Abstract
4.0 industrial revolution gives opportunity for education through learning technology. Mobile learning is the use of technology in the learning process using tablets, PCs or smartphones. Technological development in education is the use of Android which is a medium for mobile learning that is more flexible. Online based mobile learning provides opportunities for students to study anytime and anywhere. This study aims to determine the effectiveness of the use of electronic guide books and electronic-based assessment in a basic physics practicum with reflectance material on a flat mirror. The study involved 65 physics education students with 35 students in the experimental class and 30 students in the control class. This research is true experimental research with the post-test end-experimental control group design. Based on the evaluation, in very good category at the communication’s indicator and classification’s indicator for experimental class, and in very good category at the compiles the data table’s indicator, for control class.
Highlights
Physics practicum is an activity that aims to ensure the principles and laws of physics by experimenting in the laboratory
The novelty in this study was to find out the perceptions of physics education students about practical learning media, namely a mobile learning based practice guide that was built according to science process skills, and to find out the media expert's response to the guide and assessment of mobile learning based science process skills
This media provides a variety of features that help users get teaching materials quickly and and provide effective assessment instruments because they can be accessed by anyone, anytime and anywhere but still pay attention to aspects of science process skills
Summary
Physics practicum is an activity that aims to ensure the principles and laws of physics by experimenting in the laboratory. Physics practicum, including the activities of a scientific nature, scientific methods and scientific procedural knowledge are used by students to understand scientific phenomena [3][4]. This capability can be seen through the science process skills of students. Science process skills are thinking skills that are used to create knowledge, solve problems and formulate results [5][6][7]. [9] the basic science process skills include 8 indicators, and for an integrated science process skill include 5 indicators. As to determine student mastery of science process skills needed their science process skills assessment
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