Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Jurnal Ilmiah Sekolah Dasar Volume 5, Number 4, 2021 pp. 567-578 P-ISSN: 2579-3276 E-ISSN : 2549-6174 Open Access: https://ejournal.undiksha.ac.id/index.php/JISD/index Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School Anis Andriah1, Mohammad Faizal Amir2* 1,2 Elementary School Teacher Education Department, Universitas Muhammadiyah Sidoarjo, Indonesia ARTICLE INFO Article history: Received August 08, 2021 Revised August 11, 2021 Accepted October 20, 2021 Available online November 25, 2021 Kata Kunci: Mobile Learning, Hasil Belajar, Pecahan Keywords: Mobile learning, Learning Outcome, Fraction This is an open access article under the CC BY-SA license. Copyright © 2021 by Author. Published by Universitas Pendidikan Ganesha. ABSTRAK Pandemi Covid-19 mengharuskan pembelajaran dilakukan secara jarakjauh yang menuntut guru mampu membuat pembelajaran lebih menarik dan tetap dapat mewujudkan tujuan pembelajaran. Penelitian ini bertujuan untuk menghasilkan produk yang valid, praktis dan efektif berupa mobile learning berbasis pengetahuan prosedural dan konseptual bagi siswa sekolah dasar. Penelitian ini menggunakan Research and Development dengan model ADDIE. Subjek penelitian ini adalah 11 siswa kelas V sekolah dasar. Ahli materi dan media masingmasing terdiri dari satu dosen pendidikan matematika dan satu dosen pendidikan teknologi informasi. Uji validitas dilakukan secara expert judgment. Uji kepraktisan dan efektivitas masing-masing dinilai oleh 11 siswa kelas V sekolah dasar untuk mengetahui respon dan hasil belajar matematika pecahan setelah menggunakan mobile learning yang dikembangkan. Data penelitian ini terdiri dari data kuantitatif dan kualitatif. Teknik pengumpulan data menggunakan kuisioner dan tes hasil belajar. Validitas mobile learning diperoleh rata-rata sebesar 3.59 atau berada pada interval 2.50 ≤ Rv ≤ 4.00 dengan kriteria valid. Efektivitas mobile learning diperleh dari data pre-test dan post-test. Kepraktisan mobile learning diperoleh rata-rata 3.82 atau berada pada interval 2.50 ≤ Rk ≤ 4.00 dengan kriteria praktis. Efektifitas mobile learning diperoleh nilai signifikansi 0,0010 atau < 0.0050 yang berarti terdapat perbedaan hasil belajar siswa sebelum penggunaan mobile learning dan sesudah penggunaan mobile learning. Dengan demikian, pengembangan mobile learning berbasis prosedural dan konseptual pada materi pecahan kelas V sekolah dasar dikatakan valid, praktis dan efektif. ABSTRACT As the impact of the Covid-19 pandemic, distance learning requires teachers to make learning more interesting yet achieve learning outcomes. This study aims to produce a valid, practical, and effective product in mobile learning based on procedural and conceptual knowledge for elementary school students. This study uses Research and Development with the ADDIE model. The subjects of this study were 11 elementary school fifth-grade students. The material and media expert is a lecturer in mathematics education and information technology education, respectively. The validity test was carried out using the expert judgment method. Eleven fifth-grade elementary school students assessed the practicality and effectiveness tests to determine the responses and results in fractional mathematics after using the developed mobile learning. This study uses both quantitative and qualitative data, which were collected using questionnaires and learning outcomes tests. The validity of mobile learning produces an average of 3.59 or is in the interval 2.50 ≤ Rv ≤ 4.00 with valid criteria. The effectiveness of mobile learning is obtained from the pretest and posttest data. The practicality of mobile learning obtained an average of 3.82 or is in the interval 2.50 ≤ Rk ≤ 4.00 with practical criteria. The effectiveness of mobile learning shows a significance value of 0.0010 or < 0.0050, which means that there are differences in student learning outcomes before and after using mobile learning. Thus, the development of procedural and conceptual-based mobile learning on fractional material in fifth-grade elementary school can be categorized as valid, practical, and effective. Corresponding author *E-mail addresses: Jurnal Ilmiah Sekolah Dasar Vol. 5, No. 4, Tahun 2021, pp. 567-578 568 1. INTRODUCTION Governments worldwide are restricting social activities, businesses, and entertainment centers to stop the spread of the Covid-19 virus during the pandemic. The spread of this virus initially attacked the world economy, but now the education sector is also affected. This condition requires various countries to make regulations and fast actions to prevent the spread through social restrictions (Khachfe et al., 2020). Social restrictions that affect the academic environment include the postponement or cancellation of academic activities, seminars, workshops, conferences, and other activities (Mishra, Gupta, & Shree, 2020; Oyedotun, 2020; Patricia, 2020; Sahu, 2020). Many countries, including Indonesia, have stopped all educational activities with a face-to-face platform so that educational institutions and governments must present alternative educational processes for students. Currently, many Indonesian schools are implementing distance learning or online (Abidin, Hudaya, & Anjani, 2020; Astalini, Darmaji, Kurniawan, Khairul, & Kurniawan, 2019; Harahap, Harahap, & Harahap, 2020). Online learning frees students and educators from the obligation to meet in a room, engages students in a learning process, and, most importantly, makes learning more flexible (Bano, Zowghi, Kearney, Schuck, & Aubusson, 2018; Peiyan, 2021; Weisberger, Grinshtain, & Blau, 2021). Online learning can help students understand abstract material, develop collaborative learning, reasoning, and problem-solving activities (Damian, Naibaho, Agung, & Wulandari, 2021). Online learning allows students to share opinions and learn independently without any time limit and more flexible space (Hwang, Wang, & Lai, 2020; Lage-Cala, Folgueras-Díaza, Alonso-Hidalgoa, García-Menéndezb, & Fernández-Garcíab, 2020). Therefore, online learning can prevent the spread of Covid-19. Nevertheless, educators must create a learning atmosphere under current conditions, student characteristics, and, of course, national education goals. Online learning requires the ability of students and educators to use technology to be able to create a comfortable learning atmosphere. One of the lessons that allow online learning to be done is mathematics (Herzamzam, 2021). In Indonesia, elementary school mathematics learning is carried out thematically for lower classes (first, second, third-grade) integrated into learning themes. Meanwhile, mathematics learning is carried out separately from other themes or subjects for high grades (fourth, fifth, and sixth grades). Mathematics learning in elementary schools is oriented to students' ability to master mathematical concepts (Sulastri, 2016). Learning mathematics includes two (...truncated)