Supporting Factors for the Implementation of Mobile Learning for Elementary School Students Using an Authentic Approach and Real-World Activities

Abna Hidayati,Eldarni Eldarni,Alwen Bentri

doi:10.3991/ijim.v16i05.26551

Abstract

The aim of this research is to determine the supporting factors for the implementation of mobile learning for elementary school students in Indonesia using an authentic approach and real-world activities. This is significant because various approaches to mobile learning have been used in elementary institutions. However, this educational model is not ideal because the data shows that 92% of students have learning difficulties, and 38% state they do not receive teachers’ guidance.The method used was descriptive quantitative with the population of elementary school students and a purposively selected sample of 26 of those pupils. Samples were taken based on the characteristics of the coastal area and city center. To assess their entry behavior, questionnaires and test sheets were used. Moreover, data was gathered through home visits and the Whatsapp application. It was then processed using the percentage technique and the SmartPLS application, to obtain accurate results. In addition, a qualitative approach was used to develop the analysis.According to the results, the supporting factors for the implementation of mobile learning using an authentic approach and real-world activities are as follows: 1) students already have the concrete and logical thinking skills, 2) the entry behavior of students are still low, and 3) visual and auditory learning styles affect meaningful learning. Furthermore, research suggests that teachers and learning designers should create mobile learning exercises which support authentic learning and real-world pursuits.

Highlights

The COVID-19 pandemic and the trend of learning digital skills, necessitate fundamental changes in the learning design and activity within the school environment
A survey conducted by UNICEF reported that 66% of 40 thousand Indonesian students were uncomfortable with online learning, due to the lack of interaction with teachers, and they did not achieve the expected competencies. [3][4]
It is critical to create an online learning design that fulfills the needs of students

Summary

Introduction

The COVID-19 pandemic and the trend of learning digital skills, necessitate fundamental changes in the learning design and activity within the school environment. The fundamental changes are found to be rapidly increasing in learning activities, interaction systems, school administrators and teacher’s role [1]. The current role of school devices has changed from administration procedure to learning management system that supports student activities [2]. The remaining students lacked learning resources as well as facilities and were not acquainted with their parents, resulting in less acquired knowledge. Based on this condition, only 60% of students managed to master their competencies. A survey conducted by UNICEF reported that 66% of 40 thousand Indonesian students were uncomfortable with online learning, due to the lack of interaction with teachers, and they did not achieve the expected competencies. It is critical to create an online learning design that fulfills the needs of students

Objectives

Findings

Discussion

Conclusion