Development of the smartphone and learning inventory: Measuring self-regulated use

Hartley, Kendall; Bendixen, Lisa D.; Olafson, Lori; Gianoutsos, Dan; Shreve, Emily

doi:10.1007/s10639-020-10179-3

Cited by 13 publications

(12 citation statements)

References 23 publications

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“…Students believe that an Android-based smartphone is a beneficial tool for individual success (Hendikawati et al, 2019). The making of Android-based teaching materials by teachers has proven to support the effectiveness of online learning (Hartley et al, 2020). This is, of course, a challenge for teachers to continue to develop teaching materials based on contextual research that can motivate students to continue learning independently during the pandemic.…”

Section: Discussionmentioning

confidence: 99%

“…Students who have independence in actively seeking learning resources also have higher learning achievement (So et al, 2019). One of the limitations in previous studies is that it focuses too much on the metacognitive aspects of learning independence (Hartley et al, 2020) but has not yet explored the skills aspect in seeking information on learning resources. Based on the problems faced during this pandemic, it is crucial to carry out a learning innovation by the teacher to produce online learning effectively and efficiently.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Contextual Research-Based Teaching Materials on Students’ Learning Independence and Concept Mastery

Lidiawati

Heliawati

Pursitasari

2021

j. pendidik. indonesia.

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Innovation in teaching materials used in online learning is very urgent based on students’ needs. This study aims to measure the effectiveness of contextual research-based teaching materials to improve students’ learning independence and concept mastery of acid-base solution properties. The research method is Research and Development, referring to Borg and Gall. The research subjects were 60 students and 7 science teachers who have used teaching materials based on contextual research findings. The data collection technique in this study is a test that aims to determine the concept mastery and a questionnaire to measure students’ learning independence. Based on the results of the study, it is known that the average percentage of student learning independence is 78% (Good category). Besides, an average value of 73.83 is obtained with an N-Gain of 64% (Medium category). The use of contextual research-based teaching materials can increase learning independence in terms of information search and concept mastery of acid-base solution properties.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Contextual Research-Based Teaching Materials on Students’ Learning Independence and Concept Mastery

Lidiawati

Heliawati

Pursitasari

2021

j. pendidik. indonesia.

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“…One common measure of self-regulated learning, the Motivated Strategies for Learning Questionnaire (MSLQ), includes components specifically targeting time and effort towards learning [41]. The Smartphone and Learning Inventory (SALI) incorporates items addressing smartphone use while studying [42]. As one example of the relationship between self-regulated learning and smartphone use, students who scored higher on measures of effort regulation (e.g., "I work hard to do well in class") were more likely to interact with the smartphone while studying (e.g., "While studying, I pay attention to what is happening on social media").…”

Section: Smartphone Use While Studying (Self-regulated Learning)mentioning

confidence: 99%

Smartphones and Learning: An Extension of M-Learning or a Distinct Area of Inquiry

Hartley

Andújar

2022

Education Sciences

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The smartphone has become an integral part of the education landscape. While there has been significant smartphone research in education under the guise of m-learning, the unique role of the device suggests that m-learning may not be an appropriate characterization. The purpose of this paper is to review the use of m-learning as a primary descriptor for smartphone- and learning-related research. In support of this goal, the paper reviews the definitions associated with m-learning, smartphones, and related technologies from the perspective of educational research. In addition, a review of author keywords of research on smartphones in education is used to provide context to the classification of the research. Finally, three theoretically guided smartphone programs are presented as evidence of the unique nature of smartphone and learning research. This review concludes with recommendations for the characterization of future research.

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“…Pelaksanaan proses pembelajaran di masa pandemi Covid-19 berdampak yang sangat signifikan pada sistem pembelajaran peserta didik (Hartley, 2020;Adib, 2020). Kebijakan Pemerintah dalam pelaksanaan pendidikan selama masa pandemi Covid-19 adalah melalui metode belajar dari rumah (learn from home), baik menggunakan pendekatan penugasan ataupun pembelajaran online secara mandiri.…”

Section: Pendahuluanunclassified

“…Penggunaan pembelajaran online dengan media smartphone diibaratkan "bak sebuah mata pedang" dalam keberhasilan pendidikan. Beberapa hasil penelitian penggunaan smartphone di kalangan pelajar berpotensi mendukung sekaligus berpengaruh negatif pada keberhasilan akademik, bahkan menunjukkan rendahnya kinerja akademis (Rosen, 2013;Lepp, 2015;Chen & Yan, 2016;Hartley, 2020). Akan tetapi, kondisi pandemi sekarang ini, penggunaan media sosial sebagai salah satu media pembelajaran menjadi pilihan utama.…”

Section: Pendahuluanunclassified

Analisis Manajemen Pembelajaran Online Berbasis Media Sosial WhatsApp untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Materi Sistem Pencernaan

Nurhayati

dakir²,

Hujjatusnaini

2021

J. Bioterdidik Wahana Ekspresi Ilm.

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This research is a quantitative descriptive study. The research sample were 58 students at SMPN-1 Mentaya Hilir Utara, Kotawaringin Timur Regency. The learning management instrument used an assessment questionnaire for planning, organizing, implementing, and evaluating learning which was assessed by 4 observers. learning outcomes were analyzed using classical assumption tests consisting of normality tests and homogeneity tests, as well as hypothesis testing using the Paired sample T test and Independent sample T test. The results of the study found that the management of online learning based on whatsApp social media was carried out "good" and the learning motivation of students was in the "medium" category. Online learning based on whatsApp social media has a significant effect on improving the learning outcomes of students' digestive system material, so it can be recommended as an alternative learning model during a pandemic.

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Development of the smartphone and learning inventory: Measuring self-regulated use

Cited by 13 publications

References 23 publications

The Effectiveness of Contextual Research-Based Teaching Materials on Students’ Learning Independence and Concept Mastery

The Effectiveness of Contextual Research-Based Teaching Materials on Students’ Learning Independence and Concept Mastery

Smartphones and Learning: An Extension of M-Learning or a Distinct Area of Inquiry

Analisis Manajemen Pembelajaran Online Berbasis Media Sosial WhatsApp untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Materi Sistem Pencernaan

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