E-ISSN: 2548-7892 & P-ISSN: 2527-4449

Volume 7, Issue 2, June 2022

Development of Android-Based Mobile Learning as a Science Learning

Media to Practice Problem Solving Skills for Middle School Students

Nur Milatis Sakinah

Universitas Negeri Semarang, Semarang

Corresponding Author nurmilatissakinah14@students.unnes.ac.id

ABSTRACT
Science learning is currently used as a means to develop skills, abilities
and character in students in accordance with national education goals.
Based on the results of observations and interviews at MTs Attaqwa
Bandar, there are several obstacles in learning science in class VII.
Integrated Science scores that are still below the standard of learning
outcomes, lack of ability to solve science problems, low student interest
in learning, lack of learning, and many students who have smartphones
but are not used in learning activities. In addition, the limited ability of
ARTICLE INFO teachers in developing learning media is the main problem in this study.
Article history: Overcoming these obstacles requires an appropriate learning media, one
Received of which is Android-based mobile learning. This study aims to find out
how to develop Android-based mobile learning to practice problem-
Revised solving skills, how to use Android-based mobile learning by experts and
user responses to Android-based mobile learning. The research method
Accepted
used is the Research and Development method with a 4D model (Define,
Design, Develop, and Dissaminate). This research was only carried out
until the development stage and small-scale trials due to time constraints.
Android-based mobile learning was declared feasible by five media
experts and material experts with a percentage of 93, 46% for the media
aspect and 97.50% for the material aspect. Student responses get a
proportion value of 97.61% while the teacher's response gets a percentage
value of 100%. This shows that android-based mobile learning is very
feasible to use for science learning media.

Keywords: Movile learning, Android, Problem Solving Ability

How to cite Sakinah, N. M. (2022). Development of Android-Based Mobile Learning as a
Science Learning Media to Practice Problem Solving Skills for Middle School
Students. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(2). 1-13.
https://doi.org/10.25217/ji.v7i2.2022
Journal Homepage http://journal.iaimnumetrolampung.ac.id/index.php/ji/
This is an open access article under the CC BY SA license
https://creativecommons.org/licenses/by-sa/4.0/

INTRODUCTION
National Education is regulated in Law Number 20 of 2003 Article 3
concerning the National Education System. The function of National Education
is to develop capabilities and shape the character and civilization of a dignified
nation in the context of the intellectual life of the nation. National education
aims to develop the potential of students to become human beings who believe
and fear God Almighty, have noble character, are healthy, knowledgeable,
capable, creative, independent and become democratic and responsible citizens.

Jurnal Iqra’ : Kajian Ilmu Pendidikan 7(2): 1–13

Development of Android-Based Mobile Learning as a Science Learning Media to Practice Problem
Solving Skills for Middle School Students

The Indonesian education system currently uses the 2013 Curriculum

implemented by the government as a substitute for the 2006 Curriculum.
The birth of the 2013 curriculum has placed an emphasis on teachers to
further develop their ability to innovate learning that will be applied. The 2013
curriculum was developed based on three factors, namely internal challenges,
external challenges, and improvement of mindset. In this case, the external
challenge factors are related to the flow of globalization and various issues
related to environmental problems, advances in technology and information,
the rise of the creative and cultural industries, as well as the development of
education at the international level (Herlinda et al., 2020).
Global demands require the world of education to always and constantly
adapt technological developments to efforts to improve the quality of education
(Baharudin, 2013). This is in line with the 2013 Curriculum policy on learning,
namely the use of Information and Communication Technology (ICT) as a
teacher learning orientation for all subjects, especially junior high school
teachers. According to Khairi & Danil (2015), the existence of this policy is an
effort to provide firmness about the importance of teacher professionalism to
process learning activities to become more modern and can improve students'
abilities in knowledge and technology.
The reality on the ground shows that ICT is underutilized to support
learning activities. A report on the use of ICT from the UNESCO Institute for
Statistics on ICT (Information and Communication Technology) in education in
Asia found that the use of ICT integrated into learning activities is still classified
in the low category because it is only used for 1 to 5 hours of lessons/week
(Wallet in Amrita, 2019). Based on the observations of researchers at MTs
Attaqwa Bandar, many students have Android-based running devices such as
smartphones. However, in reality the smartphones owned by students have not
been used optimally to support teaching and learning activities in the
classroom. In addition, teachers also have not optimized the use of Android-
based media to train students' problem solving skills.
The development and progress of the world of education cannot be
separated from science learning. According to Ibrahim et al., (2017) Natural
Science (IPA) or Science is knowledge obtained through learning, mastery,
knowledge, discovery processes, concepts, and facts that surround the truth of
natural laws that occur and can be proven through the scientific method. The
role of education is very important in printing and building a quality
generation. The implementation of quality education is a long-term investment
(Rahman, 2018). Rahayu et al., (2012) stated that science learning is expected to
be able to create a fun and challenging atmosphere and require students to
work together in solving problems in a learning material.
However, in carrying out the activities of the teaching and learning
process, teachers are faced with various problems, one of which is the low
student learning outcomes. The results of interviews with science teachers at
MTs Attaqwa Bandar that students have low abilities in solving science
problems due to the lack of students' ability to define problems and develop
alternative solutions and lack of practice in solving cases in the form of
questions especially in science learning. In addition, learning activities that still

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Development of Android-Based Mobile Learning as a Science Learning Media to Practice Problem
Solving Skills for Middle School Students

use the lecture method and the lack of learning media are factors in the inability
to achieve student learning outcomes. The ability to solve problems is needed
by students, because basically students are required to try themselves to find
problem solving and knowledge.
The same thing happened at SMPN 2 Kaliwungu. The problem solving
ability of students is still very low, as evidenced by the low number of students
who have not been able to answer science questions based on problem solving
abilities so that the average grade VII science score is still below the minimum
completeness criteria (Khaerudin et al., 2020). In addition, this problem also
occurred at SMPIT Kaifa Bogor. Students' ability to solve problems often does
not develop well in science learning, because it focuses on various concepts that
must be memorized and remembered by students. Thus, students are not free to
develop their ideas and abilities. Meanwhile, problem solving skills are
developed through logical and creative abilities (Permana et al., 2021).
Based on the problems that have been described, an innovation in science
learning is needed. One of the innovations in science learning that can be done
to train students' problem solving skills is to create learning media by utilizing
the role of the latest technology, one of which is Android-based mobile
learning. In accordance with the expression of Ligi & Raja (2017) that M-
learning is one application of the learning process that integrates ICT in the
latest education system. Seeing the potential that exists, the Mobile learning
learning media developed is intended for all mobile devices with the Android
platform, this is because the Android operating system is the most widely used
system on smartphones.
Sulastri & Hakim (2014) provide the definition of Mobile learning as
learning with Personal Digital Assistant (PDA) devices, tabs, iPhones, and/or
HP as the main devices. This learning combines several aspects including
technological devices, social aspects, and students. While the notion of Android
according to Astuti et al., (2017) is a comprehensive, open source platform
designed for mobile devices. The purpose of the learning media in the form of
mobile learning itself is the principle of learning all the time (long life learning),
students can be more active in the learning process, time efficiency and improve
the quality of the learning process itself.
Adding your State of the art, relevant research to justify the novelty of the
manuscript

As an alternative solution to the problems that have been described, a

research was conducted with the title "Development of Android-Based Mobile
Learning as a Science Learning Media to Train Middle School Students'
Problem-Solving Ability". The focus of this study aims to find out how to
develop Android-based mobile learning as a science learning medium to train
the problem-solving skills of junior high school students, analyze the feasibility
of Android-based mobile learning and to determine the response of teachers
and students as users of Android-based mobile learning.

RESEARCH METHODOLOGY

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Development of Android-Based Mobile Learning as a Science Learning Media to Practice Problem
Solving Skills for Middle School Students

The research is research and development (R&D), which is a research

method used to produce certain products. This research procedure adapts the
4D research model developed by Thiagarajan (1974). This model consists of four
stages, namely Define, Design, Develop and Disseminate. However, the
research was carried out only up to the Develop stage and small-scale trials.
In the define stage, identification and study of student characteristics,
media and learning objectives are carried out at MTs Attaqwa Bandar,
especially in science learning for class VII about energy materials in living
systems. At the design stage, preparations are made in the form of selecting
appropriate media, namely Android-based mobile learning, selecting formats in
the form of learning media content, selecting tests and indicators to assess
students' problem-solving abilities and then making an initial design in the
form of flowcharts and media storyboards. learning. At the develop stage,
expert validation is carried out which aims to determine the feasibility of the
developed media. After going through the improvement stage and declared
valid, then a small-scale trial was carried out to find out the user's response,
namely students and teachers.
The forms of the instruments used in this study were as follows: (1)
observation sheets, (2) interview sheets, (3) expert validation questionnaires, (4)
user response questionnaires, and (5) documentation. The data analysis
technique used in this development research used a qualitative descriptive
technique used to process the results of interviews, observations and comments
from the validator. Meanwhile, quantitative data analysis was obtained through
filling out questionnaires by validators and respondents containing questions
related to the resulting learning media.

RESULT AND DISCUSSION

Aspects of the media that are assessed include aspects of appearance and
programming aspects. Display aspects to assess images, animations, music
support, color selection and screen display. The programming aspect assesses
the clarity of instructions, ease of use, text efficiency, image efficiency,
consistency of button use and program speed. This assessment intends to see
whether it is feasible or not to be implemented for students. The results of
media expert validation can be seen in Table 1.

Tabel 1. Media Expert Validation

Validato Average
Score Percentage (%) Criteria
r Score
Expert1 52 4 100 Very worthy
Expert 2 44 3,38 84,61 Very worthy
Expert 3 45 3,46 86,53 Very worthy
Expert 4 51 3,92 98,07 Very worthy
Expert 5 51 3,92 78,07 Very worthy
Average Score 48,6
Percentage 93,46%
Criteria Very worthy

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Development of Android-Based Mobile Learning as a Science Learning Media to Practice Problem
Solving Skills for Middle School Students

Material expert validation is carried out to assess the material that has
been compiled in Android-based Mobile learning on the subject matter of
Energy in the Life System. The learning aspect is assessed to determine whether
the material presented is in accordance with the Basic Competence and to
determine whether the content of the material is clear in its presentation. The
results of the material expert validation can be seen in Table 2.

Tabel 2. material expert validation

Validato Average
Score Percentage (%) Criteria
r Score
Expert1 47 3,36 83,92 Very worthy
Expert 2 51 3,64 91.07 Very worthy
Expert 3 37 2,64 66,07 Worthy
Expert 4 56 4 100 Very worthy
Expert 5 54 3,86 96,42 Very worthy
Average Score 49
Percentage 97,50%
Criteria Very worthy

Based on the results of the validation of media experts and material

experts, Android-based mobile learning gets very feasible criteria to be tested at
a later stage. However, the media still needs revision and improvement based
on the comments and suggestions of experts. After being declared feasible by
media experts and material experts, then a small-scale trial was carried out.
This trial aims to determine the user’s response, namely teachers and students
to the product that has been made. The results of product trials are described in
Table 3.
Tabel 3. Student response
Total Average Average Percentage
User Criteria
score per User Score (%)
Twenty (20)
students of Class Very
859 3,90 42,95 97,61
VIII MTs Attaqwa Good
Bandar

Tabel 4. Teacher response

Total Average Average Percentage
User Criteria
score per User Score (%)
Two (2) science
Very
teachers at MTs 88 4 44 100
Good
Attaqwa Bandar

Referring to the results of small-scale trials, it can be concluded that

Android-based mobile learning is very well used as a science learning medium.
Android-based mobile learning is a learning media in the form of an
educational application that has five main menus, namely: (1) Information
Menu which contains information related to basic competencies, Competency
Achievement Indicators (GPA), learning objectives, references and developer

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Development of Android-Based Mobile Learning as a Science Learning Media to Practice Problem
Solving Skills for Middle School Students

profiles, (2) Material Menu contains an explanation of Energy in the Living

System, (3) Simulation Menu which contains a simulation of energy changes
and Sachs Test virtual experiments, (4) Game Menu which contains educational
puzzle games consisting of five levels or different levels of difficulty, (5) Quiz
Menu which contains evaluation tools in the form of multiple choice questions
and essay questions with a total of 15 problem-based test questions to assist
students in practicing problem solving skills.
The specifications of this media are: (1) android operating system at least
version of Androd 4.0 Ice Cream Sandwich, (2) RAM at least 100 megabytes, (3)
application size is 33.9 megabytes, (4) learning applications can adapt to various
smartphone screen sizes, (5) does not require internet network when accessing
media. Android-based mobile learning has the characteristics of the material
aspect and the media aspect. The characteristics of Android-based mobile
learning are: (1) self-instructional, (2) self-learning materials, (3) digital media,
(4) user friendly, (5) typically blended, (6) adaptive, (7) dynamic, and ( 8)
interesting.
Self-instructional in Android-based mobile learning can be seen from the
inclusion of clear learning objectives so that students know the competencies
that must be achieved (Depdiknas, 2008). Self learning materials in mobile
learning are using independent teaching materials that can be stored on mobile
phones or computers so that they can be accessed by educators and students
anytime and anywhere if they need them. As stated by Lubis et al. (2015) and
Sadiman (2010) that Android-based mobile learning media is an alternative
learning media that has the characteristics of being able to be used anywhere
and anytime, supported by attractive visualizations.
The next characteristic is digital media by utilizing the advantages of
Information and Communication Technology (ICT) and digital. In line with
Warsita's opinion (2018), mobile learning is part of e-learning. How to deliver
electronic learning materials through mobile computing so that it is not limited
by place and time. Android-based mobile learning is easy to use, the language
used is simple and uses general terms that are easy to understand, so that this
learning media has user friendly characteristics.
In addition, this media also has the characteristics of typically blended,
meaning that Android-based mobile learning can already be used with other
learning methods. In line with the results of research conducted by Huda et al.
(2019), Learning Problem Based Learning (PBL) assisted by Moodle-based
Mobile learning and Android applications is able to improve problem solving
skills and student learning independence. In addition to the PBL model, based
on the results of research conducted by Mokodompit (2021) at SMP Negeri 1
Tilango, it shows that PDL multimedia games based on Mobile learning
assisted by the Project Based Learning (PjBL) model can improve student
learning outcomes.
The next characteristic is adaptive. Android-based mobile learning has
adaptive power to the development of Science and Technology (IPTEK). The
21st century currently requires students to have several abilities, one of which is
problem solving skills. This is in accordance with the research of Al Khateeb
(2018) and Huda et al. (2019) that learning media in the form of mobile learning

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Development of Android-Based Mobile Learning as a Science Learning Media to Practice Problem
Solving Skills for Middle School Students

can improve students problem solving abilities. The developed learning media
also has more dynamic characteristics, because developers and teachers can
personally manage the content of the learning media, thus media content can be
added or revised based on field needs. This Android-based mobile learning
more easily accommodates the needs of teachers as teachers in choosing their
teaching materials so that they can be adapted to the current conditions in the
teaching environment of educators (Labib & Yolida, 2019).
The last characteristic is attractive. Android-based mobile learning is
designed to be a learning resource that attracts students' interest in learning.
The color used is a combination of bright colors, namely purple, green, yellow
orange and several other colors that look harmonious. In addition to color
combinations, a combination of moving animation and robotic-themed
illustrations is also used that relates to the material. The menu offerings in this
media are not limited to my teaching materials, but there are also energy
change simulations and Sachs Test virtual experiments as well as educational
games in the form of puzzles with five different levels. In line with the research
results Erlinawati et al. (2016) the learning motivation of students who use
mobile learning media is better than the motivation of students who use
conventional learning media.
The media expert's assessment includes two aspects, namely the display
aspect and the programming aspect. Display aspects include clarity of usage
instructions, readability of text, accuracy of color composition selection,
consistency of button creation, quality of image display, animation
presentation, support for music accompaniment and screen display. While the
programming aspects include clarity of navigation, clarity of application usage
instructions, consistency of button use, ease of use and program speed.
Android-based mobile learning that has been developed has the advantage that
the packaging of material in addition to descriptive text also includes audio,
video, animation, illustrations and simulations so that it is more interactive. In
accordance with the research results of Labib & Yolida (2019) that it is called
multimedia because it can combine and convey information in the form of text,
audio, graphics, animation, and video. By using mobile learning in classroom
learning, students gain meaningful practical experience so that students'
interest in learning and creative thinking skills can be improved (Talakua &
Elly, 2020). The application size is small and does not require large storage,
making Android-based mobile learning easy to use. This is in accordance with
the research by Setyaningsih (2019) that the ease of accessing or using the media
will be able to make students more often reopen the material delivered outside
of class hours.
Aspects of presenting material in Android-based mobile learning consist
of basic material, initial orientation to problems, problems presented,
systematic preparation of material according to problem solving indicators,
practice questions and evaluation questions. Android-based mobile learning is
structured according to problem-solving indicators, which means that the
material, examples and exercises contained in the media contain problems
related to everyday life. Android-based mobile learning is structured according
to problem-solving indicators, which means that the material, examples and

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Development of Android-Based Mobile Learning as a Science Learning Media to Practice Problem
Solving Skills for Middle School Students

exercises contained in the media contain problems related to everyday life.

Contextual problems used in learning media can encourage students' curiosity
and interest in learning the material. This is in line with the research results of
Mahuda et al. (2021) stated that the use of Android-based mobile learning
media with problem-based material content can improve students problem
solving abilities.
The material used as the content of this media is Energy in Living
Systems. In addition to being based on problem-solving goals and indicators
that can help students solve science problems, of course there is a connection
with the problems students encounter in everyday life, namely energy (Gusti &
Ratnawulan, 2021). The Material for Energy in Living Systems was chosen
because the material has a study of physics and biology that can be found in the
student's environment. This is in line with the opinion of experts who stated
that the material energy in living systems was chosen because it has concepts
that are very closely related to everyday life.
The results of the user response questionnaire analysis stated that students
and teachers gave a positive response to the development of Android-based
mobile learning to train science problem solving skills. These results refer to the
results of Ibrahim & Ishartiwi's (2017) research on student responses to the use
of Android-based mobile learning in the small group beta test which achieved
an average score of 4.5 with very good criteria. In addition, the results of the
research by Gagese at al., (2018) stated that the results of the student response
questionnaire data analysis stated that students gave the statement "Agree"
with an average score of 3.10 so it can be said that the android application
developed was suitable for use as a learning medium.
Learning with the help of media used to practice problem solving skills
involves students actively in understanding the concepts and principles of a
material. Besides being able to be used for learning with the discussion method,
this media can also be used by students individually but cannot be separated
from the active and curious attitude of students because this media is equipped
with instructions and guidelines for its use. This is in line with the results of Al
Khateeb's research (2018) which states that the use of mobile learning can
improve students problem solving abilities as evidenced by the results of
research in the experimental class which get better results than the control class
(without the use of mobile learning).
Based on the results of large-scale trials conducted by Khan & Khotimah
(2018), Android-based mobile learning is feasible and effective to use in the
teaching and learning process because it can improve student learning
outcomes. Therefore, the Android-based Mobile learning component developed
is not limited to the subject matter of Energy in the Living System and quizzes
in the form of multiple choice and description questions, but there is also a
virtual simulation and experiment menu as well as puzzle games that can be
used to improve student learning outcomes so that learning objectives can be
achieved maximally. Researchers limit the research to only a small-scale trial
stage so that in order to know whether to know the effectiveness of Android-
based mobile learning to train students problem solving skills, trials must be
carried out at a later stage.

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Development of Android-Based Mobile Learning as a Science Learning Media to Practice Problem
Solving Skills for Middle School Students

ADD contribution finding

ADD paragraph

CONCLUSION 
The conclusion is intended to help the reader understand why your
research should matter to them after they have finished reading the paper. A
conclusion is not merely a summary of the main topics covered or a re-
statement of your research problem, but a synthesis of key points. It is
important that the conclusion does not leave the questions unanswered. 
Tips:
1. State your conclusions clearly and concisely. Be brief and stick to the
point;
2. Explain why your study is important to the reader. You should instill in
the reader a sense of relevance;
3. Prove to the reader, and the scientific community, that your findings are
worthy of note. This means setting your paper in the context of previous
work. The implications of your findings should be discussed within a
realistic framework, and;
For most essays, one well-developed paragraph is sufficient for a
conclusion, although in some cases, a two or three paragraph conclusion may
be required. The another of important things about this section is (1) do not
rewrite the abstract; (2) statements with "investigated" or "studied" are not
conclusions; (3) do not introduce new arguments, evidence, new ideas, or
information unrelated to the topic; (4)do not include evidence (quotations,
statistics, etc.) that should be in the body of the paper.

ACKNOWLEDGEMENT
The results of the research that has been carried out, it can be concluded
that Android-based mobile learning as a science learning medium to train the
problem solving skills of junior high school students has been successfully
created. This media is included in the very feasible category as a learning
medium. Based on the validation data collection that has been carried out by
the media expert validator assessment, the percentage is 93.46% and the
material expert assessment is 97.50% in the very feasible category. The results of
student responses get a percentage of 97.61% and the results of teacher
responses are 100% with a very good category, then Android-based mobile
learning is already valid for use in science learning.

AUTHOR CONTRIBUTION STATEMENT

All authors have contributed to the completion of this project, starting
from the formulation of the problem of data search, discussion, data

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Development of Android-Based Mobile Learning as a Science Learning Media to Practice Problem
Solving Skills for Middle School Students

analysis, and reporting process.

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© Sakinah, N.M. (2022).

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