The role of mobile learning on the learning environment shifting at high school in Indonesia

Sulisworo, Dwi; Toifur, Moh.

doi:10.1504/ijmlo.2016.077864

Cited by 54 publications

(37 citation statements)

References 43 publications

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“…The penetration level of ICT in Indonesia which evenly spread in every area becomes an opportunity for the implementation of the 21st century learning. With the existence of technology development nowadays, the question is whether technology can support the achievement as a useful human being in the society (Sulisworo & Toifur, 2016;. The use of technologies will continue to increase globally and it is a challenge for educators to ensure that technology will become a part of their use (Alzahrani & Laxman, 2016;Kabir & Kadage, 2017;Zyad, 2016).…”

Section: Introductionmentioning

confidence: 99%

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

Sulisworo

Permprayoon

2018

Int. J. Emerg. Math. Educ.

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AbstrakPenetrasi media sosial di masyarakat sudah sangat tinggi. Saat ini, hampir semua siswa di sekolah menggunakan ponsel cerdas untuk aktivitas keseharian mereka. Penelitian ini merupakan penelitian eksploratif kuantitatif deskriptif untuk mengetahui bagaimana respon siswa ketika belajar menggunakan media sosial sebagai sistem pembelajaran mobile. Data diambil dari empat sekolah berbeda di daerah pedesaan Yogyakarta, Indonesia. Pembelajaran matematika dilaksanakan dengan menggunakan media sosial yang berbeda (WeChat, Line@, Socrates, dan Edmodo) pada siswa kelas 7 di masing-masing sekolah. Pengumpulan data menggunakan kuesioner USE yang mengukur apakah model pembelajaran yang diimplementasikan dengan menggunakan media sosial dapat diterima dengan baik oleh siswa dan pembelajaran sesuai dengan harapan. Kuesioner USE memiliki 4 faktor terukur yaitu kegunaan, kemudahan penggunaan, kemudahan belajar, dan kepuasan. Dari data tersebut, terlihat bahwa semua faktor yang diukur memperoleh skor yang tinggi. Skor tertinggi adalah kepuasan (3,15) kemudian kegunaan (3,11), mudah dipelajari (3,00), dan mudah digunakan (2,94). Rata-rata, media sosial mendapat respon siswa yang tertinggi sebagai sistem pembelajaran yaitu Socrative (3.18), lalu Edmodo (3,15), Line@ (3,00) dan WeChat (2,89). Analisis lebih lanjut Anova menunjukkan bahwa Socrative dan Edmodo merupakan aplikasi yang cenderung dipersepsi paling baik oleh siswa. Temuan ini bermakna bahwa kedua aplikasi tersebut perlu dimanfaatkan dalam pembelajaran dengan berbagai strategi pembelajaran.Kata Kunci: social media, mobile learning, STEM education, mobile technology, learning innovation AbstractThe penetration of social media in the community has been very high. Nowadays, almost all students at the school are using smartphones for their daily activities. This study is a descriptive quantitative exploratory research to find out how the students' response when learning using social media is implemented as a mobile learning system. Data were taken from four different schools in the rural area of Yogyakarta, Indonesia. Mathematics learning using a different social media (WeChat, Line@, Socrative, and Edmodo) was applied to student of grade 7 of each school. Data collection used USE questionnaire which measured whether the implemented learning model using social media could be well received by students and appropriate learning expectations. USE questionnaire has 4 measured factors i.e. usefulness, ease to use, ease of learning, and satisfaction. From the data, it shows that all factors were high. The highest one was satisfaction (3.15) then, usefulness (3.11), ease to learn (3.00), and ease to use (2.94) respectively. On average, the social media got the highest student's response as a learning system was Socrative (3.18), then Edmodo (3.15), Line@ (3.00) and WeChat (2.89). Further analysis using statistical technique showed that students have good perception to Socrative and Edmodo. This finding implies that the social media especially Socrative and Edmodo are valuable to ...

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Section: Introductionmentioning

confidence: 99%

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

Sulisworo

Permprayoon

2018

Int. J. Emerg. Math. Educ.

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“…So far, there is a tendency that learning at schools less utilizes ICT including by using OER from the internet. In opposite, in the daily life students have been accustomed to and comfortable with the use of smartphones for various activities (Flood, 2015;Kong, 2014;Sulisworo & Toifur, 2016). Given a chance to use smartphones for searching information related to their learning, this will create a better learning enthusiasm level (Gilboy et al, 2015;Kong, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…In the uncertain and complex world nowadays, it's not enough if the students only rely on understanding in using tools to collect information (Newhouse, 2015;Sulisworo & Toifur, 2016;Tabuenca et al, 2014). They need skills of creativity and the solving problem (Dwyer et al, 2014;Griffin & Care, 2014;Shiraev et al, 2016).…”

Section: Collaborative Learningmentioning

confidence: 99%

The Utilization of Open Educational Resources in the Collaborative Learning Environment to Enhance the Critical Thinking Skill

Sulisworo¹,

Syarif²

2018

IJLD

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Critical thinking as an outcome of learning is an essential issue in education. The application of the concept of Open Educational Resources or OER provides opportunities for students to obtain information more efficiently to support their learning. On the other hand, the collaborative learning is believed to be a robust pedagogical approach to build a good learning experience. This research describes and explores how the application of collaborative learning by using OER can enhance critical thinking skills. The method of this study was the pre-test and post-test one group design in physics lessons at secondary school students. Statistical analysis used paired t-test with an error of 5%. The teacher can measure the critical thinking skill by giving essay test. Scoring considered the process undertaken in problem-solving. The results of this study showed an increase in critical thinking skills significantly. This study also further discusses the implications associated with this research on learning physics.

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“…Mobile technology utilization on learning proved the improvement of learning environment at high school students [15]. Integrating ICT in teaching and learning process can be seen from the type of activities and the frequency of using ICT [16,17].…”

Section: What Are the Teachers' Activities In Their Classroom In Umentioning

confidence: 99%

Physics teachers' beliefs on ICT integration at secondary school in Indonesia and Philippines

Sulisworo¹,

Ahdiani²,

Lirag³

2017

Proceedings of the 4th Asia Pacific Education Conference (AECON 2017)

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Abstract-The popularity of physics, as well as the interest in the field, seems to be declining in the school worldwide from year to year. Teachers are likely to hold beliefs about teaching and learning and use of ICT tools which are additional instruments considered in the teaching and learning practice. The increase in ICT development gives wide opportunities in its use to improve the learning performance. The study aims to find out a realistic picture of the teaching-learning constraints of teachers in the use of ICT especially those with certain beliefs in its use. It is the qualitative research using triangulation method. This study involved physics teachers, principals, and physics students from Indonesia and Philippines. The result showed that almost all physics teachers in Indonesia and Philippines belief that ICT has many benefits to enhance learning. The supporting regulation from school management is needed to encourage the teacher to use ICT in their learning activities.

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The role of mobile learning on the learning environment shifting at high school in Indonesia

Cited by 54 publications

References 43 publications

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

The Utilization of Open Educational Resources in the Collaborative Learning Environment to Enhance the Critical Thinking Skill

Physics teachers' beliefs on ICT integration at secondary school in Indonesia and Philippines

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