Mathematical Problem Solving Through Mobile Learning Development Based on Assemblr Edu


Assemblr EDU based on mobile learning as a learning resource can be accessed anytime and anywhere. However, the utilization of these learning resources has not been optimal, so it has an impact on the quality of mathematical problem–solving abilities that need to be improved. The purpose of this research is the development of teaching materials through mobile learning based on EDU Assemblr. The method used is the development of the ADDIE model. Collecting data through observation techniques, interviews, studies from linguists, media design experts, content experts, tests, and questionnaires. The implementation phase of the trial has been carried out on students of class XI MIPA 7 State Senior High School in Bandung, Indonesia. In data analysis, the problem–solving ability test was analyzed quantitatively, and the questionnaire was analyzed qualitatively. The development of mobile learning based on Assemblr EDU received proper criteria from experts. The level of effectiveness and practicality of teaching material products is categorized as sufficient, so that it gets a good attitude from teachers and students. The development of mobile learning based on EDU assemblr as a learning resource facilitates the process of concept construction, interaction, and reflection so that there is an increase in students’ mathematical problem-solving abilities.

Keywords: mathematical, problem solving, mobile learning, assemblr edu

[1] Susilawati W. Mathematical communications through project based learning based on android. J Phys Conf Ser. 2021;1869(1):012128.

[2] Vafa S, Richardson R, Murphree C. “Integrating technology and literacy: Creating an interactive storytelling experience with augmented reality.,” In: J. Johnston, Ed. Proceedings of EdMedia 2017. pp. 1286–1291. Washington, DC: Association for the Advancement of Computing in Education (AACE), Washington, DC (2017).

[3] I.M. Halim., H. Sugilar., and W. Susilawati, “Pengembangan mobile learning berbasis assemblr edu sebagai sumber belajar untuk meningkatkan kemampuan pemecahan masalah matematis dan kemandirian belajar siswa,” (2022).

[4] Statistik BP. Statistik Indonesia, statistical year book of Indonesia. CV. Jakarta: Dharmaputra; 2018.

[5] Khalil R, Mansour AE, Fadda WA, Almisnid K, Aldamegh M, Al-Nafeesah A, et al. The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Med Educ. 2020 Aug;20(1):285.

[6] Demuyakor J. Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian International students in China. Online J Commun Media Technol. 2020;10(3):1–9.

[7] H. Sarwar, H. Akhtar, M.M. Naeem, et al., “Self-reported effectiveness of e-learning classes during Covid-19 pandemic: A nation-wide survey of Pakistani undergraduate dentistry students.,” European Journal of Dentistry. vol. 14, no. S 01, pp. S34–S43, 2020.

[8] Adnan M. Online learning amid the COVID-19 pandemic: students perspectives. Journal of Pedagogical Sociology and Psychology. 2020;2(1):45–51.

[9] Repanda Sayoga PE. “The analysis of the three dimensional material observed from the mathematical critical thinking ability of high school students by applying brain based learning.,” Journal Of Innovative Mathematics Learning. vol. 2, no. 4, p. 2019.

[10] Sutrisno H, Kharisudin I. Problem solving ability with mathematical modeling strategy in term of mathematics self-efficacy on generative learning model. Unnes Journal of Mathematics Education. 2020;9(1):43–52.

[11] R. Ratnasari and D.S. TLS, “Common difficulties of 8th grade students when solving non-routine problems.,” Jurnal Pendidikan MIPA. vol. 23, no. 1, pp. 67–77, 2022.

[12] Susilawati W, Rachmawati TK, Nuraida I. Adaptive reasoning based on microsoft mathematics [ Jurnal Teori dan Aplikasi Matematika]. JTAM. 2021;5(1):216.

[13] Cavus N. “A Study to investigate the opinions of instructors on mobile learning.,” In: International Future-Learning Conference on Innovations in Learning for The Future 2010: e-Learning (FL2010). (2010).

[14] Crompton H. “Educators’ self-identified mobile learning training needs: a qualitative study involving educators from 12 diverse North American States,” In: M. Searson and M. Ochoa, Eds. Proceedings of SITE 2014–Society for Information Technology & Teacher Education International Conference. pp. 8–11. Association, Jacksonville, Florida, United States (2014).

[15] Estapa A, Nadolny L. The effect of an augmented reality enhanced mathematics lesson on student achievement and motivation. J STEM Educ. 2015;16(3):40–8.

[16] Jihad A, Susilawati W, Sobarningsih N. Improving mathematical understanding ability student through study of mobile learning mathematics base on the Android. IOP Conf Series Mater Sci Eng. 2018;434(1):012008.

[17] Samo DD, Darhim D, Kartasasmita B. “Culture-based contextual learning to increase problem-solving ability of first year university student culture-based contextual learning to increase problem-solving ability of first year university student.,” Journal on Mathematics Education. vol. 9, no. 1, p. 2017.

[18] Son AL, Darhim D, Fatimah S. Darhim, and S. Fatimah, “Students’ mathematical problem-solving ability based on teaching models intervention and cognitive style,”. Journal on Mathematics Education. 2020;11(2):209–22.

[19] Bringula R, Reguyal JJ, Tan DD, Ulfa S. Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environments. 2021;8(1):22.

[20] Klang N, Karlsson N, Kilborn W, Eriksson P, Karlberg M. “Mathematical problem-solving through cooperative learning—the importance of peer acceptance and friendships.,” Frontiers in Education. vol. 6, no. 710296, p. 2021.

[21] Elmqaddem N. Augmented reality and virtual reality in education. Myth or reality? Int J Emerg Technol Learn. 2019;14(3):234–42.

[22] Kariapper RK, Pirapuraj P, Suhail Razeeth MS, Nafrees AC, Fathima Roshan M. “Adaption of smart devices and Virtual Reality (VR) in secondary education.,” In: in secondary education. proceedings of congress on intelligent systems. P. pp. 553–565 (2021).

[23] Cabero-Almenara J, Barroso-Osuna J, Martinez-Roig R. Mixed, augmented and virtual, reality applied to the teaching of mathematics for architects. Appl Sci (Basel). 2021;11(15):7125.

[24] Kariadinata R. Students’ reflective abstraction ability on linear algebra problem solving and relationship with prerequisite knowledge. Infinity Journal. 2020;10(1):1.

[25] McCarthy CJ, Uppot RN. Advances in virtual and augmented reality—exploring the role in health-care education. J Radiol Nurs. 2019;38(2):104–5.

[26] Farlina E, Susilawati I, Juariah J, Kariadinata R. “Confidence, flexibility and studentrs appreciation in solving mathematic problems through resource-based learning.,” In: Proceedings of the International Conference on Islamic Education (ICIE 2018). pp. 84–88. Atlantis Press, Paris, France (2018).