Physics mobile learning with scaffolding approach in simple harmonic motion to improve student learning independence

Abstract

A study has been conducted that applies physics mobile learning with a scaffolding approach. The purpose of this study was to determine the level of student learning independence as the effect of the use of physics mobile learning with the scaffolding approach. This research uses pre-experimental with one group Pretest-Postest design. The research subjects used were students of MAN 3 Yogyakarta class X IPA 1 as a modeling class of 32 people and X IPA 4 as an implementation class as many as 30 people. Subjects were selected by purposive sampling technique. Data for learning independence obtained through questionnaires and observation. Quantitative and qualitative analysis techniques are used to evaluate research data. The results showed that (1) The use of physics mobile learning with the scaffolding approach can improve student learning independence. (2) Student learning independence is in high and very high categories for modeling class and implementation class.