IOP Conference Series: Materials Science and Engineering

PAPER • OPEN ACCESS

Development of Android-Based Mobile learning media on Atomic

Structure and Periodic Table
To cite this article: U Cahyana et al 2018 IOP Conf. Ser.: Mater. Sci. Eng. 434 012095

View the article online for updates and enhancements.

This content was downloaded from IP address 36.85.220.61 on 29/03/2021 at 12:40

3rd Annual Applied Science and Engineering Conference (AASEC 2018) IOP Publishing
IOP Conf. Series: Materials Science and Engineering 434 (2018) 012095 doi:10.1088/1757-899X/434/1/012095
1234567890‘’“”

Development of Android-Based Mobile learning media on

Atomic Structure and Periodic Table

U Cahyana*, M Paristiowati and S Fauziyah

Department of Chemistry Education, Faculty of Mathematics and Natural Science,
Universitas Negeri Jakarta, Indonesia

*[email protected]

Abstract. This study aims to develop an Android-Based Mobile Learning Media on Atomic
Structure and Periodic Table. The development of mobile learning media adapted the research
and development stages by Borg & Gall which was reduced to three stages: needs assessment,
media development, and media testing. Mobile learning media that has been developed is an
Android-based application (.apk) named ATOMOB, with size less than 45 MB compatible on
Android devices with variety of screen resolution sizes. It was reviewed by expert of chemistry,
expert of multimedia, chemistry teachers, and students. The quality of this media was determined
based on the aspect of subject matter, language, operating process, audio and visual display. The
assessment data are collected from 10 experts, 5 chemistry teachers and 100 senior high school
students by using Likert questionnaire. Overall interpretation of assessments by experts,
students, and teachers resulted in very good criteria on each assessment indicator. This mobile
learning media can motivate students to learn more about chemistry because students said this
media is interesting, attractive, and make learning more meaningful. Therefore, mobile learning
media that has been developed is feasible to be used as learning media and suitable with students’
needs.

1. Introduction
Advances in technology bring various impacts in education. Teachers in the 21st century are no longer
be the only source of learning for students, but also as active mediators and facilitators to develop
students’ potential [1]. Development of learning media also has linear connection with technological
advances. Media utilization is one of the efforts to create meaningful learning process and improves
quality output. Advanced technology such as LCD, projector, e-library, and e-learning are already
familiar in education. Currently, smartphone has great opportunities to be utilized as a learning media
since its presence in 2010, it has distributed around the world and several operating system, but today
Android became the most widely used platform in the world [2].
Indonesia has been on 7th place as the country with the most smartphone users [3]. Nevertheless, the
utilization of smartphone as a learning media still needs to be developed beside its function as
communication or entertainment device [4]. One of the smartphone-based learning that can be used by
teachers is Android-based mobile learning. Mobile learning is one of alternatives learning process that
practical and highly potential to makes learning more easy and effective [5, 6]. It’s brings many benefits
such as solving teachers’ issues in terms of time management as well as increasing students'
independence to understand the lessons. Students can repeat the lesson to fill leisure time whenever and
not limited by time or place [7, 8, 9]. Research by Huang et.al prove that through mobile learning,

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd 1
3rd Annual Applied Science and Engineering Conference (AASEC 2018) IOP Publishing
IOP Conf. Series: Materials Science and Engineering 434 (2018) 012095 doi:10.1088/1757-899X/434/1/012095
1234567890‘’“”

students’ motivation in attention, relevance, confidence, and satisfaction (ARCS) increased significantly
[5]. In addition, Al-Emran explain that the attitude of students and educators who have used mobile
learning is better when compared with they who never use it [10]. Research and development related to
mobile learning media has penetrated into Indonesia. Previously, the development of mobile learning
media "ChemEdu" based on the 2013 curriculum enhanced the academic performance of SMA/MA
students [11]. In 2016 there has been research and development of mobile learning media on Reaction
Rate. It deserves to be used as a learning media which is practical, economical, movable, and in
accordance with the students’ needs [12].
Based on the observations of researcher during the internship at SMAN 78 Jakarta, students have
difficulty when understanding Atomic Structure and Periodic Table. This fact is supported by data from
the questionnaire of students’ needs assessment which revealed that 63% of students from 35
respondents stated that Atomic Structure and Periodic Table is an abstruse subject matter or difficult to
understand. This is in line with the questionnaire data of teachers’ needs assessment, 2 out of 3
respondent teachers stated that abstruse lesson and too many rules make it difficult for students. Through
the conditions that have been exposed, both students and teachers need an innovative learning media so
students more easily understand the lesson in a fun way and overcome the problem of limited time in
teaching. Therefore, this research aims to develop Android-based mobile learning media on Atomic
Structure and Periodic Table which was expected to be the solution for the problems and feasible to be
used as learning media that suitable with students’ needs.

2. Research methodology
The research methodology that has been used is the Research and Development (R & D) which refers
to Borg & Gall [13], this research methods used to produce a certain product and test its effectiveness.
Borg & Gall research and development model consists of 10 stages which are then reduced to three
stages: needs assessment, media development, and media testing.
Data collection techniques conducted in this research include: (1) classroom observation, (2) needs
assessment questionnaires of students and teachers, (3) questionnaires of experts (chemistry and
multimedia experts), (4) mobile learning media (product) assessment questionnaires of teachers and
students [14].

3. Results and discussion

3.1. Result of needs assessment analysis

During the study of the Atomic Structure and Periodic Table, students used the books, worksheets, and
internet as learning resources. Teachers also acknowledged that the learning process still relies on the
books as the main learning resource. Questionnaires revealed that there are 92% of students who use
smartphones with Android operating system and 43% of them know about mobile learning but only
29% of students who have used the mobile learning media to help their learning process. In addition, all
students and teachers were agree that they need mobile learning media which consists of lesson
summaries, quiz, and the solution.

3.2. Media development

Development of Android-based mobile learning media consists of these steps: the analysis of software
necessity, designing media, development, and testing. Based on the needs assessment analysis that has
been done, researchers designing the concept of mobile learning media that will be developed with
several software such as Adobe Flash Professional CS6 for programming and CorelDraw for graphic
design. The process includes making content scenarios that are related to the lesson, it began with sorting
lessons from various sources according to the latest curriculum, describing indicators through basic
competencies, making lesson summaries, quiz, and its solution. In addition, at this stage the researchers
also make the concept of visual design, so that the media developed not only interesting in terms of
content but also has attractive visual (Figure 1). The development used AIR for Android with

2
3rd Annual Applied Science and Engineering Conference (AASEC 2018) IOP Publishing
IOP Conf. Series: Materials Science and Engineering 434 (2018) 012095 doi:10.1088/1757-899X/434/1/012095
1234567890‘’“”

ActionScript 3.0 as programming language. The output file can be used in mobile device like smartphone
or tablet (extension .apk), it can also be used on browser (either extension .swf, javascript, or HTML5)
[7].

Figure 1. Mobile learning media display.

3.3. Media testing

Android-based mobile learning media that has been developed named ATOMOB assessed by 5
chemistry experts, 5 multimedia experts, 5 chemistry teachers, 20 students for smale-scale testing, and
100 students for large-scale testing. By installing the .apk file, then the assessors judged the quality of
the mobile learning media to define the feasibility using questionnaire with Likert scale and give
comments to revision stage.
The assessment was based on big 4 aspects, they are subject matter, language, operating process,
audio and visual display. The data were analyzed to determine the quality of Android-based mobile
learning media according to the table of ideal criteria based on experts assessment. Details of experts
assessment results can be seen in table 1 and table 2.
Table 1. Quality assessment by chemistry experts.
No Aspects Percentage Criteria
1 Subject matter 93% Very good
2 Exercise and solution 89% Very good
3 Language 90% Very good
Average 91% Very good

Table 2. Quality assessment by multimedia experts.

No Aspects Percentage Criteria
1 Audio visual 93% Very good
2 Software functional 96% Very good
Average 95% Very good

Media testing by teachers consists of six aspects. The assessment results have a "very good" criteria
with an average percentage 94% which displayed in table 3. Teachers also gave suggestions for further
development such as add more games and quiz so students can learning chemistry with a fun way.

3
3rd Annual Applied Science and Engineering Conference (AASEC 2018) IOP Publishing
IOP Conf. Series: Materials Science and Engineering 434 (2018) 012095 doi:10.1088/1757-899X/434/1/012095
1234567890‘’“”

Table 3. Quality assessment by chemistry teachers.

No Aspects Percentage Criteria
1 Subject matter 93% Very good
2 Exercise and solution 94% Very good
3 Language 95% Very good
4 Audio visual 94% Very good
5 Software functional 93% Very good
6 Usefulness 90% Very good
Average 94% Very good

ATOMOB presents in an attractive and colorful layout with sound effects and music which enhance its
attractiveness. The quality of audio visual and the content were very good based on students’ responses.
Details of small scale students assessment results can be seen in table 4.
After revised, large-scale student do the media testing. The percentage of quality increase from 92%
to 93% with the highest percentage achieved on aspect usefulness as presented in table 5. This result in
line with some pre-existing studies that there is increasing percentage eligibility on media testing from
small-scale to large-scale[11,12,14,15,16].
Table 4. Quality assessment by small-scale students.
No Aspects Percentage Criteria
1 Exercise and solution 95% Very good
2 Language 91% Very good
3 Audio visual 91% Very good
4 Software functional 90% Very good
5 Usefulness 95% Very good
Average 92% Very good

Table 5. Quality assessment by large-scale students.

No Aspects Percentage Criteria
1 Exercise and solution 94% Very good
2 Language 92% Very good
3 Audio visual 91% Very good
4 Software functional 92% Very good
5 Usefulness 96% Very good
Average 93% Very good

This Android-based mobile learning media consists of lesson summaries, videos, quiz and the solution.
Figure 2 presented the display of lesson summary and videos in mobile learning media. Question type
in the quiz is multiple choices questions, at the end of the quiz the final score and solution button showed,
so the students can learn the right answer.

4
3rd Annual Applied Science and Engineering Conference (AASEC 2018) IOP Publishing
IOP Conf. Series: Materials Science and Engineering 434 (2018) 012095 doi:10.1088/1757-899X/434/1/012095
1234567890‘’“”

Figure 2. Videos and Lesson summaries on media.

Based on both results of media testing by students and teachers, mobile learning media that have been
developed meet the criteria of "Very Good" which is indicating that the Android-based mobile learning
media is feasible to be used as an alternative learning media in the learning process.

3.4. Implications for students

The data from questionnaires showed that the students were very interested while using ATOMOB.
Students’ responses also indicated that it is very useful and helpful in understanding the lesson because
of the simple and systematic explanation is provided with attractive design. They also thought that this
Android app were very helpful especially about the practical usage because they can bring it mobile. So,
they can learn not only in the classroom but also apply self-studying outside the classroom. When they
can keep learning using the mobile learning media whenever and wherever they are, it could impact on
increasing up their motivation for learn chemistry [17].
Android-based mobile learning media offers new experience for students and makes learning process
more meaningful and attractive. It has advantage especially in delivering message to make the material
clearer, because of composition elements such as text, sound, animation, video, and interactivity. There
are some common reasons why students more attracted to use media, such as entertainment, exploration,
social lubrication, exercise, and needs for acknowledgement [18].
The material of atomic structure and the periodic table is generally presented in the form of books,
websites , slides or handouts. The form of Android-based mobile learning media for this kind of subject
matter is never encountered by some students, so it is become more interesting than other forms of
learning media. Another reason that makes the students become interested in mobile learning media is
because it was provided in offline form, so it can be used anywhere and anytime without any time
limitation, even if the smartphone does not have internet connection.

4. Conclusions
Android-based mobile learning media on Atomic Structure and Periodic table has been successfully
developed by adjusting the needs assessment of students and teachers. This media contains lesson
summaries, videos, quiz and the solution. Product development research in the form of Android-based
applications named ATOMOB.apk with a file size of 43.41 MB compatible on Android devices with
various screen resolutions.

5
3rd Annual Applied Science and Engineering Conference (AASEC 2018) IOP Publishing
IOP Conf. Series: Materials Science and Engineering 434 (2018) 012095 doi:10.1088/1757-899X/434/1/012095
1234567890‘’“”

The results of the overall feasibility test by experts, students, and teachers, have the "Very Good"
criteria. It also can motivate students to learn more about chemistry. So, mobile learning media that has
been developed is feasible to be used as learning media and suitable with students’ needs.

Acknowledgements
We acknowledge every parties who had participated in this research especially for Mobile Learning
team from Department of Chemistry Education, and also the Research Institution and Community
Service in Universitas Negeri Jakarta.

References
[1] Rusman 2013 Belajar dan Pembelajaran Berbasis Komputer (Bandung: Alfabeta)
[2] Top 8 Mobile Operating System in Indonesia from January to September 2016. From:
http://gs.statcounter.com/ #mobile_os-ID-monthly-201601-201609-bar Accessed at Dec 21
2006
[3] 2 Billion Consumers Worldwide Smartphones by 2016 From:
http://www.emarketer.com/Article/2-Billion-Consumers-Worldwide-Smartphones-by-
2016/1011694. Accessed at Dec 21, 2006.
[4] Husamah 2014 Mobile learning, Siapa Takut? Koran Pendidikan UMM Edition 8-14
[5] Huang CSJ, Yang SJH and Chiang THC 2016 Effects of Situated Mobile learning Approach on
Learning Motivation and Performance of EFL Students Edu. Tech. Soc.19(1) : 263–276
[6] Peters K 2007 m-Learning: Positioning educators for a mobile, connected future International
Review of Research in Open and Distance Learning 8(2)
[7] Romiyatun DA, Jaslin I and Lis PS 2012 Pengembangan Mobile Game “Brainchemist” Sebagai
Media Pembelajaran Kimia SMA/MA Pada Materi Teori Atom Mekanika Kuantum, Ikatan
Kimia Dan Termokimia Jurnal Pendidikan Kimia FMIPA Universitas Negeri Yogyakarta 1
(2) 1-9
[8] Traxler J, Defining, Discussing and Evaluating 2007 Mobile Learning. International Review of
Research in Open and Distance Learning 8(2)
[9] Wen-Chun Wu and Yeng-Hong Perng 2016 Research on the Correlations among Mobile learning
Perception, Study Habits, and Continuous Learning Eurasia Journal of Mathematics Science
and Technology Education 12(6)1665-1673
[10] Al-Emran, Mostafa, Hatem M, Elsherif and Khaled S 2015 Investigating Attitudes Towards The
Use Of Mobile learning In Higher Education Computers in Human Behavior 56 93-102
[11] Sugiyarto 2015 Pengembangan Media Mobile learning “Chem Edu” Berbasis Android sebagai
Suplemen Materi Kimia Berdasarkan Kurikulum 2013 untuk Meningkatkan Academic
Performance Siswa SMA/MA Laporan Hasil Penelitian Tim Pascasarjana UNY
[12] Hasyrin S N 2016 Pengembangan Media Mobile learning pada Materi Laju Reaksi (Jakarta:
Universitas Negeri Jakarta) Thesis
[13] Borg W R and Gall M D 2006 Educational research: An Introduction, Eighth Edition (New York
and London: Pearson Education)
[14] Paristiowati M, Irma R K and Aftuni 2011 Pengembangan Bahan Ajar Berbasis ICT pada Mata
Pelajaran IPA-Kimia SMP Jurnal Riset Pendidikan Kimia 1 (1)
[15] Paristiowati M and Amanda F 2014 Development of Online Learning Using Moddle Version
2,5,3 (Case Study at Secondary Schools Jakarta) Proceeding of International Conference on
Research Implementation and Education of Mathematics and Sciences Yogyakarta State
University 39-46
[16] Cahyana U, Maria P and Aftuni 2017 Web-Based Learning Resources and Students’ Scientific
Aptitude: Lessons From The Implication of Profesional Learning Community INTED 2017
Proceedings 3693-3700

6
3rd Annual Applied Science and Engineering Conference (AASEC 2018) IOP Publishing
IOP Conf. Series: Materials Science and Engineering 434 (2018) 012095 doi:10.1088/1757-899X/434/1/012095
1234567890‘’“”

[17] R Manda, H Nurlaila and Indri 2017 Development of Web-Based Computer Assisted Language
Learning In English Intensive Course 2017 1st Annual Applied Science and Engineering
Conference Materials Science and Engineering 180
[18] Anneta L A 2008 Video Games in Education: Why They Should Be Used and How They Are
Being Used Theory Into Practice 47: 229-239