Optimizing the use of smartphones for M-learning as a supplement for magnetic learning with a scientific approach

Abstract

The purpose of this study was to optimize smartphone utilization for m-learning as a supplement to magnetic learning with a scientific approach that could be used in learning without limitation of space and time. The research method was based on the ADDIE research and development (R & D) design. The research procedure used was limited product design that had been validated. Data sources at the analysis stage of smartphone utilization needs and student needs for physics learning media are 60 high school students from several provinces. The Validation of the M-learning design was carried out by lecturer who were experts in physics education and physics teacher. Data on needs analysis and m-learning design validation were collected using a questionnaire and analyzed using descriptive quantitative. The results of the questionnaire were obtained 100% of the students who were respondents had an Android smartphone and only 68.3% of students had used an Android smartphone for learning. The results of expert validation and practitioners showed that the m-learning design suitable for magnetic learning supplements was interactive, could be used for independent learning, had learning objectives content, interactive modules, broadcast material, video and animation magnetic phenomena, experimental simulations, material summaries, hyperlinks to other learning sources, as well as interactive quizzes. Learning activities including study of teaching materials, experimental simulations, assignments, quizzes, discussion forums. Synchronous learning activities were carried out for discussion forums, asynchronous for others.