. London: Taylor & Francis. (pp. 101–114) Chandler, S. B. (2001). Running Head: Legibility and comprehension of onscreen type. Journal of Applied Psychology, 13, 205-219.
355 Dyson, M. C., & Kipping, G. J. (2021). The effects of line length and method of Government on patterns of reading from screen. Visible Language, 32, 150-81 George, D. & Mallery, M. (2021). Using SPSS for Windows step by step: a simple guide and reference. Boston, MA: Allyn & Bacon Gibson, M., Levin, M., Goolsbee, K., & Lundberg, T. (2021). Enhancing the Reading Experience : Sonified On-Line Speed-Reading from a PDA Screen Using RSVP . Technical Communication, 44(1), 65-71. Hasegawa, J. (2021). An interactive user interface for text display. Proceedings of International Conference on Computational Science, 2, 1226-1229 James, L. (2020). Reading Text from Computer Screens. ACM Computing Surveys (CSUR), 19(4),329-357. Kim, A.-Y.,Song, H.-J., Park, S.-B., & Lee, S.-J. (2019). Device-Dependent Readability for Improved Text Understanding. Proceedings of the Conference on Empirical Methods in Natural Language Processing (EMNLP), 1396–1404. Ko, S., Kim, K., Kulkarni, T., & Elmqvist, N. (2019). Applying mobile device soft keyboards to collaborative multitouch tabletop displays. Proceedings of the ACM International Conference on Interactive Tabletops and Surfaces - ITS ’11, 130. Lund, A.M. (2001) Measuring Usability with the USE Questionnaire. STC Usability SIG Newsletter, 8:2. Downloaded on 10th June, 2020 from http://www.garyperlman.com Morey, T., & Perea, K. (2019). Reading Comprehension and Rate: One Column vs. Three Columns. British Journal of Educational Technology, 18(1), 41-51. Oberauer, G., & Kliegl, J. (2019). Student ownership of, use of, and skill with information technology. The ECAR Study of Undergraduate Students and Information Technology, (ECAR Research Study 7), 35–56 Pardo, C. (2020). Online Learning : Designing for All Users. Journal of Usability Studies, 5(4), 147– 156. Poushter, J. (2020). Smartphone ownership and internet usage continues to climb in emerging economies. Pew Research Centre. Downloaded on 5th April, 2020 from http://www.pewglobal.org/. Sanchez, C. A., & Wiley, J. (2020). To scroll or not to scroll: scrolling, working memory capacity and comprehending complex text. Human Factors, 51(5), 730–738. Sanchez, C. A., & Wiley, J. (2021). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34(2), 334-335 Siegenthaler, E., Bochud, Y., Wurtz, P., Schmid, L., & Bergamin, P. (2020). The Effects of Touch Screen Technology on the Usability of E-Reading Devices. Journal of Usability Stdies, 7(3), 94–104. Soleimani, H., & Mohammadi, E. (2020). The effect of text typographical features on legibility, comprehension, and retrieval of EFL learners. English Language Teaching, 5(8), 207–216. Thangaraj, B. I. (2020). Line Length & Column Width Line Length & Column Width. Computers in Human Behavior, 24(3), 1229-1245. Tinker, S. (2019). Development of a Dual-Modal, Presentation of Texts for Small Screens. International Journal of Human-Computer Interaction, 24(8), 776–793.
356 THE ROBOT - MR. DELIVERY Liang Yuan Shin1* Natea Nathan a/l Pannerselvam2 1-2 Jabatan Kejuruteraan Elektrik, Politeknik Seberang Perai, Pulau Pinang *Email: [email protected] ABSTRACT The Robot - Mr. Delivery is a robot that helps people to deliver food in hospitals. The purpose of this project is to reduce direct contact between health workers and patients to avoid the risk of virus transmission. Automatic robot, Mr. Delivery, has been built using Arduino Uno, Servo motor, Line sensor, and IR sensor. The line sensor allows the robot to move from one patient’s bed to the next patient’s bed along the line automatically. When the patient places their hand in front of the IR sensor, the robot will recognize that the patient has taken food. A servo motor will help the robot move forward and backward. The Arduino Uno is a programmable open source microcontroller board that can be used in a wide range of electronic projects. As an output, a sensor, this board can be connected to a motor. Besides, people can load 0.5 kg to 2 kg of food into the Mr. Delivery tray. Keyword: Arduino UNO, Servo Motor, IR Sensor. 1. INTRODUCTION The spread of Covid-19 threatens global public health in the year of 2020. Covid-19 is an infectious disease caused by the SARS-CoV-2 virus [1]. The virus can spread from an infected person’s mouth or nose in small liquid particles when they cough, sneeze, speak, sing or breathe. The World Health Organization (WHO) has declared a social distance of at least 1 meter from people with respiratory symptoms [2]. Social distancing is one of the most effective measures to reduce the spread of the virus, which is transmitted by air droplets [3]. By keeping the distance, we can reduce the spread of the virus. As a result, The Robot - Mr. Delivery was designed to assist the health workers to deliver food to a patient’s room in hospitals. By using the robot – Mr. Delivery, it can help to reduce direct contact between health workers and patients to avoid the risk of virus transmission. So, it can protect healthcare workers from patients especially with COVID-19. Mr. Delivery, has been built using Arduino Uno, Servo motor, Line sensor, and IR sensor. The line sensor allows the robot to move from one patient’s bed to the next patient’s bed along the line automatically. When the patient places their hand in front of the IR sensor, the robot will recognize that the patient has taken food. A servo motor will help the robot move forward and backward. The Arduino Uno is a programmable open-source microcontroller board that can be used in a wide range of electronic projects. As an output, a sensor, this board can be connected to a motor. Besides, people can load 0.5 kg to 2 kg of food into the Mr. Delivery tray. 2. LITERATURE Robot is an invention that can advance human life. Robot technology has been used in many fields. A delivery robot is an autonomous robot that provides delivery services.
357 Delivery robots can be used in different settings such as food delivery, package delivery, hospital delivery, and room service [4]. According to the article from Wikipedia, delivery robots can perform several tasks in hospital setting to reduce operation costs [5]. The first set of task are for food, medical specimens, and medicine deliveries. Besides robots play a crucial role in assisting doctors and nurses, improving efficiency, and reducing human workload. [6]. The use of robots, technology in hospitals helps fight against COVID-19 [7]. According to EHL Faculty(2023), a safe alternative in hospitals in handling COVID-19 is to use robots [8]. In this case, robots are used to disinfect the air and surfaces, to answer patients’ questions, to bring them medicine or food, and to monitor them. With the use of robots, it is very helpful to allow workers to focus on supervisory tasks while better dealing with the spread of the virus. The robot - Mr. delivery works autonomously to deliver food for patients. This robot has all the basic necessaries of the robot. It has motor, sensors, battery, a brain (ARDUINO UNO), line sensor to let the robot run, to move around from one place to other automatically. A robot is any machine capable of performing complex things or actions automatically, especially one that can be programmed by a computer [9]. The programming of the project is done using Arduino IDE software. 3. METHODOLOGY The Robot – Mr. Delivery consist of several of important part which each of them plays an important role. Based on Figure 1, the flow of the project starts with sensor. The sensor we are divided into Line sensor and IR sensor. They are connected to one Arduino Uno. Arduino Uno was used in this project as a main controller. It has controlled the full circuit in various ways. The design of this automatic follow the line track for reach patient beds. Arduino software for upload the coding after connects to the Arduino to upload programs and communicate with sensor. The line sensor allows the robot to move from one patient’s bed to the next patient’s bed along the line automatically. When the patient places their hand in front of the IR sensor, the robot will recognize that the patient has taken food. A servo motor will help the robot move forward and backward. Figure 1: Block diagram 4. RESULTS AND DISCUSSION There are two parts of the experiment observed in this “The Robot – Mr. Delivery” as shown in figure 2.
358 Figure 2: The Robot – Mr. Delivery The first part: The robot will follow the line track as shown in figure 3. Magnetic guided track (electric tape) is used to make a line track. Health worker starts with packing the food and loads it onto the Robot - Mr. Delivery tray as shown in figure 4. We can load 0.5kg to 2kg of food into the Robot - Mr. Delivery tray as shown in Table 1. When the robot has been turned on and approaches to the line, the robot can navigate using magnetic guided track (line track). Besides, the Robot - Mr. Delivery is also equipped with a 75° surveillance sensor to monitor the surrounding from a distance with automatic track back to line. Figure 3: The Robot – Mr. Delivery follow the line track (electric tape) with help line sensor.
359 Figure 4: The Robot – Mr. Delivery follow the line track with load on the tray. Table 1: Loading test for The Robot- Mr. Delivery Second part: The robots will stop automatically when found an object in front as shown in figure 5. The sensor head sends out an ultrasonic wave and picks up the wave that the target reflects back. When the patients place their hand in front the robot, it shows that the food had been taken by the patients. Ultrasonic sensor will help to Arduino to measure the distance from the sensor to object (here the patients bad) as shown in Table 2. The time between emission and reception is used by ultrasonic sensors to calculate target distance. The ultrasonic sensor can detect with the distance to the sensor between 5cm to 7cm and 75 ͦ angle. The Robot - Mr. Delivery continue for next delivery or back to the original place. It can be rechargeable with the help of anyone it is idle. Figure 5: Ultrasonic sensors measure distance by using ultrasonic waves. Load (kg) Movement 0.5kg can 1.0kg can 1.5kg can 2.0kg can
360 Table 2: Distance test from the sensor to object. Distance (cm) Detect 5 can 6 can 7 can 3. CONCLUSIONS A prototype of the robot that can move from one patient’s bed to the next patient’s bed along the line automatically has been developed for delivery food. The project development can be divided into two parts which are the circuit design and project programming. The circuit design is done on Arduino Uno, Servo motor, Line sensor, and IR sensor. The programming of the project is done using Arduino IDE software. The ultrasonic sensor can detect with the distance to the sensor between 5cm to 7cm and 75 ͦ angle. The line sensor allows the robot to move from one patient’s bed to the next patient’s bed along the line automatically. When the patient places their hand in front of the IR sensor, the robot will recognize that the patient has taken food. We can load 0.5kg to 2kg of food into the Robot - Mr. Delivery tray. A servo motor will help the robot move forward and backward. These are all were supported by the programming done in Arduino IDE. The robot- Mr. Delivery is ultimately to contribute to contactless and virus infection prevention. Based on the testing result and discussion, it can be concluded that the results of the robot run automatic by the electrical line wave testing can run smoothly. As long as people keep their distance from one another properly, the spread of virus can be reduced. ACKNOWLEDGEMENTS The researchers would like to thank their parents for their financial and guidance support. The researchers would also like to thank friends and lecturers for helping in various ways to complete this project.
361 REFERENCE Coronavirus disease (COVID -19). World Health Organization. https://www.who.int/healthtopics/coronavirus#tab=tab_1 Rational use of personal protective equipment (PPE) for coronavirus disease (COVID -19): Interim guidance. World Health Organization; 19 March 2020 https://apps.who.int/iris/bitstream/handle/10665/331498/WHO-2019-nCoV- IPCPPE_use2020.2-eng.pdf?sequence=1&isAllowed=y Meirui Qian and Jianli Jiang (25 May 2020). COVID -19 and social distancing; Z Gesundh Wiss, 2022; 30 (1): 259-261 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7247774/ Delivery robot. Wikipedia. The free Encyclopedia https://en.wikipedia.org/wiki/Delivery_robot Reeman Robot (May, 2023). Hospital Delivery Robots: Enhancing Healthcare with Innovative Solutions. Linked. https://www.linkedin.com/pulse/hospital-delivery-robots-enhancinghealthcare- innovative-solutions Muhammad Izwan Ohtman (Mar 2020). Penggunaan robot, teknologi di hospital bantu usaha perangi COVID-19. Berita Mediacorp/tq https://berita.mediacorp.sg/singapura/penggunaan-robotteknologi-di-hospital-bantu- usaha-perangi-covid-123681 EHL Faculty(2023), The clever use of robots during COVID-19. EHL Insights https://hospitalityinsights.ehl.edu/robots-during-covid-19 Osman Affandi (Jun 2019), 5 Teknologi Canggih Robot Dalam Dunia Perubatan. Iluminasi. https://iluminasi.com/bm/5-robot-yang-merevolusikan-dunia-perubatan.html Ryan Turner (Apr 2020). Arduino Programming: The Ultimate Intermediate Guide to Learn Arduino programming Step by Step. Russell Newton
362 KAJIAN KEPERLUAN PROGRAM DDT – TREK PEMBANGUNAN WEB DI POLITEKNIK SULTAN ABDUL HALIM MU’ADZAM SHAH (POLIMAS) Noorazura binti Natha @ Mokhtar1* Nooraza binti Othman2 Rohani binti Abu Bakar3 ¹ -3 Jabatan Teknologi Maklumat dan Komunikasi, Politeknik Sultan Abdul Halim Mu’adzam Shah, Kedah *Emel: [email protected] ABSTRAK Pendidikan dan Latihan Teknikal dan Vokasional (TVET) mula dilaksanakan di politeknik pada tahun 1969 dan di kolej komuniti pada tahun 2001. Pendidikan TVET diperkenalkan untuk memenuhi permintaan industri dan menyumbang kepada pertumbuhan ekonomi, selaras dengan globalisasi, ekonomi berasaskan pengetahuan, kemajuan teknologi dan mobiliti tenaga kerja global. Sehingga tahun 2018, politeknik telah menawarkan 92 program manakala kolej komuniti menawarkan 67 program pengajian secara sepenuh masa. Sebelum sesuatu program itu ditawarkan di politeknik dan kolej komuniti, Kajian Keperluan Program (PNA) perlu dilaksanakan bagi memastikan penawaran program pengajian tersebut relevan dan responsif terhadap perubahan arus teknologi. Salah satu bidang pendidikan TVET adalah Teknologi Maklumat. Kajian PNA ini dilaksanakan untuk mengkaji keperluan penawaran program DDT – Trek Pembangunan Web (DDT Trek Pembangunan Web) di Politeknik Sultan Abdul Halim Mu’adzam Shah (POLIMAS). Kajian ini memfokuskan dapatan data primer melalui soalselidik dan temubual dikalangan alumni Diploma Teknologi Maklumat (Pengaturcaraan) Politeknik Semenanjung Malaysia. Seramai 52 responden telah menjawab soalselidik dan 15 responden pula telah ditemubual. Dapatan menunjukkan 100% alumni bersetuju bahawa DDT Trek Pembangunan Web merupakan satu bidang yang menarik untuk dipelajari, menyumbang kepada peluang kerjaya yang baik dan program yang akan ditawarkan dapat memenuhi keperluan industri. Dari segi peluang kerjaya alumni berpendapat kerjaya yang relevan adalah kerjaya Pereka Web 73.1%, Pembangun Sistem Perisian 71.2% dan Pengaturcara 71.2% berbanding dengan kerjaya yang lain kepada bakal graduan program DDT Pembangunan Web ini. Hasil dapatan kajian dapat dirumuskan bahawa bidang DDT Trek Pembangunan Web sesuai untuk ditawarkan di POLIMAS. Kata Kunci: Kajian Keperluan Program, Alumni, DDT-Trek Pembangunan Web. 1. PENGENALAN Pelan Strategik Politeknik dan Kolej Komuniti (2018-2025) bermatlamat memperkasakan institusi politeknik dan kolej komuniti sebagai peneraju utama TVET iaitu meningkatkan program-program pengajian yang ditawarkan supaya selari dengan kehendak pasaran pekerjaan semasa. Bermula pada sesi Jun 2016, program Diploma Teknologi Maklumat (Pengaturcaraan)(DIP) telah dijenamakan semula kepada program DDT bagi memenuhi keperluan semasa. Bagi memastikan penawaran program DDT di politeknik terus relevan dan responsif terhadap perubahan arus teknologi, penyediaan Kajian Keperluan Program (PNA) adalah amat penting berdasarkan Panduan Penulisan
363 Kajian Keperluan Program (PNA) Politeknik dan Kolej Komuniti Malaysia, 2019. Oleh itu, satu kajian telah dilaksanakan sebelum penawaran Program DDT - Trek Pembangunan Web yang dirancang untuk diperkenalkan di POLIMAS dalam jangka masa terdekat. Program ini merupakan pilihan tambahan kepada program sedia ada iaitu program DDT - Trek Pembangunan Aplikasi dan Perisian. Sehubungan dengan itu, politeknik memainkan peranan yang besar dengan menawarkan pelbagai bidang pengajian berdasarkan keperluan negara termasuklah program berasaskan pembangunan web seperti Program DDT - Trek Pembangunan Web yang bakal ditawarkan ini. 2. KAJIAN LITERATUR 2.1 Transformasi dan pembangunan pendidikan Pada tahun 2013, Kementerian Pendidikan Malaysia (KPM) telah merangka Pelan Pembangunan Pendidikan Malaysia 2015-2025 (Pendidikan Tinggi) atau dikenali sebagai PPPM (PT) dan dilancarkan pada tahun 2015. PPPM (PT) menggariskan 10 Lonjakan bagi mencapai aspirasi sistem pendidikan tinggi Malaysia. Daripada lonjakan tersebut, lonjakan 4 memberi fokus kepada penghasilan Graduan Latihan Teknikal dan Vokasional (TVET) yang berkualiti. KPM melalui kolej vokasional, kolej komuniti dan politeknik menyediakan platform pendidikan tinggi berasaskan TVET bagi meningkatkan kemahiran tenaga kerja untuk memenuhi permintaan industri dan menambah peluang untuk kemajuan kerjaya (Pelan Pembangunan Pendidikan Pendidikan Malaysia (2015 – 2025) (Pendidikan Tinggi). Pada November 2020, Malaysia telah menubuhkan Majlis Ekonomi Digital dan Revolusi Perindustrian Keempat (4IR) Negara untuk melonjakkan keupayaan tempatan dalam menguasai pendigitalan. Terdapat 5 evolusi industri 4IR dan evolusi ke 4 ialah Industri 4.0 Pembuatan. Industri 4.0 Pembuatan adalah berasaskan rangkaian pintar antara mesin dengan pemprosesan yang dibantu oleh ICT (Dasar Revolusi Perindustrian Keempat (4IR) Negara, 2021) . Komponen tersebut adalah meliputi teknologi digital, inovasi dan ilmu. Melihat kepada dasar kerajaan melalui PPPM (PT) dan 4IR menunjukkan bidang teknologi maklumat sangat penting kepada negara bagi menjadi sebuah negara maju. Persaingan untuk memasuki bidang kerjaya semakin mencabar berikutan dengan pengeluaran graduan dalam jumlah yang banyak berbanding penawaran pekerjaan. Peluang pekerjaan adalah lebih kritikal dalam sektor pekerjaan tertentu. Kurikulum pengajian pula boleh ditambah baik supaya lebih mantap agar dapat memenuhi aspirasi kerjaya yang berkaitan. Oleh itu penawaran program DDT-Trek Pembangunan Web adalah sangat relevan dengan dasar kerajaan. Graduan program DDT inilah yang akan memacu negara ke arah negara maju di masa hadapan. 2.2 Pemegang taruh Alumni adalah siswazah atau lepasan sesebuah maktab atau university (Kamus Dewan Edisi Keempat, 2007). Dalam kajian ini, alumni yang terlibat adalah lepasan Diploma Teknologi Maklumat (Pengaturcaraan) Politeknik Semenanjung Malaysia yang merupakan pemegang taruh dalam sesebuah program akademik. Tidak dinafikan peranan alumni dalam sistem pengajian tinggi sangat penting, manakala tidak semua institusi pengajian tinggi menyedari bahawa alumni mampu memberikan sumbangan untuk pembangunan institusi pengajian tinggi. (Mohamed, 2018) Oleh itu penglibatan alumni dalam penawaran Program DDT-Trek Pembangunan Web adalah sangat relevan.
364 3. METODOLOGI KAJIAN 3.1 Pengenalan Definisi laman web menurut Wan Mohd Hijatulllah (2001) menyatakan bahawa laman web adalah satu sistem server internet yang menyokong hyperteks yang berkebolehan berhubung dengan pelbagai protokol internet dengan menggunakan satu saluran. Ia berasaskan dokumen-dokumen multimedia yang dikenali sebagai laman web. Protokol-protokol itu termasuklah untuk emel, FTP, Telnet dan Usenet News. Rangkaian Web Sedunia mempunyai protokolnya sendiri yang dikenali sebagai Hypertext Transfer Protocol (HTTP). Kajian Keperluan Program bagi program DDT-Trek Pembangunan Web ini melibatkan alumni sebagai responden. Responden alumni merupakan bekas pelajar Politeknik Sultan Abdul Halim Mu’adzam Shah (POLIMAS). Penyelidikan merujuk kepada satu proses yang sistematik yang melibatkan proses merancang kaedah penyelidikan, mengumpul data, menghurai data dan melaporkan maklumat (Chua, 2011). Dalam kata lain, penyelidikan merupakan satu kaedah yang dilakukan untuk memastikan maklumat yang diperoleh munasabah dan disokong oleh data kuantitatif dan kualitatif. Kajian keperluan program baru bagi DDT - Trek Pembangunan Web, telah menggunakan kaedah pengumpulan data primer. Pengumpulan data primer kajian ini menggunakan kaedah temubual dan borang soal selidik. Terdapat dua set soal selidik iaitu soal selidik secara kuantitatif (berobjektif) dan secara kualitatif (temu bual). Dapatan hasil sumber primer dilakukan dalam bentuk gabungan kajian kualitatif dan kuantitatif yang bertujuan untuk mendapatkan input secara telus dan komprehensif mengenai gambaran sebenar sejauh mana keperluan program ini ditawarkan oleh Politeknik Kementerian Pengajian Tinggi Malaysia. 3.2 Fasa Kajian Terdapat lima fasa kajian ini. a. Fasa 1: Penubuhan Jawatankuasa Kajian Keperluan Program (PNA) dan Penentuan Skop Tugas b. Fasa 2: Rekabentuk Instrumen c. Fasa 3: Pengedaran Soal Selidik dan Pengumpulan Hasil PNA d. Fasa 4: Analisis Hasil PNA e. Fasa 5: Dokumentasi Fasa 1: Penubuhan Jawatankuasa Kajian Keperluan Program (PNA) dan Penentuan Skop Tugas. Pada fasa ini, mesyuarat perancangan dan perlantikan ahli jawatankuasa penyelidik PNA telah diadakan antara penyelidik dari POLIMAS dengan pihak Pusat Penyelidikan dan Inovasi, Jabatan Pengajian Politeknik. Fasa 2: Reka Bentuk Instrumen Fasa ini melibatkan reka bentuk instrumen bagi soal selidik dengan tumpuan responden kepada pihak alumni yang merupakan bekas pelajar program DIP POLIMAS.
365 Bagi penyediaan rekabentuk instrumen soalan, pihak jawatankuasa PNA telah mengadakan satu bengkel penyediaan soalan dan penyemakan dokumen bersama Prof. Madya Dr. Shamshuritawati Binti Sharif yang merupakan Pensyarah Kanan di Pusat Pengajian Sains Kuantitatif, Universiti Utara Malaysia. Bagi mendapatkan kesahan dan kebolehpercayaan instrumen, laporan kajian disemak oleh beberapa pakar yang dilantik antaranya Timbalan Pengarah Akademik (TPA) POLIMAS, Timbalan Pengarah Sokongan Akademik (TPSA) POLIMAS, Ketua-Ketua Jabatan (KJ) serta pensyarah yang mempunyai pengalaman dalam pengesahan kajian. Kajian pilot test dijalankan kepada responden bagi menentukan kesahan item bagi setiap soal selidik (Mohd Syaubari Othman, 2018). Fasa 3: Pengedaran Soal Selidik dan Pengumpulan Hasil PNA Pengedaran tertumpu kepada alumni DIP POLIMAS. Fasa 4: Analisis Hasil PNA Ujilari dijalankan untuk menentukan kebolehpercayaan soal selidik dan soalan temu bual (Mokhtar, 2011). Kajian pilot test telah dijalankan mengikut kategori responden. Berdasarkan maklum balas tersebut, soal selidik dan soalan temu bual dikemaskini dan dimurnikan semula dengan mengambil kira maklum balas yang diterima oleh alumni. Soal selidik dan soalan temu bual yang telah dikemaskini kemudiannya diedarkan kepada semua responden yang terlibat. Kaedah analisa PNA yang dijalankan ialah melalui grafik statistik dan graf dari Google Form serta laporan menggunakan MS Word. Fasa 5: Dokumentasi Ia dilaksanakan dalam bentuk penulisan laporan penuh PNA bagi membolehkan ianya dibawa dan dibentangkan dalam Mesyuarat Lembaga Peperiksaan peringkat kebangsaan. 3.3 Persampelan Kajian Dapatan primer merupakan hasil dapatan yang diperolehi daripada maklum balas alumni yang terlibat. Bilangan populasi dan sampel bagi alumni ialah 150 orang, manakala sampel yang diambil hanya 67 orang iaitu 52 orang telah menjawab soal selidik dan 15 orang pula telah ditemubual. 4. KEPUTUSAN DAN PERBINCANGAN 4.1 Kehendak dan Kesediaan Alumni Alumni terlibat sebagai panel rujukan bagi memberi input, pendapat dan maklum balas dalam kajian ini bagi mengukuhkan input kajian. Dalam kajian ini, 67 orang alumni telah dipilih untuk menjawab soal selidik dan temu bual. 4.1.1 Hasil Dapatan Primer (Soal selidik) Kajian keperluan program DDT – Trek Pembangunan Web adalah hasil dapatan maklumbalas responden dapatan primer iaitu melalui soal selidik. Berikut adalah hasil kajian yang diperoleh daripada 52 responden yang merupakan alumni politeknik dikalangan graduan DIP POLIMAS. Kajian ini diedarkan untuk mengetahui sejauh mana persepsi alumni terhadap kandungan program dan peluang kerjaya bakal graduan bagi program yang dicadangkan.
366 4.1.2 Profil Alumni Bahagian A dalam kajian ini adalah berkaitan Profil Alumni. Daripada keseluruhan bilangan responden (52), sebanyak 48.1% merupakan responden lelaki manakala 51.9% adalah responden perempuan. Seterusnya hasil dapatan menunjukkan responden Melayu adalah seramai 94.2%, India 3.9% dan Cina 1.9%. Responden mempunyai tiga tahap pendidikan yang berbeza. Seramai 67.3% adalah lulusan Diploma, manakala 30.8% merupakan lulusan Ijazah Sarjana Muda dan 1.9% merupakan lulusan Sijil. Berdasarkan maklum balas yang diberikan, 52 alumni adalah pelajar yang pernah mengikuti program Diploma dan Sijil. Sejumlah 98.1% responden pernah mengikuti program Diploma manakala sejumlah 1.9% mengikuti program Sijil. Seramai 84.6% responden telah menamatkan pengajian dari Politeknik sekitar 1-3 tahun, 11.5% responden sekitar 3-5 tahun dan 3.9% telah menamatkan pengajian dari Politeknik melebihi dari 5 tahun (Jadual 1). Jadual 1: Tempoh tamat pengajian dari politeknik Bil Tempoh Menamatkan Pengajian Kekerapan Peratus(%) 1. 1-3 tahun 44 84.6 2. 3-5 tahun 6 11.5 3. Lebih dari 5 tahun 2 3.9 Rajah 1 menunjukkan, status pekerjaan alumni iaitu sama ada bekerja dalam bidang Teknologi Maklumat(42.3%), bekerja bukan dalam bidang (32.7%), usahawan (7.7%) dan tidak bekerja(17.3%). Rajah 1: Status bekerja
367 Rajah 2: Memenuhi asas teori dalam bidang teknologi maklumat 4.1.4 Dapatan Kajian Kesesuaian Penawaran Program Bahagian B dalam kaji selidik ini adalah berkenaan dengan maklum balas umum alumni terhadap kandungan program. Secara keseluruhan, 100% responden bersetuju bahawa Teknologi Maklumat merupakan bidang yang menarik untuk diikuti dan dipelajari. Merujuk kepada Rajah 2, hasil dapatan menunjukkan seramai 76.9% bersetuju bahawa program yang dicadangkan iaitu DDT – Trek Pembangunan Web memenuhi sepenuhnya asas teori dalam bidang Teknologi Maklumat. Manakala hanya 23.1% responden berpendapat program yang dicadangkan hanya memenuhi sebahagian daripada asas teori dalam bidang Teknologi Maklumat. Tiada responden yang menyatakan bahawa program yang dicadangkan adalah tidak memenuhi asas teori dalam bidang berkenaan. Selain itu juga, keseluruhan responden bersetuju bahawa kursus Pembangunan Web menyumbang kepada kekuatan program DDT. Berdasarkan Jadual 2 menunjukkan pandangan responden berkaitan program DDT mengikut lapan(8) kriteria yang dibahagikan kepada memenuhi keperluan, memenuhi sebahagian keperluan dan tidak memenuhi keperluan. Jadual 2: Program Memenuhi Keperluan Kriteria Bil Kriteria Memenuhi keperluan Memenuhi sebahagian keperluan Tidak Memenuhi keperluan 1. Teori dan Konsep 88.46 11.54 0 2. Kurikulum Bersepadu 76.92 21.15 1.93 3. Etika dan Profesionalisme 76.92 21.15 1.93 4. Kemahiran Praktikal 84.62 13.46 1.92 5. Perkaitan dengan Industri 78.85 21.15 0 6. Keusahawanan 69.23 28.85 1.95 7. Kepimpinan 73.08 26.92 0 8. Kemahiran Komunikasi 75 25 0
368 Dapatan menunjukkan semua responden (100%) bersetuju bahawa (1) Pembangunan Web merupakan satu bidang yang menarik untuk dipelajari, (2) menyumbang kepada peluang kerjaya yang baik dan (3) program yang akan ditawarkan dapat memenuhi keperluan industri. 4.1.5 Dapatan Kajian Peluang Kerjaya Bahagian kaji selidik ini adalah berkenaan peluang kerjaya kepada bakal graduan program ini. Dari segi pekerjaan yang relevan di organisasi alumni, Rajah 3 menunjukkan kerjaya Pereka Web(73.1%), Pembangun Sistem Perisian(71.2%) dan Pengaturcara(71.2%) berbanding dengan kerjaya yang lain. Rajah 3: Kerjaya relevan untuk graduan Rajah 4 memaparkan seramai 38.5% responden bersetuju bahawa julat gaji yang sesuai bagi graduan program ini adalah sebanyak RM2,001.00 hingga RM2,500.00. Ini diikuti dengan 30.8% responden memilih julat gaji adalah antara RM2,501.00 hingga RM3000.00. Rajah 4: Julat gaji graduan
369 Rajah 5: Aplikasi teknologi pembangunan web dalam bidang kerjaya alumni Seramai 80.8% responden mengaplikasikan Teknologi Pembangunan Web dalam bidang kerjaya yang diceburi. Manakala 19.2% pula responden adalah sebaliknya (Rajah 5). Merujuk kepada Rajah 6, menunjukkan 94.2% alumni bersetuju bahawa sektor kerjaya memerlukan tenaga kerja mahir yang lengkap yang dilengkapi dengan sijil yang diperakui dalam bidang Teknologi Pembangunan Web. Rajah 6: Keperluan sijil dalam bidang pembangunan web
370 Rajah 7: Keperluan diploma dalam bidang pembangunan web Seramai 90.4% responden memberi pandangan yang positif berkaitan keperluan Diploma Teknologi Maklumat di organisasi mereka seperti yang dipaparkan dalam Rajah 7. Hanya 9.6% responden yang bersetuju bahawa pada masa akan datang, organisasi mereka tidak memerlukan tenaga kerja mahir yang lengkap dengan sijil yang diperakui dalam bidang Teknologi Maklumat. Rajah 8, seramai 38.5% responden bersedia untuk melatih pelajar bidang Teknologi Pembangunan Web. Seramai 23.1% bersetuju dengan membangunkan kurikulum Teknologi Web, 25% pula masih belum bersedia untuk bekerjasama, 9.6% bersedia sekiranya membantu menyemak semula kurikulum Teknologi Maklumat dan 3.8% bersetuju dan bersedia melatih para pensyarah bidang Teknologi Maklumat. Rajah 8: Kesediaan untuk bekerjasama dengan politeknik Hasil dapatan ini juga menunjukkan semua responden(100%) berpendapat bahawa program ini akan dapat menghasilkan lulusan diploma yang tepat untuk pasaran tenaga kerja. Berdasarkan dapatan ini, secara umumnya, dapat disimpulkan bahawa alumni DIP memberi maklum balas yang positif ke atas kesesuaian penawaran program dan peluang kerjaya bakal graduan. Keseluruhannya (100%) bersetuju dengan penawaran program DDT – Trek Pembangunan Web.
371 4.1.6 Hasil Dapatan Primer (Temubual) Kajian keperluan program DDT – Trek Pembangunan Web adalah hasil dapatan maklumbalas responden dapatan primer iaitu melalui soal temubual. Berikut adalah hasil kajian secara temubual yang diperoleh daripada 15 responden yang merupakan alumni DIP. Soal selidik diedarkan untuk mengetahui sejauh mana kesesuaian bidang Pembangunan Web, kemahiran yang perlu diterapkan dan keperluan dalam industri. 4.1.7 Profil Alumni Bahagian A dalam kajian ini adalah berkaitan Profil Alumni. Daripada keseluruhan bilangan responden, sebanyak 33.3% merupakan responden lelaki manakala 66.7% adalah responden perempuan. Seterusnya responden Melayu adalah seramai 93.3.2% dan India 6.70%. Rajah 9: Tahap Pendidikan Rajah 10: Status bekerja Berdasarkan kepada Rajah 9, responden mempunyai tahap pendidikan yang berbeza. Seramai 60% adalah lulusan Diploma Teknologi Maklumat, manakala 33.3% merupakan lulusan Ijazah Sarjana Muda dan 6.7% merupakan lulusan Sijil Teknologi Maklumat. Hasil dapatan menunjukkan keseluruhan responden(100%) mengikuti program Diploma di Politeknik. Rentetan dari itu, seramai 73.3% responden telah menamatkan pengajian di Politeknik sekitar 1- 3 tahun, dan manakala 26.7% pula sekitar 3–5 tahun (Jadual 3). Jadual 3: Tempoh tamat pengajian dari politeknik Bil Tempoh Menamatkan Pengajian Kekerapan Peratus(%) 1. 1-3 tahun 11 73.3 2. 3-5 tahun 4 26.7 3. Lebih dari 5 tahun 0 0
372 Rajah 10 menunjukkan, dapatan analisa responden terbahagi kepada 4 kumpulan. Seramai 60% bekerja dalam bidang Teknologi Maklumat, 13.3% responden bekerja bukan dalam bidang, 13.3% Tidak bekerja dan seramai 13.3% merupakan usahawan. 4.1.8 Dapatan Kajian Kesesuaian Penawaran Program Berdasarkan temubual, responden berpendapat bahawa Pembangunan Web merupakan satu bidang yang menarik untuk dipelajari. Responden juga berpendapat bahawa bidang ini merupakan satu bidang yang menjadi trend di masa kini. Melalui bidang ini, ia memberi ruang dan peluang kepada IT personnel untuk berfikir secara kreatif dan kritis. Oleh itu, dapat dirumuskan bahawa bidang Pembangunan Web bersesuaian untuk ditawarkan. Kemahiran yang mempunyai permintaan yang tinggi ialah kemahiran digital. Justeru itu, bidang Pembangunan Web merupakan penyumbang kepada kekuatan Diploma Teknologi Maklumat(Teknologi Digital). Selain itu juga, program ini merupakan satu asas yang paling baik dan menjadi satu kelebihan ketika melangkah ke alam pekerjaan. Kombinasi kemahiran front end dan back end merupakan kemahiran yang perlu diterapkan dalam Program DDT. Responden berpendapat untuk menjadikan ianya sebuah program yang berprestij, kemahiran menganalisis data, kemahiran komputer(pengaturcaraan), sistem pengoperasian serta kemahiran yang membolehkan pelajar dapat menyesuaikan diri dengan teknologi baru, kemahiran menyelesaikan masalah, kemahiran mencari sumber rujukan yang sahih (bagi memastikan sistem web berjalan dengan lancar), memahami kehendak pengguna (landing page, ecommerce site) perlu diterapkan sebagai cara untuk memperkasakan lagi program ini. Responden bersetuju bahawa industri mendapat impak yang positif dengan perkembangan teknologi laman web. Ianya mempengaruhi dan memberi kesan positif kepada organisasi. Ini kerana laman web yang efisien dan mampu memberi maklum balas dalam tempoh masa yang paling minima boleh meningkatkan keuntungan syarikat atau organisasi. Pada masa kini, era e-commerce atau online shopping diterima oleh segenap masyarakat. Oleh itu, laman web boleh menggambarkan identiti syarikat atau organisasi. Perkara tersebut boleh menarik hati pelanggan sekaligus meningkatkan pembelian melalui online shopping. 4.1.9 Dapatan Kajian Peluang Kerjaya Selain itu juga, hasil temubual menunjukkan responden bersetuju bahawa sektor pekerjaan masa kini amat memerlukan tenaga kerja mahir yang lengkap dengan sijil yang diperakui dalam bidang Teknologi Pembangunan Web. Ini kerana, dengan memiliki sijil tersebut, ia merupakan satu pengiktirafan kelayakan dan merupakan satu kelebihan yang boleh menyakinkan majikan di Malaysia atau multinasional untuk menerima bakal graduan untuk bekerja. Sehubungan dengan itu, responden berpendapat bahawa pada masa akan datang, tenaga kerja mahir yang lengkap dengan sijil dalam bidang Teknologi Pembangunan Web diperlukan dalam organisasi mereka. Organisasi yang besar amat memerlukan pekerja berkepakaran yang diperakui untuk membuktikan bahawa organisasi mereka mempunyai pekerja dengan kepakaran yang diiktiraf. Permintaan kepada sijil pembangunan web sentiasa ada, berikutan wujudnya software house yang membangunkan sistem, aplikasi (web dan mobile) serta business automation. Hasil temubual juga menunjukkan kebanyakan responden sudi untuk bekerjasama dengan pihak politeknik dalam membangunkan dan menyemak semula kurikulum. Responden sangat berbesar hati untuk memberikan knowledge sharing dan pengalaman kepada pensyarah dan pelajar dalam bidang Pembangunan Web.
373 5. KESIMPULAN Hasil dapatan kajian ini, kelulusan penawaran program pengajian DDT-Trek Pembangunan Web oleh ahli Mesyuarat Jawatankuasa Induk Penawaran dan Penjajaran Program Pengajian Politeknik dan Kolej Komuniti yang bermesyuarat pada 24 Disember 2021 telah meluluskan penawaran program DDT Trek Pembangunan Web dan akan mula ditawarkan pada tahun 2024 di POLIMAS. Sementara itu surat perakuan akreditasi sementara program DDT ini telah diberikan oleh ahli Jawatankuasa Akreditasi, Agensi Kelayakan Malaysia (MQA) yang bermesyuarat pada 27 September 2022. Selaras dengan Seksyen 39 Akta Kelayakan Malaysia 2007, MQA telah memutuskan untuk memberikan perakuan akreditasi sementara selama 5 tahun bermula dari tarikh surat 13 Oktober 2022. Kesimpulannya, kajian ini memberikan bukti kukuh kepada pentingnya penglibatan alumni dalam pembangunan sesuatu program dan hubungan jangka panjang antara institusi pendidikan dan alumni. RUJUKAN Mohamed, P. D. (24 September, 2018). Berita Harian. Retrieved from Kerjasama erat IPT, industri tingkat kebolehpasaran graduan: https://www.bharian.com.my/rencana/komentar/2018/09/477402/kerjasama-erat-ipt-industritingkat-kebolehpasaran-graduan Mohd Syaubari Othman, A. Y. (31 December, 2018). Kajian Rintis Bagi Pelaksanaan Komposisi Pengajaran Guru Pendidikan Islam Yang Mengintegrasikan Kemahiran Berfikir Aras Tinggi (Kbat) Menerusi Pendidikan Akidah Sekolah Rendah Di Malaysia . Retrieved from https://attarbawiy.kuis.edu.my/index.php/jurnal/article/download/78/63 Mokhtar. (2011). Kaedah penyelidikan kuantitatif dalam pendidikan. Bandar Seri Bagawan, Brunei. Panduan Penulisan Kajian Keperluan Program (PNA) Politeknik dan Kolej Komuniti Malaysia. ( 2019). Retrieved from https://www.mypolycc.edu.my/index.php/muat-turun/garis-panduanc/bahagian-perancangan-program-dan-institusi/download/62-bppi/741-panduan-penulisan-kajiankeperluan-program-pna-politeknik-dan-kolej-komuniti-malaysia Pelan Strategik Politeknik dan Kolej Komuniti (2018-2025). (2018). Retrieved from https://www.mypolycc.edu.my/index.php/muat-turun/penerbitan/download/2-penerbitan/5-psjppkk Pelan Pembangunan Pendidikan Pendidikan Malaysia (2015 – 2025) (Pendidikan Tinggi). Retrived from https://www.mohe.gov.my/muat-turun/penerbitan-jurnal-dan-laporan/pppm-2015-2025- pt/104-ringkasan-eksekutif-pppm-2015-2025/file Rangka Tindakan (Blueprint) Ekonomi Digital Malaysia. (2021). Unit Perancang Ekonomi, Jabatan Perdana Menteri. Retrieved from https://www.epu.gov.my/sites/default/files/2021-02/rangkatindakan-blueprint-ekonomi-digital-Malaysia.pdf Dasar Rvolusi Perindustrian Keempat (4IR) Negara, (2021). Unit Perancang Ekonomi, Jabatan Perdana Menteri. Retrieved from https://www.epu.gov.my/sites/default/files/2021-09/4IRvol2_FA_BM.pdf Chua YP (2011). Kaedah Dan Statistik Penyelidikan: Kaedah Penyelidikan. Mcgraw-Hill Education Dewan Bahasa dan Pustaka (2007). Kamus Dewan edisi keempat. Dewan Bahasa dan Pustaka Wan Muhammad Hujatullah Wan Ghazali. (2001). Pembinaan Laman Web Untuk Program Pendidikan Islam, Fakulti Pendidikan UKM. Projek Penyelidikan Ijazah Sarjana Pendidikan: UKM.
374 MODELLING AND SIMULATION OF OVER-CURRENT RELAY FOR POWER SYSTEM PROTECTION Herlina binti Miur Zabidin1* Redza Ieskaandar bin Masiman2 Nazawati binti Masor3 1-3Unit Teknologi Elektrik, Kolej Komuniti Padang Terap, Kedah *Email: [email protected] ABSTRACT Relays such as the electromechanical relays, static and microprocessor based digital relays have their own advantages and weakness. Nowadays, digital or numerical relays are use to overcome the weakness of traditional or conventional relay. This study focusing on analyzing behavior and manners of digital over-current protective relays in 11/33 kV three phase power systems during ordinary condition and when fault is applied to the power system. The main scope of this study includes the modeling, simulation and analysis results of over-current relay. The work done in this study can help students to understand the theories for working principle of digital protective relays and electromechanical protective relays. The history of protective relay shifts from electromechanical type to digital type over the past few years can be known better. The knowledge and understanding gained from this study can be applied in designing and modeling a virtual over-current protective relay in a simple power system using simulation tool of MATLAB Simulink. The proposed model of over-current protective relay is tested in the power system and its operation during normal condition and when fault is applied to the transmission line are observed and analyzed. With this, the performance of relay can be monitor and understanding of this protective relay operation can be enhanced. Keyword: Modelling, Simulation, Over-Current Protection, Power System Protection. 1. INTRODUCTION 1.1 Background of Study The study of power system protection is basically referred to the abnormality such as fault (or failure), which can lead to failure of system. In this modern world, natural disaster such as hurricanes, ice storms and earthquakes are continuously challenging power system thus researchers must find ways to reduce the damage caused by these events (Chowdhury, et. al, 2021). Because of system failure or due to natural disasters, the power system is vulnerable to faults or is not defendable against them. This could result in severe consequences for the power system's components, such as their subrogation and interruption of the customers' access to electricity. Relays based on controller units are used to monitor the functioning of the power system dependent on the voltage and current transformers, respectively. Before installing the substation, protective relays must be checked to confirm that they are reliable and safe (Ibrahim, M. A., et. al, 2020). Briefly, an electronic power system comprises of generator, distribution lines and some protection or maneuver devices. For off-grid power systems or microgrids functioning in an islanded situation, this simplest design is now employed. Some of advantages operating power system in alternating current (AC) is that can use transformer, either at high volt and low current amplitude, thus contribute low power loss and voltage drop at power lines. In addition, AC use 3-phase, which permit easy current interruption in high-voltage equipment and smooth, non-pulsating power flow. (Papailiou, 2021).
375 1.7 Problem Statement The study of faults in power system network's distribution systems is a difficult undertaking due to the size of this network. Distribution system flaws can affect the quality, security, and even dependability of the power system. Most often, fail-to-trip happens when a relay fails to trip when there are faults. Mal-trip also occurs when the relay malfunctions while being in good condition (Valand, 2017). This can happen due to visible light interference. In definition, faults are abnormal conditions that can effect voltage, current, frequency and power to diverge from nominal values. Common faults of electric circuits are failure of voltage supply, current path from or to load, insulation between conductors, control devices or even damage by rodents and pets (Strangas et. al, 2021). Some mechanical failures are extensive ice buildup, hurricanes, and tornados (Anderson, et. al, 2022). Other causes are lightning strikes, ageing or physical damage; while abnormalities in 3 phase system: overloading, undervoltage or overvoltage (Bansal, R. 2019). Faults must be fixed as soon as possible because if they are not, equipment could be destroyed. The danger of a fault depends on its type; for instance, a three-phase short circuit is the most dangerous since it is the most often (Alassouli, 2022). This failure should be minimized by isolating fault element from the healthy system to limit disturbance or mitigate the consequence of fault (Paithankar, Y.G & Bhide, S.R, 2004). Electrical faults are categorized as short circuit (SC), open circuit (OC), inter-turn fault or any abnormalities due to operational errors. Most severe SC can be 3 phases, phase to phase and one or more phase that involved ground (Ekanayake, et. al, 2023). Short circuits are known as shunt faults caused by breakdown of insulation. If faults are due to insulation flashover, it is usually temporarily (Paithankar, Y.G & Bhide, S.R, 2004). Meanwhile, protective relays are utilized to detect and separate fault as quickly as possible to return the power system back to normal. A relay or protection system needs to apply the proper inputs, process the input signals, find the problem, and start fixing it. A relay can often be designed to respond to any observable parameter or effect (Priteshkumar, 2017). The Institute of Electrical and Electronic Engineers (IEEE) defines a protective relay as “a device function is to detect defective lines or apparatus or other power system conditions of abnormal or dangerous nature”. It uses current transformer (CT) and power transformer (PT) to monitor the state of power system (Das, S., et. al, 2021). Fast fault detection allows protective relays to isolate faulty parts from healthy parts that reduce asset damage and continuously supply healthy parts (Shafiullah et. al, 2022). Problems might arise from using protective relay as most of it is still electromechanical type. The electromechanical protective relays used in the power system have a number of drawbacks, including unreliable performance, a large number of mechanical parts, including moving coils, springs, and contacts, and difficulty estimating their useful lives. Since protective relays spend the majority of their operating lives as idle components, only routine inspections can confirm or guarantee that they will function as intended. Another explanation is that no information about the protective relays' operation has been documented. The flag will only become visible as it descends from its initial position as the electromechanical relay trips, providing the only indicator (Bundan, 2012). 1.8 Objectives of Study The objectives of this study are: i. To understand the operation of over-current relay (OCR) ii. To perform a modeling of digital OCR block using simulation technique
376 2. LITERATURE REVIEW 2.1 Introduction to Electric Power System Protection Electrical systems need a protection system that consist of assembling electronic components, whereby the system continuously monitors for abnormal operating conditions. Protection acts as secondary equipment while several primary equipment’s are the transformer, generators, lines, buses, capacitors, breaker and disconnector (Ciufo & Cooperberg, 2021). In system protection, terms used are protective relaying, reliability, dependability security, selectivity, sensitivity and speed of operation (Ekanayake, et. al, 2023). To provide optimal coordination among protective devices, protection system coordination is the goal. If coordinated properly, defects can be quickly and readily fixed without compromising optimal performance (Bansal, 2019). To users of electrical supply, power system appears to be in steady state, imperturbable, constant, and infinite in capacity. Yet, power system is subject to constant disturbances created by random lad changes, faults of natural causes and also can be result of equipment or operator failure. Thus relaying is branch of electric power that detects abnormal condition and initiates corrective action as fast as it could (Horowitz et. al, 2022). Basically, one type of protection has to do with protective relays, faults current, effective grounding, circuit breakers, fuses, and others. Circuit breaker, reclosers, motorized disconnect switches, and self-contained protection devices are used to trip equipment protection systems. It keeps an eye on the system's health (amps, volts, and Watts using CT and PTs) and responds when it notices any unusual conditions (Blume, 2016). Protective relays are build together with other devices such as circuit breaker to protect transformer, generator, motors, busbar, feeder line of system and other electrical equipments. (Ungrad et. al, 2020). The action of detecting and clearing fault using related hardware are the important parts to ensure restoration of normal operation. Action taken in minimizing faults is considered as prevention and control of system failure, also to limit damage and enhance reliability. A common device used in power system protection are nonelectrical relays such as bimetallic, Buchholz and pressure relief relays, electrical relays (distance, over-current, over/under voltage, over/under frequency, reverse power and over flux relay), re-closers, sectionalizers and fuses (Al-Roomi, 2021). Protection and control devices able to detect and isolate all different types of faults occur in primary equipment. Statistics shows 80% of SC fault is single phase to ground fault and is transient in nature (Ghezelayagh, 2020). Figure 2.1: Simplest configuration of electric power system (Papailiou, 2021)
377 Figure 2.2: Simple power system (Atwa, 2019) 2.2 System Protection and Coordination System protection and coordination should comprise of safe and selective system that isolates only faulted circuits. As for this reason, protective equipment will detect unusual current flow and take out the affected parts from the system through separate; interconnected of external control wiring, mechanically coupled or single device (Guyer, 2020). Interconnected power systems evolve as it is more reliable than isolated system also makes it possible to implement economic load dispatch. Generators in this system could varied such as turbo-alternators (in coal or gas fired or nuclear power plants) and also other generators such as hydroelectric, power plant, window-powered, fuel cells or solar-powered photovoltaic cells. The benefits of an interconnected system include maintaining service length, improving reliability, decreasing the use of generators when there is no load, and arranging power transfers at regular hours. Conversely, drawbacks include a rise in fault currents during SC or a remote chance that any initial disruption will cause a widespread blackout (Glover et. Al, 2016). Figure 2.3: Operative states and basic structure of protection system (Anderson, 2022)
378 Figure 2.4: Protection zone (Anderson, 2022) 2.3 Electromechanical and Numerical or Digital Relay Protection The preferred type of relay is the digital or numerical relay since it is more accurate and effective. It has taken the place of solid-state and electromechanical counterparts because it is faster, more compact, and more dependable, resulting in minimal power loss in the event of a malfunction (Aman, et. al, 2011). Electromechanical and numerical or digital relays are two types of protection devices used in power systems to detect faults and protect electrical equipment. While both types of relays serve the same purpose, they have different in terms of operating principles, performance, and others. Electromechanical relays serve as connections between power and control circuits. Relays require very little power to operate but can control devices that consume more power. A small amount of power is required to switch the contacts of the coil that activates the relay. High power loads such as contactors and protective devices can be connected to the output terminals of relay (Priteshkumar, 2017). Energizing circuit and contact circuit are the two circuits used in the construction of electromechanical relays. The copper coil serves as the primary element of the stimulating circuit, and the contacts of the electromechanical relay serve as the primary element of the contact. In these relays, an armature is drawn in by activating a solenoid sub-assembly. Using this attraction, the electrical circuit can be cut off. However, if an electromechanical relay starts to wear out, the contact point can be changed, and the relay can still be used (Vinod, 2018). Figure 2.5 below is the block diagram of electromechanical relay and numerical relay.
379 Figure 2.5: Block diagram electromechanical relay and numerical relay (Priteshkumar, 2017) 2.4 Over-current Relay Protection Over-current relays (OCR) operate when load current either in normal or abnormal condition that exceeds preset or pickup value. Relays are used extensively in protection of distribution lines, large motors and power equipment. Electromagnetic or induction relays are commonly used in this scheme. Magnitude relays can be used for over-current protection since they activate when the magnitude of current exceeds a preset value. There are four variations of this scheme: directional over-current relay, inverse over-current relay, and instantaneous overcurrent relay (Alassouli, 2022). OCR are employed at all voltage levels; they are primarily utilized as main protection in distribution circuits, as backup protection for transmission lines in the form of ground and phase protection, and as equipment protection in industrial systems (generator, transformer, or motor). Under operating conditions, directional overcurrent relay (DOCR) is required as it has wider range of applications; whereby it can help to increase in distributed energy resources (DERs) of network and help reducing the fault currents value that can caused lack of sensitivity (Shih, 2017). OCR relays are the most dependable protective equipment for any power system because they offer selectivity in the coordinating system, which is a critical issue for power system protection. When a relay starts, it sends a signal to the matching circuit breaker (CB) to trip it, allowing the fault to be fixed. Normally the relay is an open contact that needs to be in closed state when trip, thus DOCRs can be used at both ends of line or twice number of lines (Sherpa, 2021). The only difference between a DOCR and a non-directional overcurrent relay is that a torque control is used for directionalizing.
380 This component enables DOCR to operate only when the fault occurs within its zone of protection, which is the area behind the relay, and not when the fault occurs outside of its zone of protection (Bundan, 2012). Transmission lines, transformers, generators, and motors are among the components of the power system that OCR protects from the high currents brought on by short circuits and ground faults. These relays detect abnormal situations, isolate defective system components, reduce damage and hazard, and maintain the system's security and stability. However, due to the difficulty in detecting the fault's direction, DOCR protection is necessary to safeguard the system from fault currents. By incorporating a directional aspect into DOCR, the OCR's limitation in determining the direction of fault is lessened (Sujatha, 2017). Figure 2.6 below is a block diagram of the OCR. Figure 2.6: Block diagram and graph of OCR operation (Shih et. al, 2017) 3. METHODOLOGY 3.1 Introduction to Modelling and Simulation Tools and Model In this chapter, simulation model that represents digital relays and power system component are accomplished using MATLAB/SIMULINK environment. Libraries of protective relay modules, power system elements, and protection schemes are arranged in this chapter for easier reference to readers when learning the principles of protective relay design and application. The over-current relay model chosen in study is over-current relay. An important part of the modelling process is the model evaluation. How does the model describe events outside measured data well (extrapolation)? This can be accomplished by dividing the data into training and conforming data. The model is trained using the training data, and its performance is assessed using the verification data (Chaturvedi, 2017). The relay elements applied for designing a protective relay function are data acquisition, measurement, decision making, and communication. The relay model represents a complete digital relays and protection terminals such as over-current, impedance or differential relays. Analysis tools contain functional elements that ease the analysis and testing procedures. For example, the output display block the signal source library generates input signals for protective relays.
381 3.2 Basic Simulation of Over-current Relay Logic in Matlab The SIMULINK was used for simulating a standard conventional relay in MATLAB. There should be a relay before the circuit breaker in the over-current relay protection design that sends the tripping signal to it after the corresponding input signals. In this part, simulation model that represents over-current relay and power system component are accomplished. The relay and signal source library, together with analysis tools, protective relay models, and power network. Figure 3.1 shows OCR internal logic circuit block diagram. Figure 3.1: Over-current internal logic circuit block diagram
382 Example 1: Simulation of over-current relay without transformer Figure 3.2: Schematic diagram and setting properties for no fault and with fault of overcurrent relay protection system without transformer Example 2: Simulation of over-current relay with transformer Figure 3.3: Schematic diagram and setting properties for no fault and with fault of overcurrent relay protection system with transformer No fault condition: With fault condition: No fault condition: With fault condition:
383 Example 3: Simulation of over-current relay with continuous and discrete type Figure 3.4: Schematic diagram of over-current relay protection system using continuous type Figure 3.5: Schematic diagram of over-current relay protection system using discrete type 4. RESULTS AND DISCUSSION In this part, voltage transformers measured the voltage, which were subsequently transmitted into the relay. Here are the findings of study that have been represented in Simulink/Matlab. Figure 4.1 and 4.2 represented the result for system camparison without any faults and with fault when using transformer. In no fault case, the relay failed to transmit any tripping signals to the breaker, thus the signal was good. When fault occur, it took place at t=0.1s until t=0.3s and detected by a relay, which transmit signal to the circuit breaker. Figure 4.3 represented the result for system camparison without any faults and with fault when using transformer. When fault occur, it took place at t=0s until t=0.1s and detected by a relay, which transmitted a signal to circuit breaker. As a result, transformer was disconnected from the power grid.
384 Both Figures 4.4 and 4.5 represent results of comparison for waveforms when using continuous and discrete type of signal at voltage and current for part before including the three phase PI section line. Example 1: Simulation of over-current relay without transformer Figure 4.1: Scope of voltage measurement No fault occur Fault occur Figure 4.2: Scope of current measurement No fault occurs Fault occur
385 Example 2: Simulation of over-current relay with transformer Figure 4.3: Scope of voltage measurement No fault occur Fault occur
386 Example 3: Simulation of over-current relay with continuous and discrete type Figure 4.4: Scope of voltage measurement 1 Continuous Discrete Figure 4.5: Scope of voltage measurement 2 Continuous Discrete 5. RECOMMENDATION Protection is a challenging task since protecting underground cables from faults will require a protective device. The reason using protection equipment is to reduce the effects of faults on electrical power systems. This device detects faults and sends information to power system operator. How this is done by collecting information type of fault and detects exact location in cable. Thus, protection devices need to operate as quickly as possible and operate reliably. As for recommendation, it is suggested for a study for analyzing the behavior and operation of digital OCR between theoretical value and simulation and to validate the accuracy of proposed relay model by observing the performance of OCR by applying fault at different location. For addition, comparison with Instantaneous Definite Minimum Time Delay (IDMT) also can be analyze with this relay.
387 6. CONCLUSION In conclusion, the OCR simulation was completed successfully, and the results were obtained, as each type of faults analyzed stimulated the tripping system. The key objective is to make sure the power transformer through internal faults at the generated fault t=0.ls and to avoid disruption because of other conditions of operation. The transformer is cut off from the grid when a three-phase failure occurs. The circuit breaker disconnects the double line-to-ground relay, but just the problematic phase. Relay performance under various system parameters and situations has been assessed using simulation analysis. Determining quantities that can distinguish between normal and abnormal situations is the key challenge in power system protection. The difficulty in distinguishing between normal and abnormal conditions is made worse by the fact that, in the present, the term "normal" refers to a disruption that is outside the zone of protection. REFERENCE Alassouli, H. M. (2022). Introduction to Power System Protection. Lulu Press, Inc. Al-Roomi, A. R. (2021). Optimal Coordination of Protective Devices with Illustrative Examples. John Wiley & Sons. Aman. M. M, Khan, M. Q. A. & Qazi, S. A. (2011). Digital Directional and Non-Directional OverCurrent Relays (Modeling and Performance Analysis). NED University Journal of Research. (Vol. VIII No.2 – December 2011) Anderson, P. M., Henville, C. F., Rifaat, R., Johnson, B., & Meliopoulos, S. (2022). Power System Protection. John Wiley & Sons. Atwa, O. S. E. (2019). Practical Power System and Protective Relays Commisioning. Academic Press. Bansal. R. (2019). Power System Protection in Smart Grid Environment. CRC Press. Blume, S. W. (2016). Electric Power System Basics for the Nonelectrical Professional. John Wiley & Sons. Bundan, L. E. (2012). Analysis of Behaviour of Over-Current Protective Relay in Low Voltage Power System. Bachelor dissertation, Universiti Teknologi Petronas. Chaturvedi, D. K. (2017). Modeling and Simulation of Systems Using MATLAB and Simulink. CRC Press. Ciufo, J., & Cooperberg, A. (2021). Power System Protection: Fundamentals and Applications. John Wiley & Sons. Chowdhury, T., Chakrabarti, A. & Chanda, C. K. (2021). Power Transmission System Analysis Against Fault and Attacks. CRC Press. Das, S., Santoso, S. & Ananthan, S. N. (2021). Fault location on Transmission and Distribution Lines. John Wiley & Sons. Ekanayake, J., Terzija, V., Tennakoon, A. & Rajapakse, A. (2023). Protection of Modern Power Systems. John Wiley & Sons. Ghezelayagh, M. (2020). Power Systems Protection, Control & Automation: Numerical Relays: Field Applications. Maty Ghezelayagh. Glover, J. D., Overbye, T., Sarma, M. S. & Birchfield, A. B. (2016). Power System Analysis and Design. Cengage Learning. Guyer, J. P., P. E, R.A (2020). An Introduction to Electric Power System Protection and Coordination. Guyer Partners. Horowitz, S. H., Phadke, A. G., & Henville, C. F. (2022). Power System Relaying. John Wiley & Sons. Ibrahim, M. A., Ibrahim, W., & Hamoodi, A. N. (2020). Design and Implementation of Overcurrent Relay to Protect the Transmission Line. International Journal of Engineering Research and Technology, 13 (11). https:////doi.org/10.37624/ijert/13.11.2020.3783-3789