Effectiveness of Mobile Learning: moPhyDict to Improve High School Students’ Physics Conceptual Understanding

Abstract

In learning physics, the problem that arises is a lack of physics conceptual understanding in contextual learning. These problems are due to the absence of innovative and creative learning resources that can be used to learn by the students. One of the learning resources that can be used is a dictionary. moPhyDict (mobile physics dictionary) is a dictionary containing explanations of concepts and illustrations (images, videos, animations) in a language that is easily understood by students. This study specifically aims to test the effectiveness of Mobile Learning: moPhyDict to improve student’s physics conceptual understanding. The method employed in this study was a quasi-experiment design. The experimental design used a pretest-posttest control group design. The sample of the study was 60 students from senior High School, which divided into control group and experiment group. The instrument test in this study used conceptual multiple choice question. Based on the t-test on the control class and the experimental class, it can be inferred that there is a significance score of 0.031. These results are supported by data: (1) the average score of the ability to understand the concept of the control class who did not use moPhyDict increased from 37.4 to 55.46, and (2) the average score of the conceptual understanding of the experimental class who used moPhyDict increased from 40.87 to 74.33. It was concluded that moPhyDict is effective to improve physics conceptual understanding of High School Students.

The Effect of Problem Based Learning Integrated E-Books to Improve Learning Motivation in Physics for High School Students

“…In order to provide learning motivation to students, it is not only through the selection of learning methods and models. The provision of learning motivation can be through a learning medium in an e-book or physics textbook (Polonia & Yuliati, 2019;W. M. Sari, Riswanto, & Partono, 2019;Wiyoko et al, 2014).…”

Effect of Direct Instruction Models Toward Students’ Understanding of Physics Formula

“…Therefore the teacher as an educator and instructor is responsible for planning and managing teaching and learning activities following the guidelines of the learning objectives to be achieved in each subject (Rahayu, 2017;Uzaedah et al, 2019). One of the problems faced by teachers is the difficulty in determining the right physics learning strategy that allows students to quickly understand the lessons delivered by the teacher (Polonia & Yuliati, 2019). These problems can be overcome by designing learning activities that can stimulate the achievement of the ability to understand optimal physics formulas (Zulmi, Darmayanti, & Zulkarnain, 2018).…”

“…Understanding physics formulas, namely scores obtained by students in tests of understanding physics formulas with indicators: the ability to interpret, model, and explain from formulas and shown by translating them in one form to another. The level of understanding students can understand physics formulas, not just memorizing and knowing teacher (Polonia & Yuliati, 2019). If students only memorize the formulas will be quickly forgotten and difficult to apply when the problem is slightly different from the formula he memorized, but if the student understands, it means he knows about something and can use it to solve the problems given (Audina, Arifuddin, & Misbah, 2019).…”