The Utilization of Mobile Learning in Junior High School Physics Science Learning in Rural Area of Sikka, East Nusa Tenggara, Indonesia

Sulisworo, Dwi; Kusumaningtyas, Dian; Handayani, Trikinasih

doi:10.2991/assehr.k.200129.057

Cited by 4 publications

(4 citation statements)

References 19 publications

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“…e research results [1,34] show that Indonesian people are among those with a high level of mobile technologybased social media use. With the COVID-19 pandemic that demands the strengthening of online learning, not all students can take advantage of the potential of this technology in education.…”

Section: E Used Ar For Learningmentioning

confidence: 98%

“…Besides, the need to improve their reaction in the teaching and learning process-related factors is also essential. In rural areas with little Internet access, a conducive situation for online learning is relatively limited [1]. Furthermore, the demands for competence development that meet the needs of living in the era of Industrial Revolution 4.0 cannot be simply ignored in learning.…”

Section: Introductionmentioning

confidence: 99%

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The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

Sulisworo

Drusmin

Kusumaningtyas

et al. 2021

Education Research International

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During the COVID-19 pandemic, almost all regions of Indonesia, including Sikka, East Nusa Tenggara, and Indonesia, have implemented e-learning. However, this method has not been conducted in all schools due to the problem of uneven Internet access. Disconnection from the Internet makes it difficult to conduct this process effectively even though students have smartphones. Furthermore, the expectation of education quality improvement in sciences also gets higher with the development of today’s world technology, and this cannot be avoided. Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. Therefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. This research was an action research approach. While considering this problem, the intervention of teachers’ behavior and perception was conducted through training and workshops on the use of augmented reality for science learning using a one-shot case study research design. This program had four stages: need identification, strengthening the understanding of using AR, training and workshop implementation, and evaluation. The participants of this program were 24 science teachers from 10 schools at junior high schools in Sikka Regency, Indonesia (17 females, 7 males). The marker-based AR was developed based on learning media need assessment provided by teachers. Teacher optimism was measured using a questionnaire with a Likert scale. The program’s implementation led teachers to understand the use of AR in learning, significantly to develop HOTs (higher-order thinking skills) in science learning. After experiencing training and workshops, the teachers showed high optimism to use AR in science learning. The results of this study imply for the development of school policies to establish digital learning media used without the Internet on various learning issues in rural areas.

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Section: E Used Ar For Learningmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

Sulisworo

Drusmin

Kusumaningtyas

et al. 2021

Education Research International

Self Cite

View full text Add to dashboard Cite

show abstract

“…The shift from traditional, classroom-based physical education to virtual, online instruction The constraints and obstacles that students in rural schools in Indonesia may experience necessitate a different approach to online learning design. Responses from online physics courses can shed light on the efficacy of various learning approaches and the barriers preventing students from enrolling in and completing online physics courses in rural schools (Sulisworo et al, 2019).…”

Section: Rq2: Effects Of Learning From Offline To Onlinementioning

confidence: 99%

Online or Offline Learning: Systematic Literature Review Analysis In Indonesia

Zaini,

Safrullah,

Pangestu

et al. 2023

AIJP

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Online or offline learning has an impact on students who are continuing their education. The purpose of this study was to look at the learning process conducted online and the impact it had. The research uses a systematic literature review method. The data collection analyzed includes 15 publication documents. Data were obtained through a database of dimensions in 2019–2023. In data collection, limitations are made, and then the analysis step uses the NVivo software to obtain a more accurate theme point. Results obtained through in vivo analysis include brain capabilities for strategically and effectively understanding visual priming, most notably requiring tissue to access everything. Teaching ethics in business can thus develop learning systems management, be able to detect cheating activities, integrate culture-based character education, promote high-level thinking skills, and provide new energy. Meanwhile, the impact of moving from offline to online is hybrid learning, shifting learning methods, creative problem-solving-flipped classroom vocational education, and transition.

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“…The opportunities for using AR are the basis for making prototypes of physics comics used for specific materials. In Indonesia, with a wide distribution of schools where some schools do not have good internet access [5], the development of AR embedded in cellphones is necessary for these students. In addition, AR is expected to provide an overview of a phenomenon that does not always exist where students are located, one of which is the phenomenon of global warming.…”

Section: Introductionmentioning

confidence: 99%

Prototyping the Augmented Reality as Learning Media on Global Warming Issue

Ratnawati¹,

Sulisworo²,

Kusumaningtyas³

et al. 2022

Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia

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This learning media was developed to meet learning objectives, especially understanding Global Warming in seventh-grade students. It is an interactive one in the form of AR (Augmented Reality). Various menus and content in comics and AR are arranged in simple language and set of daily events. The AR phenomenon can encourage students to think critically to understand the issue of Global Warming. The validation carried out by media experts and material experts stated that this media is suitable. In addition, user responses (seventh-grade students) were also positive on several eligibility criteria. Some of the advantages of this application are that the file size is not too large and can be embedded on an Android-based smartphone, so it can be played even if there is no internet network. The follow-up to the use of this media is how effective this media to increase the motivation learning and students' critical thinking skills.

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The Utilization of Mobile Learning in Junior High School Physics Science Learning in Rural Area of Sikka, East Nusa Tenggara, Indonesia

Cited by 4 publications

References 19 publications

The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

Online or Offline Learning: Systematic Literature Review Analysis In Indonesia

Prototyping the Augmented Reality as Learning Media on Global Warming Issue

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