Mobile Phone Utilization for Learning: Physics Teachers' Perception

Abstract

The use of mobile phones for learning is still becoming a debate in Indonesia. Many schools forbid their students to bring mobile phones to school. This study was aimed to describe the perceptions of physics teachers in Lampung Province regarding the use of mobile phones to study physics. Data was collected from 39 physics teachers from various districts in Lampung Province. The Likert scale with a range of 1 to 5 was used. Descriptive quantitative data analysis was carried out. The results showed that most teachers agree /strongly agree: (1) to utilize mobile phones in learning physics both inside and outside of the classroom, (2) the tendency of students to use mobile phones make the physics learning process efficient. It could strengthen and improve the quality of the learning process. Almost all physics teachers agree /strongly agree with mobile phones usage, because: (1) it could turn the learning process from teacher-centered into student-centered and from content-oriented learning to process-oriented learning, (2) it could improve efficiency and productivity in the learning process. However, they agreed that the use of mobile phones by students could not replace the teacher's role, so physics teachers needed a more sophisticated concept of cellular learning to be implemented.

Developing collaborative problem-solving skills through inquiry-based learning

“…Mayer (2014) rõhutab, et digi tehnoloogiate kasuta mine õppi mises võib parandada õpilaste teemast arusaamist ja õpi tulemusi, kui seda tehakse teaduslike põhimõtete järgi. Pidamaks sammu teadmiste ekspo nentsiaalse kasvuga, peavad õpilased kasutama tehnoloogiat, tegema õppi miseks koostööd ning nad võiksid oma õpiees märkide täitmiseks kasutada nuti telefone (Chen & Tsai, 2021;GómezGarcía et al, 2020;Suyatna, 2019). Kuigi nuti telefonide kasutamine õppetöös on õpilastele uus ja vajalik võimalus õppi miseks, mida tuleb harjutada, siis enamasti õppetöös nuti telefone ei kasutata.…”

Perceived barriers for distance teaching in higher education during the COVID-19 crisis: “I never did a video before”

“…For instance, in Lampung Province (Indonesia), a quantitative study surveyed 39 physics teachers via Whatsapp. Participants agreed that the use of mobile phones in physics learning during face-to-face hours could improve the learning process (Suyatna, 2019). However, since learning material must fit onto a mobile device, not all specialities have mobile-adapted software, or not all experiences were successful.…”

Mobile Learning Research Trends in Indonesia: A Systematic Literature Review

“…The world has entered the era of the industrial revolution 4.0 and the era of society 5.0. Therefore, in the era of the industrial revolution 4.0, it needs to be carried out in accordance with the characteristics and development of student learning culture (Suyatna, 2019). Technology has penetrated all areas including retail, advertising, health care, finance, manufacturing, and education is no exception (Matyushok et al, 2021).…”

“…Students use smartphones and various kinds of devices at their disposal to support teaching and learning activities . Learning using technology can increase the learning process from teacher-centered to studentcentered in learning activities (Suyatna, 2019).…”