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Learning process at the Christian University of Indonesia is constrained due to the COVID 19 pandemic. During the COVID-19 pandemic, lecturers and students are prohibited from conducting face-to-face learning on campus, so lecturers must look for a learning model that can make students more active in learning while at the same time doing practical work independently. The learning model is a daily activity based learning model based on a contextual teaching and learning approach. Related to this, the researchers are currently conducting research that aims to find out how to apply the daily activity based learning model to digital learning in the new normal era. This research is a Classroom Action Research (CAR) involving 20 undergraduate students in Animal Anatomy and Physiology courses. The steps of this research include planning, action, action implementation, observation stage, and reflection stage. The results showed that from the results of the pretest the average score was 62.76. This value shows the average pretest score is very low before the daily activity based learning model is applied. By applying the daily activity based learning model that has constructivism, inquiry, questioning, modeling, learning community syntax, authentic reflection and assessment, it is expected to increase the posttest score at the end of the lesson. The daily activity based learning model uses everything that is in the location around the student's residence, student daily activities, even the mobile phone application that students usually use in their daily lives to be used as practicum material in deepening a knowledge of animal anatomy and physiology. The results of this study also recommend that lecturers should simulate models in all courses that are integrated with practicum. This model can help lecturers to be able to make practicums without face-to-face meetings using the daily activity based learning model. [ABSTRACT FROM AUTHOR]

The rapid development of technology changes aspects of education to become technology-based, accompanied by an overload of information due to increasing access to it. This phenomenon affects students' technology skills and information processing, including technological and information literacy. The research aims to produce mobile learning media based on the CORE (Connecting, Organizing, Reflecting, Extending) model on the circulation system material to train students' technological literacy and information literacy that are valid, practical, and effective. The research and development method uses the Lee & Owens model. Material experts validated the research, media experts, learning device experts, field practitioners, and student responses. Based on the results of the validity test, material experts obtained 100%, media experts 100%, and learning device experts 98.8%. The result of practicality tests by field practitioners was 90.9%, individual trials 96.7%, small-scale trials 93.1%, and large-scale trials 93.1%. The effectiveness test is carried out by implementing a pre-experimental design. The results of the different tests on technological literacy resulted in sig. 0.00<0.05. It means there is a difference between pre and post-technology literacy data. In addition, the media can train information literacy up to 81.7%. Based on these results, the developed CORE-based mobile learning media has been valid, practical, and effective in improving technology and information literacy through biological learning of the circulation system concept. [ABSTRACT FROM AUTHOR]

In this current education system, technology literacy skills have an impact on students' cognitive learning outcomes. Therefore, learning media is needed to help students understand the material and improve technology literacy and cognitive learning outcomes. This research aims to produce mobile learning based on education games using the SOLE (Self Organizing Learning Environment) Learning model to train technology literacy and improve cognitive learning outcomes of class XI students that are valid, practical, and effective. This research belongs to research and development using the Lee & Owens model. Implementation is carried out using a pre-experimental design. Types of data obtained in the form of quantitative and qualitative data. The data collection instruments used material validation sheets, media validation sheets, learning device validation sheets, practicality sheets by practitioners, student response questionnaires, technology literacy observation sheets, and pre-test and post-tests. The results show that the product has been validated by the material, media, and learning device validators. Furthermore, this product can be implemented after a good response from teachers and students. After implementing the products, the technology literacy skills obtained up to 90%, while students' cognitive learning outcomes increased by up to 70%. The Wilcoxon signed rank test results show 0.00, which means there was a difference between the pre-test and post-test data. This product could improve students' cognitive learning outcomes on cell biology material and empower technology literacy. [ABSTRACT FROM AUTHOR]

This Research and Development aim to produce PBL-based mobile learning (Problem-Based Learning) material for human heredity that is valid, practical, and effective by digital literacy practice to enhance students' cognitive learning outcomes. The development model is based on Lee & Owens with four stages: analysis, design, implementation, and evaluation. Material experts, media experts, and learning experts validated the product. Biology education practitioners and student responses assessed the practicality of the product. The product's effectiveness is evaluated from the implementation to students with a pre-experimental design. Data were collected using validation sheets for validity testing, practicality sheets for biology education practitioners, student response questionnaires, worksheets, pretests, and post-tests. The validation test results by material experts, media experts, and learning experts are 100%, 100%, and 98.96%, respectively. The results of the practicality tests by education practitioners showed 97.86%. In contrast, the results of student responses through one-to-one trials, small group trials, field trials, and pilot tests were 92%, 92.6%, 90.9%, and 90.5 %. By practising digital literacy up to 81%, students' cognitive learning outcomes due to the effectiveness test increase to 62%. The paired t-test showed a significance of 000<0.05, so there was a difference between the pretest and post-test data. The study results concluded that the mobile learning developed was very valid, practical, and effective by digital literacy practice to enhance students' cognitive learning outcomes. This media deserves to be an alternative media in biology learning. [ABSTRACT FROM AUTHOR]

The Project Based Learning (PjBL) model can be integrated with Flipped Classroom; both of these combinations will provide meaningful learning for students. One of the technologies that can support Flipped-Project Based Learning is a mobile app which is named "IOXO" because it is more practical and interesting so that students can learn independently outside the classroom. The theme of the problem in the mobile apps is related to the pollution of the Lekso River due to cow dung waste. This research uses the Lee & Owen development model, which consists of analysis, design, development, implementation and evaluation stages. Trial and implementation carried out at Senior High School 1 Kesamben. The instruments used in the research were material expert validation sheets, media teaching materials sheets, biology education practitioners sheets, readability sheets for trial and student response questionnaires. The types of data in this research are quantitative and qualitative. Quantitative data were obtained from the results of the validity of material experts, teaching materials media experts, biology education practitioners, trials, and practicality from student response questionnaires. Qualitative data were obtained from suggestions and comments from material experts, teaching materials media experts, biology education practitioners, and students. The results of the validation of mobile apps from material experts, media experts, and biology education practitioners obtained values of 100%, 98%, and 98%. Meanwhile, from the results of student questionnaires after using the mobile apps, 90% of students stated that the application was very practical. From the results of individual trials, small groups and large groups respectively obtained values of 98%, 96%, and 96%. Thus, it can be concluded that the "IOXO" mobile apps are valid and practical to support learning on the topic of ecosystems and environmental change in high school. [ABSTRACT FROM AUTHOR]

This article explores studies that investigate the effect of mobile learning for mathematics understanding and showed various applications used for mobile learning in middle school. Mathematics undertanding is the main thinking that can lead students to have other mathematical ability. On the other hand, the vast improvement in mobile phone ownership could be an advantage for the implementation of mobile learning in mathematics classroom. By explorations of the main construct of the study, we collect and analyzed some studies from the last 7 years (2014-2021) whose results reported that mobile learning give impact on mathematics performances. The results from the total of 30 reviewed literature generally indicated that there is improvement in mathematics understanding. It is showed from the data result from the research that there is positive impact from mobile learning application. Students response also stated that mobile learning help them to understand the topic. In addition, the review of literature in this research provide some alternative application that can be used in the learning mathematics with total 23 applications, such as Geogebra, Google Classroom, Quizizz, Maple, mathematical application developed by the teacher or researcher and so on. However, the implementation also should consider the content and also the learning steps so it can be effective to improve mathematical understanding. [ABSTRACT FROM AUTHOR]

One of the mathematics subjects matters that is close to the student's life is geometry. Geometry is a field of mathematics that studies the points, lines, shapes, sizes, and dimensions of things. To understand geometry, the students need to have a clear visualization because geometry is not easy to learn. It takes the learning media so that learning geometry is easy to teach. The use of AR technology can answer one of the solutions to student difficulties in geometry matter. This study aims to develop a Mobile Augmented Reality application for Geometry in mathematics learning and determine its feasibility. This Research and Development used a model ADDIE. The procedure of this development research is done only until the Development stage. Data collection instruments consist of an expert validation sheet of material and media experts. The study showed that the validation results are to be obtained percentage scoring average of 98.025% with a very valid category. According to the results, the mobile augmented reality application for geometry was very feasible for use in learning of mathematics. [ABSTRACT FROM AUTHOR]

The Coronavirus Disease 2021 or COVID-19 has affected almost all individuals around the globe. Consequently, Malaysia is one of the nations that has been facing tremendous changes in various sectors due to COVID-19. As the number of positive cases is on the rise, the Malaysian government has executed its National COVID-19 Immunization Program to reduce the spread of COVID-19 and the severity of disease in case a vaccinated person is infected. However, there are also individuals who have contributed to vaccine refusal due to many factors including misinformation about vaccines, religious beliefs, lack of knowledge, and awareness. Therefore, this paper presents a combination of instructional design and cognitive load theory named CoLoMo model, to increase the awareness of COVID-19 among parents. The CoLoMo model is a theory for mobile application development involving three elements in mobile instruction design which include platform, design, accessibility, and design page. These elements have been chosen prior to the target users which are parents or adults. The three cognitive load theory types in this model are intrinsic, extraneous, and germane cognitive load. The combination of the mobile interaction design and cognitive load theory types will affect the user's cognitive performance which are concentration, learning capabilities and attributes. This paper also discusses the previous research on the implementation of cognitive load theory through mobile applications. Several strategies that emphasize different relevant cognitive processes which are useful to consider when developing mobile applications are also discussed. [ABSTRACT FROM AUTHOR]

The country is currently undergoing a significant transformation in the field of education. Among them –rapidly developing distance education technologies, e-learning. Mass open online courses are increasingly integrated into the educational process. A single educational environment is emerging. All this leads to increased competition among higher education institutions in the market of educational services, questions of the quality of educational content come to the fore. The way in which educational content is delivered to learners plays an important role in the training of professionals, and here it is difficult to overestimate the possibilities of modern digital tools of the educational environment. This article discusses the model of integrated use of digital tools for creation of educational video, digital educational-methodological complexes, application of existing mobile applications. Possibilities of using video resources, mobile applications and devices in training are analyzed, challenges and risks in the integrated use of digital tools have been identified. A methodology for assessing and analyzing the occurrence of risks is given, and also propose measures to reduce the likelihood of an undesirable outcome of application of digital tools in the educational environment. [ABSTRACT FROM AUTHOR]

The study investigates the effects of mobile learning on improving listening and speaking skills in language learning. The literature review highlights the characteristics, benefits, and limitations of mobile learning in language education. The study employed a combination of methodologies. and recruited a sample of language learners to evaluate the efficiency of mobile learning interventions. The findings indicate that mobile learning can have a significant effect on improving listening and speaking skills. The discussion examines the factors that influence the effectiveness of mobile learning and provides recommendations for designing effective mobile learning interventions and integrating them into language learning curricula. The role of teachers in facilitating mobile learning is also discussed. Limitations and future research directions are addressed in the conclusion. Overall, this study highlights the potential of mobile learning to enhance language learning outcomes and offers insights into designing effective mobile learning interventions for improving listening and speaking skills. [ABSTRACT FROM AUTHOR]