Pendidikan dan teknologi harus berjalan berdampingan pada millennium ini. Penelitian ini bertujuan untuk mengembangkan media belajar berbasis mobile learning untuk pembelajaran ipa di sekolah dasar di masa pandemic covid 19. Penelitian ini menggunakan metode research and development dengan model Dick and Carey. Instrumen yang digunakan dalam penelitian ini adalah wawancara, angket dan tes. Hasil dari penelitian ini adalah bahan ajar berbasis mobile learning. Berdasarkan hasil analisis pre-test dan post-test menunjukan bahwa terdapat perbedaan hasil belajar antara tahapan pre-test dan post-test. Hasil uji-t menunjukan bahwa t hitung adalah = 12.10 dan t table = 1.99 pada taraf signifikansi = 0.05/95%. Dengan demikian dapat disimpulkan bahwa terdapat peningkatan hasil belajar yang dialami siswa, setelah mengikuti pembelajaran dengan bahan ajar berbasis mobile learning.

This research was aimed to establish the HL profile of rural children. The data in this phenomenological study were obtained through in-depth interviews and participatory observations in 13 villages. The validity of the data is checked via triangulation. Based on qualitative analysis, this research highlights the following important findings: (a) Children and parents consider HL as government reimbursement for a crisis circumstance rather than a schoolmandated necessity. (b) HL in rural areas is implemented in a blended learning design (model: flipped classroom). This design was adopted due to ineffectively of online and hybrid learning. (c) The rate of HL participation tends to be low. Apart from technical constraints, this is due to a socio-cultural setting that encourages pragmatism in the educational process. (d) Through Madurese philosophy of Bhuppa'-Bhabbhu', Ghuru, Rato, the socio-cultural context gives prospects for the success of HL and the development of education in general. This concept serves as a guide for the Madurese ethnic community in set priorities and respecting three (or four) essential figures in their lives. This philosophy also underpins the child's decision to participate in HL or not. The findings of this study imply the correction a number of prior studies that identified poverty and underdevelopment as the most influential variables in the success of HL for rural children.

After the COVID-19 pandemic, students experienced a drastic decline in learning outcomes in class. To improve student learning outcomes for better performance, researchers aim to develop mobile learning-based learning media that can be used inside and outside the classroom. This study uses a research and development methodology with a model popularized by Dick and Carey. The instruments used in this study were interviews, questionnaires and tests. The results of this study are mobile learning-based science learning media. Based on the results of the pretest and post-test analysis, the researcher found differences in learning outcomes between the pre-test and post-test stages with satisfactory final results. So it can be concluded that there is a significant increase in learning outcomes, after students take part in learning with mobile learningbased learning media.

This study strives to compile a home learning (LFH) profile of rural children. This study was conducted using a phenomenological design. Data were collected through in-depth interviews and participatory observations in 13 villages. The validity of the data is checked using source triangulation and technique triangulation. Based on the qualitative analysis, the following significant findings are highlighted: (a) children and parents view LFH as government reimbursement for a crisis circumstance, rather than as a school-mandated requirement. (b) LFH in rural areas is implemented in a blended learning design (model: flipped classroom). The design was adopted since the prior full-online and hybrid learning designs were ineffective. (c) LFH participation rates tend to be low. Besides being caused by technical constraints, this is due to the socio-cultural environment that promotes pragmatism in the educational process. (d) Through the Madurese philosophy of Bhuppa'-Bhabbhu', Ghuru, Rato, the socio-cultural context gives prospects for the success of LFH and the growth of education in general. This concept serves as a guideline for the Madurese ethnic community to establish priorities and respect for three (or four) key figures in life according to Islamic tradition. underpins the child's decision to participate in LFH or not. The findings of this study have the potential to correct a number of prior studies that identified poverty and underdevelopment as the most influential determinants in the success of rural children's home learning.