This research is motivated by the fact that physics learning content based on mobile learning can be accessed widely and most students have cellphones, but it has not been widely used to increase student enthusiasm in learning physics. Physics Learning Media Based on Mobile Learning is an effort to solve this problem. One of them is by Development of Physics Learning Media-Based Mobile Learning Using Adobe Flash CS6. This study aimed to determine the development of learning media products based on mobile learning using adobe flash CS6 and to examine the the feasibility of learning media based on mobile learning using Adobe Flash CS6 at Muhammadiyah University of Makassar. This type of research was a research and development starting from the defining stage (define), the design stage (design), and the development stage (develop). This mobile learning-based physics learning media was tested for validity by 2 experts of media, and tested for its effectiveness by 33 students. The results achieved were the m-learning media products that used the adobe flash CS6 application with validity criteria that were relevant, consistent and have practical usability, as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education. as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education. as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education.

This research is motivated by changes in the science learning process, especially at the tertiary level which trains student teacher candidates to use their thinking potential through social interaction in learning. In addition, the lack of development of the media in Integrated Science lectures is also a particular concern in this study. The purpose of this study is to analyze how the response of lectures and students of Physics Education at the University of Muhammadiyah Makassar to the use of Interactive Multimedia Macromedia Flash in Integrated Science lectures. The research sample consisted of 5 (five) integrated science lectures and 35 (thirty-five) students. This research is qualitative research that describes how the response of lecturers and students to the learning media used. The data in this research are lecturer response questionnaire data and student response questionnaire data. The data is then analyzed descriptively. Based on the results of the validation analysis of learning media by the validator (expert), the Aiken index average 0,76 in the medium category. Based on the results of the study found 87,50 % of lecturers responded positively to the use of interactive multimedia learning media with Macromedia Flash in Integrated Science lecturers. And as much as 83,86 % students gave a positive response to the use of interactive multimedia learning media with Macromedia flash in Integrated Science lectures.

Penelitian ini dilatarbelakangi oleh kesulitan peserta didik dalam mempelajari Fisika, sehingga berakibat rendahnya hasil belajar fisika yang hanya mencapai 63, masih belum mencapai nilai KKM yang ditetapkan yaitu 70.  Penerapan model pembelajaran peta konsep (mind mapping) pada mata pelajaran fisika merupakan salah satu upaya untuk mengatasi masalah tersebut. Adapun penelitian ini bertujuan untuk untuk meningkatkan hasil belajar peserta didik melalui penerapan model pembelajaran peta konsep (mind mapping) pada mata pelajaran Fisika di UPT SMA Negeri 17 Pangkep. Jenis penelitian ini adalah penelitian tindakan kelas, Pengumpulan data dilakukan dengan menggunakan teknik observasi dan pemberian tes.  Teknik analisis data dilakukan secara kualitatif dan kuantitatif. Hasil penelitian ini menunjukkan bahwa peningkatan hasil belajar peserta didik melalui penerapan model pembelajaran peta konsep (mind mapping) pada mata pelajaran fisika di UPT SMA Negeri 17 Pangkep yaitu diperoleh hasil belajar peserta diidk mengalami peningkatan di siklus I sebesar 61 % (17 orang yang tuntas) dan cenderung berada pada kategori sedang dengan persentase sebesar 54 %, kemudian mengalami peningkatan kembali pada siklus II menjadi 93 % (26 orang yang tuntas) dan cenderung berada pada kategori tinggi dengan peningkatan persentase sebesar 89 %. Oleh karena itu, melalui model pembelajaran peta konsep yang dilakukan selama kegiatan siklus pada mata pelajaran fisika, telah terbukti dapat meningkatkan hasil belajar peserta didik.

Technology has been determined to play a vital role in facilitating students’ learning of English as a foreign language in Indonesia. Thus, this study mainly highlights the need for integrating technology in the classroom, for example, using computer-based learning and networks and communications systems to support learning. In this way, classroom interaction can offer a new way for students to interact and engage with course materials. Furthermore, this study aimed to determine the students’ prior knowledge of technology in learning English, including their interests and usage; our findings also discuss how lecturers integrate technology in the classroom. This study used a descriptive quantitative method, with respondents including 60 students and 8 lecturers. The results of the research describe the students’ prior knowledge, the interest and use of technology in learning English, as well as the integration of technology used by the lecturers in classroom interaction. It can be concluded that most students and lecturers are not that all familiar with the 14 kinds of technology that are commonly used for English learning.