The Effectiveness of Scimago Mobile Learning to Improve Student Motivation and

Learning Outcomes

The Effectiveness of Scimago Mobile Learning to Improve Student Motivation and

Aisyah Jiyantika Gitadewi

Wahono Widodo
Lecture of Science Education, Mathematics and Science Faculty, State University of Surabaya,
e-mail: wahonowidodo@unesa.ac.id

Abstract
This research aims to describe the effectiveness of Scimago mobile learning on life
organization system. The type of research used was research and development (R & D) which is
only limited to stage 6, product testing and research design namely One Group Pre-test and Post-
test Design. The feasibility of Scimago mobile learning based on effectiveness aspect was
obtained from the result of learning motivation questionnaires and student learning outcomes tests.
The result of students learning motivation questionnaire shows that there was an increase of gain
score between initial and final motivation which is 0.6 with medium category. Moreover, for the
student learning outcome, there was an increase of gain score between pretest and posttest which
is 0.9 with high category. Consequently, 100% of students were claimed to pass the standard. So it
can be concluded that Scimago mobile learning on life organization system is effective to be used
as a learning media to increase student motivation and learning outcomes.

Keywords: mobile learning, motivation, learning outcomes, life organization system

INTRODUCTION it will create its own interest for the users (Risandari,
The development of ICT (Information and 2017). Gawai in the general sense is an electronic
Communication Technology) has encouraged the device that has a special function on each device, such
creation of innovation in all fields, one of which is as mobile phones, notebooks, and tablets. One of the
education. The ease of internet access is one of the common devices used is cellular phones. The use of a
characteristics of the 21st century. Entering the 21st smartphone in the classroom can help students in the
century, students are children born in the Generation Z learning process. Along with advances in technology,
era. According to Jiří Bejtkovský (2016) generation Z in addition to having capabilities on the internet,
are people born between 1995 and 2010. Z generation smartphones also have thousands of applications that
is also called the generation of technology because in can be used as a learning process or learning media.
that year technology had mastered the world. A lot of The mission of SMP Negeri 1 Cerme is
their time is spent browsing on the internet. supporting the development of science and
Generation Z prefers things that are applicative and technology, that is implementing contextual learning
pleasant (Rini, 2016). In this regard, the use of and IT-based assessment. But in reality, based on the
learning methods used by teachers must be able to result of interviewing with one of the students of SMP
adjust their tendency to learn, namely using Negeri 1 Cerme, science learning in schools still uses
technology. teachers and discussion methods that do not involve
Today's education refers to education that students to be active. The result of the interview states
promotes the science and technology approach that the method had several weaknesses, that is some
(Dzulfikar, 2018). The development of science and students did not pay attention to the teacher when
technology in education encourages the learning explaining. So based on the result of the pre-research
process becomes more applicable and interesting as an questionnaire, as many as 53.13% of students state
effort to improve the quality of education (Nasrulloh, that science learning was boring.
2015). One of the developments in communication Based on the result of the pre-research
technology that is currently developing is an Internet- questionnaire at SMP Negeri 1 Cerme, it shows that as
based device. Gawai is a device or small mechanical many as 97% of students in one class are users of
device that is interesting because it is relatively new so Android phones. More students who have and use an

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android phone, the chance of using mobile devices in potential that generation Z dominates the current
learning activities is greater. Learning media that junior high school students and the efforts to support
utilize these technologies are called mobile learning SMP Negeri 1 Cerme to utilize the use of mobile
(M-Learning). The presence of mobile learning is used phones in learning, this research was conducted to
as a complement to learning and provides improve motivation and learning outcomes.
opportunities for students to learn anywhere and Students will succeed in learning if in themselves
anytime (Wirawan, 2011 in Nofia et al, 2016). there is a willingness to learn and an urge to learn
The use of M-learning will increase the because, with good learning motivation, students will
attention to learning, make learning interesting, and be moved and directed in learning. Students who have
can encourage learners motivation (Fatmawati, 2015). high learning motivation will get high learning
Motivation has been recognized as a very important outcomes too, it means that the higher motivation, the
factor in science learning (Chan & Norlizah, 2007). more active efforts are made, so the learning outcomes
The motivation of students towards science learning that they get will higher (Sardiman, 2014).
will make it effective (Sarıbıyık, Altunҫekiҫ & Based on the description above, its carried out
Yaman, 2004). Based on the result of the pre-research the research of development which aims to produce
questionnaire, it was found that students were not Scimago mobile learning on the material systems of
challenged or unmotivated to work on difficult science life organization to improve students' motivation and
questions as much as 58.59% with sufficient category, learning outcomes that are feasible in terms of aspects
and students were not happy when they were given of effectiveness.
science assignments as much as 46.09% with
sufficient category. It can be concluded that in reality, METHOD
science learning motivation in students is low. The type of research used is research and
Based on the result of the interview with a development (R&D). The Research and Development
science teacher at SMP Negeri 1 Cerme, one of the (R&D) method in this study was carried out in up to 4
materials that still have low scores is life organization stages, namely (1) the potential and problem stages,
system. According to him, this material is classified as (2) data collection, (3) product design, (4) product
quite difficult for students to understand because there validation (Sugiyono, 2017). It used One Group
are foreign terms such as the names of cell organelles Pretest and Posttest Design which was tested on 20
that have just been studied by junior high school students VII-F class of SMP Negeri 1 Cerme.
students, so that students must be able to understand The instrument used in this research is the ARCS
the material not only to know and memorize it. This is motivation questionnaire sheet from John Keller
evidenced from the value by students on life (1988), pretest, and posttest. Learning motivation of
organization system in one class as much as 50%, still students is obtained through filling in the initial
not exceeding the standard of maximum completeness (pretest) and final (posttest) questionnaire which is
criteria (KKM). National Examination result for filled by students with reference to the Likert scale.
Science subjects at Cerme 1 Public Middle School in Assessment is given with a score of 1 to 5, with the
2018 which were reported by the Kemdikbud website category number 1 = very less, 2 = less, 3 = sufficient,
was low, which had an average of 64.50 categorized 4 = good, and 5 = very good.
as sufficient.
The test result is declared complete if student
Based on the result of research by Ming-Hung
gets a value > 70 which is the value of the minimum
Lin, Huang-Cheng Chen and Kuang-Sheng Liu (2017)
completion criteria.
from the Tung-Fang Design Institute of Taiwan state
The result of the data that obtained will be
that digital learning has a better positive effect on
processed using the N-Gain calculation to determine
learning motivation than learning with conventional
the increase in student motivation and learning
methods and shows better positive effects on learning
outcomes. Here is the formula N-Gain used:
outcomes than learning by conventional methods.
According to the result of research that conducted by
Ramadhani, et al (2016) from the FKIP UNS
Surakarta state that students knowledge achievement The result of that calculation then determined by
in learning using mobile learning based-android is the value increase category between the pretest and
better than LKS, with an average of 80.88 and 74.72. posttest through the following assessment criteria:
Based on the two relevant studies, as well as the

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 The Effectiveness of Scimago Mobile Learning to Improve Student Motivation and
Learning Outcomes

Table 1. The Range of value for Improved tests. Measurement of student learning motivation was
Learning Outcomes carried out and measured using the motivation
Limitation Category questionnaire ARCS model by John Keller. This
N-Gainl>l0,7 .High questionnaire was modified by researchers that consist
0,3 <lN-Gainl< 0,7 .Medium of 23 positive questions and 2 negative questions. This
0,3 >lN-Gain .Low questionnaire covers the four indicators in each aspect
(Hake, 1999) of the statement.
The feasibility of Scimago mobile learning Table 2. Results of Student Learning Motivation
based on the effectiveness aspects is obtained based Initial Final N-
No Category
Motivation Motivation Gain
on the result of the increase in student motivation.
1. 54 76 0,5 Medium
Then it was also declared effective if the posttest value 2. 53 78 0,5 Medium
of students knowledgeability was greater than the 3. 81 86 0,3 Low
value of the pretest before being given learning 4. 51 86 0,7 High
treatment with Scimago mobile learning. 5. 50 78 0,6 Medium
6. 54 83 0,6 Medium
7. 65 90 0,7 High
RESULT AND DISCUSSION 8. 66 78 0,4 Medium
Scimago mobile learning on life organization 9. 59 82 0,5 Medium
system material that developed was made with ndroid 10. 60 76 0,4 Medium
Studio software. This media was developed to be used 11. 54 86 0,7 High
12. 62 86 0,6 Medium
as a learning media in the material of the 13. 50 84 0,7 Medium
organizational system of life for class VII SMP / MTs, 14. 49 87 0,8 High
the material contained about the concepts of plant and 15. 59 80 0,5 Medium
animal cells, plant and animal tissues, organs, and 16. 62 82 0,5 Medium
17. 51 88 0,8 High
organ systems. The media contains basic
18. 58 76 0,4 Medium
competencies and indicators, materials, student 19. 75 82 0,3 Low
worksheets (LKPD), exercise, evaluation tests, and 20. 47 84 0,7 Medium
assistance in using the application. The difference of Average 0,6 Medium
this learning media from previous research is at the The result of the student motivation questionnaire
end of the execution of exercise and evaluation there analysis on each ARCS indicator after the learning
are scores obtained by students, and there is a review process using Scimago mobile learning media are
of the correct answers, so that students can find out presented in table 3 as follows:
the right and wrong answers. If the answer chosen is Table 3. Improved Motivation Indicators for the
correct then the column is green, whereas if the ARCS Model
answer chosen is incorect the column is red. Here are Motivation Initial Final N-
Category
some of the views of Scimago mobile learning that Indicators Motivation Motivation Gain
Attention 55 81 0,6 Medium
were produced:
Relevance 57 80 0,5 Medium
Confidence 59 86 0,7 Medium
Satisfaction 63 81 0,5 Medium
Average 0,6 Medium
Based on table 2, the data obtained by the
average gain score for student learning motivation is
0.6 with a medium category. Increased student
learning motivation is also seen from each of the
motivation indicators of the ARCS model. Based on
table 3, the average gain score for students learning
motivation at each indicator is 0.6 with a medium
Figure 1. Figure 2. Figure 3. Review category.
Menu Display on Exercise Menu of Question
the Application Display
Improvement of student learning motivation can
Answers
be seen from the implementation of learning that
The feasibility of Scimago mobile learning based carried out by the teacher. During the 3 meetings, the
on effectiveness aspect in terms of the results of teacher used Scimago mobile learning in the learning
learning motivation and student knowledgeability process. According to Miarso (1989) in Susilana, et al

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(2009) states that learning media is everything that can felt happy, motivated and made the learning
be used to channel messages that can stimulate atmosphere not boring.
thoughts, feelings, attention, and willingness of Using learning media can affect students learning
students to learn. The use of Scimago mobile learning motivation. Arsyad (2016) states that learning media
makes students more interested in the material to be can improve and direct student's attention so that it
taught so it can be improve the learning motivation of can lead motivation to learn and allow students to
students to understand the material by using media. learn independently according to their abilities and
Improvement of student learning motivation can interests. This is supported by the results of the
also be supported by observing the activities of validation of the Scimago mobile learning that
students during learning (Aminulloh, 2018). It can be assessed by the validator, the mobile learning is
seen from the activities that often appear in the first feasible to motivate students to learn, and the
meeting until the third meeting, which is to pay presentation of the material is very feasible to enable
attention to the teacher obtaining an average students to learn independently.
percentage of 34.90%. This supports the result of an However, based on the research that has been
increase in learning motivation on attention indicator done, there is a gap between the use of Scimago
that obtained a gain score of 0.6 with a medium mobile learning and observation activities on the
category. motivation of students. At first, the observation
Asking questions, answering questions and activities are given with the intention only to support
expressing opinions each get a percentage of 5.40% the mastery of the material, but when learning takes
and 5.07%. These are three activities that support the place, the observation activities also attract the
result of an increase in learning motivation on attention of students. This is because students have
confidence indicator that obtains a gain score of 0.7 in never used a microscope in learning activities and
the medium category. In accordance with the learning have never seen “preparat” that looks interesting. So
motivation of the ARCS model, the level of their attention is divided between using Scimago
confidence of students can be seen if students feel mobile learning and doing observations. The
easy and able to learn the material, so students will observation activity also triggers students to be
actively participate in learning including asking curious and ask questions. This is consistent with the
questions and expressing opinions. research conducted by Qosyim et al. (2017) which
Relevance indicator can be seen from the states that doing observation will make students
activities of the students, namely working with asking and think hard to be able to answer it.
Scimago mobile learning, making observations, Although both of them attract student
making problem formulation, making hypotheses, motivation, the focus of this research is on the use of
writing data, answering analysis, and making Scimago mobile learning. This is then dealt with by
conclusions that get an average of the overall staying focused on using Scimago mobile learning
percentage of 25, 96%; 16.60%; 1.18%; 1.18%; during learning, such as asking to see cell video in
2.48%; 2.30%; and 1.49%. These results support the three dimensions, leaf tissue video, and cell and tissue
indicator of relevance that obtains a gain score of 0.5 images, so that when finished doing observations,
with a medium category. Keller (1988) states that students are immediately asked to return and
students will perceive that learning is relevant if the completed the LKPD with Scimago mobile learning.
learning is in accordance with their interests. If the Then for the result of students knowledgeability,
learning is in accordance with their interests, then they can be seen from the increase between the result of the
will know what actions they are taking to make pretest and posttest. The result of the test score is said
learning useful for themselves. The use of Scimago to be completed based on the minimum completion
mobile learning in learning in this research adopts the criteria that set by SMP Negeri 1 Cerme, that is > 70
interest of generation Z which is mostly literate to for science subjects. The results of student tests can be
technology and active with their gadgets so it can seen in the following table:
support their learning motivation as well. Table 4. The Result of Student Learning Outcomes
Indicator of satisfaction on learning motivation Improvement
of students get a gain score of 0.5 with a medium No
Pre Post N-
Category
Complete
category, can be seen from the result of the test test Gain ness
1. 23 94 0,9 High Complete
questionnaire positive responses of students to 2. 32 100 1,0 High Complete
Scimago mobile learning as much as 98% said they 3. 40 100 1,0 High Complete

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 The Effectiveness of Scimago Mobile Learning to Improve Student Motivation and
Learning Outcomes

No
Pre Post N-
Category
Complete Both of these activities obtained an average overall
test test Gain ness percentage of 25.95% and 16.59%. The percentage of
4. 32 100 1,0 High Complete
working with Scimago mobile learning has decreased,
5. 38 94 0,9 High Complete
6. 36 100 1,0 High Complete but the learning outcomes obtained in this research
7. 30 94 0,9 High Complete have increased and resulted in 100% classical
8. 9 100 1,0 High Complete completeness. This is because mobile learning is
9. 40 100 1,0 High Complete flexible, which allows learning in anytime and
10. 34 71 0,6 Medium Complete
11. 26 94 0,9 High Complete anywhere, for example at home.
12. 40 100 1,0 High Complete In this research, student's understanding of the
13. 36 94 0,9 High Complete material can be supported by making observations.
14. 26 71 0,6 Medium Complete Based on the theory of experience cone that triggered
15. 38 94 0,9 High Complete
by Edgar Dale, the concept or knowledge can be
16. 28 77 0,7 Medium Complete
17. 19 71 0,6 Medium Complete embedded in the minds of students in long-term
18. 19 71 0,6 Medium Complete memory through direct experience such as making
19. 32 94 0,9 High Complete observations or practicum. Through the activity of
20. 28 94 0,9 High Complete making observations, students can use all five senses
Average 0,9 High Complete
and their intuition to obtain information. Arsyad
The result of the analysis of improving student (2016) states that direct experience can give a
learning outcomes in each sub-section after the meaningful impression of an information or idea
learning process using Scimago mobile learning are because it involves the senses of sight, hearing, touch,
presented in table 5 below: feeling, and smell. The activity of making
Table 5. Increased Learning Outcomes for each observations in learning activities as a form of direct
subsection experience is better given as a learning experience
Pre Post N- than just looking at material or concepts (Hamalik,
No Sub-section Category
test test Gain
2016).
1 Cell 43 96 0,9 High
2 Tissue 46 87 0,8 High This is supported by the results of a research
Organ and conducted by Mayasari (2017) related to the
3 Organ 56 89 0,8 High implementation of learning using observation methods
System
with a microscope which states that before learning
Average 0,8 High
using this method the results of the pretest were 23.83
Based on table 4 the results of the pretest and while after learning using this method the results of
posttest as a whole have increased. This is evidenced the posttest were 89.08 with complete categories.
by the gain score of 0.9 with a high category and a In addition to the implementation of learning and
percentage of completeness of 100%. observation of student activities, another factor that
Improvement of learning outcomes is supported supports the improvement of learning outcomes is the
by the result of the implementation of the learning that motivation to learn. Sardiman (2014) states that
carried out by the teacher. During the 3 meetings, the learning outcomes will be optimal if there is
teacher used Scimago mobile learning in each lesson, motivation. The more appropriate the motivation in
both when explaining the material, asking students to learning, the more successful learning will be. This is
understand and work on the LKPD, and giving in line with the research results obtained. Sardiman
assessment at the end of the meeting. In addition, in (2012) also states that the use of learning media is one
the RPP that have made, there are also steps that the of the factors that support the success of learning. The
teacher reviews or repeats the previous material with use of learning media can also help teachers convey
the aim that students remember the material that has information or knowledge to students. Higher learning
been taught. Material reinforcement by students does outcomes can also be supported by the use of flexible
not take place shortly, so repetition must be done to Scimago mobile learning. This is in line with the
keep remembering the material being studied (Hamid, opinion of Munir (2017) which states that mobile
2012). learning allows learners to be able to access
Improvement of student learning outcomes is educational resources anytime and anywhere so that
also supported by the result of observation of student learning becomes increasingly unimpeded. Based on
activities during learning using Scimago mobile this, the students can still study life organization
learning, namely in the activity of working with system material in a fun way even though they are not
Scimago mobile learning and doing observations.

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