Students’ Learning Independence and Critical Thinking Ability Using Mobile Learning Technology
21st-century learning requires teachers and students to integrate literacy skills, scientific literacy, mathematics, reading, writing, and technology .
- Pub. date: October 15, 2023
- Pages: 1815-1830
- 618 Downloads
- 1114 Views
- 0 Citations
21st-century learning requires teachers and students to integrate literacy skills, scientific literacy, mathematics, reading, writing, and technology in the learning process. Students must have initiative, discipline, responsibility, confidence, motivation for independent learning, and the ability to think critically about the problems presented. This study aims to determine students' autonomous knowledge and critical thinking abilities (CTA) using mobile learning technology (MLT). This research is a quantitative study involving 83 students from four junior high schools in the city of Mataram. The data collection for independent learning and students' CTA was carried out by giving tests and non-tests to students. The test conducted was a written test in the form of a description of 10 questions covering indicators of CTA. The non-test was conducted by giving a student learning independence questionnaire with as many as 15 statements, including five indicators of learning independence. This quantitative research data analysis uses the Rash modeling application with the help of Ministep software. The analysis results show that the learning independence of male and female students in the four junior high schools obtained a percentage of 77.38% in the “good” category. Each indicator of learning independence accepts a percentage above 70%, which is in the excellent category. Meanwhile, the CTA of male and female students from the four junior high schools obtained 75.28% in the “good” category. Each indicator of CTA also gets a percentage of more than 70%, meaning that each indicator is in a good category.
Keywords: Learning independence, critical thinking ability, mobile learning technology.
References
Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., Mutakinati, L., & Suprapto, N. (2020). The impact of COVID-19 on Indonesian education and its relation to the philosophy of “Merdeka belajar.” Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9
Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115–125. https://doi.org/10.29252/ijree.3.2.115
Aldowah, H., Al-Samarraie, H., & Fauzy, W. M. (2019). Educational data mining and learning analytics for 21st century higher education: A review and synthesis. Telematics and Informatics, 37, 13–49. https://doi.org/10.1016/j.tele.2019.01.007
Alghamdi, A. K. H., & Al-Ghamdi, N. A. (2021). Elementary teachers’ thoughts about distance education and learning 21st-century skills during the COVID pandemic. International Journal of Learning, Teaching and Educational Research, 20(3), 33–50. https://doi.org/10.26803/ijlter.20.3.3
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562
Anazifa, R. D., & Djukri. (2017). Project-based learning and problem-based learning: Are they effective to improve student’s thinking skills? Indonesian Science Education Journal/Jurnal Pendidikan IPA Indonesia, 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100
Arista, F. S., & Kuswanto, H. (2018). Virtual physics laboratory application based on the Android smartphone to improve learning independence and conceptual understanding. International Journal of Instruction, 11(1), 1–16. https://doi.org/10.12973/iji.2018.1111a
Aytaç, T. (2021). The problems faced by teachers in Turkey during the COVID-19 pandemic and their opinions. International Journal of Progressive Education, 17(1), 404–420. https://doi.org/10.29329/ijpe.2021.329.26
Bahtiar, B., & Ibrahim, I. (2022). The science literacy profile based on students’ creative thinking skill in the time of covid-19 pandemic using blended learning. In B. Kurnia Prahani, N. Fitriyati, Y. Mahatma, Sueb, M. F. Ubaidillah & K. Wahyu (Eds.), Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021) (pp. 102–110). Atlantis Press. https://doi.org/10.2991/assehr.k.220104.016
Bahtiar, B., Ibrahim, I., & Maimun, M. (2022). Profile of student problem solving skills using discovery learning model with cognitive conflict approach. Indonesian Science Education Journal/Jurnal Penelitian Pendidikan IPA, 8(3), 1340–1349. https://doi.org/10.29303/jppipa.v8i3.1657
Bahtiar, Wasis, & Rayahu, Y. S. (2016). A guided inquiry approach-based physics practice model to improve students’critical thinking skill. International Conference on Education (IECO) Proceeding, 1, 96-108. https://bit.ly/3Qr1Gnf
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, Article 100322. https://doi.org/10.1016/j.edurev.2020.100322
Bao, L., & Koenig, K. (2019). Physics education research for 21 st century learning. Disciplinary and Interdisciplinary Science Education Research, 1, Article 2. https://doi.org/10.1186/s43031-019-0007-8
Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21–29. https://doi.org/10.17810/2015.45
Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, 2019(1), 105-125. https://doi.org/10.5334/jime.528
Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge. https://doi.org/10.4324/9780429457319
Bucea-Manea-Țoniş, R., Bucea-Manea-Țoniş, R., Simion, V. E., Ilic, D., Braicu, C., & Manea, N. (2020). Sustainability in higher education: The relationship between work-life balance and XR e-learning facilities. Sustainability, 12(14), Article 5872. https://doi.org/10.3390/su12145872
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Cakmak, F. (2019). Mobile learning and mobile assisted language learning in focus. Language and Technology, 1(1), 30–48.https://dergipark.org.tr/en/pub/lantec/issue/42816/517381
Cakrawati, L. M. (2017). Students’perceptions on the use of online learning platforms in efl classroom. Elt Tech: Journal of English Language Teaching and Technology, 1(1), 22–30. https://bit.ly/3YnRkX1
Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education. 15, Article 22. https://doi.org/10.1186/s41239-018-0109-y
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1–16. https://doi.org/10.12973/iji.2018.1131a
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 105-120. https://doi.org/10.14254/2071-8330.2018/11-2/3
Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument and reflection. Bloomsbury Publishing.
Daud, W. A. A. W., Teck, W. K., Ghani, M. T. A., & Ramli, S. (2019). The needs analysis of developing mobile learning application for cybergogical teaching and learning of Arabic language proficiency. International Journal of Academic Research in Business and Social Sciences, 9(8), 33–46. https://doi.org/10.6007/IJARBSS/v9-i8/6206
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37, 165–184. https://doi.org/10.1007/s11245-016-9401-4
Foerster, J. N., Chen, R. Y., Al-Shedivat, M., Whiteson, S., Abbeel, P., & Mordatch, I. (2017). Learning with opponent-learning awareness. arXiv. https://doi.org/10.48550/arXiv.1709.04326
Fuad, N. M., Zubaidah, S., Mahanal, S., & Suarsini, E. (2017). Improving Junior high schools’ critical thinking skills based on test three different models of learning. International Journal of Instruction, 10(1), 101–116. https://doi.org/10.12973/iji.2017.1017a
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74, 101–114. https://doi.org/10.1007/s10734-016-0031-y
Gill, T. (2017). Development and implementation of a simulated laboratory information system to enhance student critical thinking skills and laboratory operations. Clinical Laboratory Science, 30(2), 88-105.
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864
Gunawan, G., Kosim, K., Ibrahim, I., Susilawati, S., & Syukur, A. (2021). The effectiveness of physics learning tools based on discovery model with cognitive conflict approach toward student’s conceptual mastery. Journal of Physics: Conference Series, 1747, Article 012035. https://doi.org/10.1088/1742-6596/1747/1/012035
Hawkridge, D. (2022). New information technology in education. Routledge. https://doi.org/10.4324/9781003312826
Howard, P. G. (2018). Twenty-first century learning as a radical re-thinking of education in the service of life. Education Sciences, 8(4), Article 189. https://doi.org/10.3390/educsci8040189
Huang, R., Spector, J. M., & Yang, J. (2019). Educational Technology a Primer for the 21st century. Springer. https://doi.org/10.1007/978-981-13-6643-7
Hussin, H., Jiea, P. Y., Rosly, R. N. R., & Omar, S. R. (2019). Integrated 21st century science, technology, engineering, mathematics (STEM) education through robotics project-based learning. Humanities & Social Sciences Reviews, 7(2), 204–211. https://doi.org/10.18510/hssr.2019.7222
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48–59. https://www.jstor.org/stable/26458506
Kabanova, E. E., & Vetrova, E. A. (2019). The use of modern electronic gadgets in the educational process of the university. European Journal of Contemporary Education, 8(3), 524–533. https://bit.ly/48h8hqT
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14, Article 7. https://doi.org/10.1186/s41239-017-0043-4
Leibo, J. Z., Zambaldi, V., Lanctot, M., Marecki, J., & Graepel, T. (2017). Multi-agent reinforcement learning in sequential social dilemmas. ArXiv. https://doi.org/10.48550/arXiv.1702.03037
Luckin, R., & Cukurova, M. (2019). Designing educational technologies in the age of AI: A learning sciences-driven approach. British Journal of Educational Technology, 50(6), 2824–2838. https://doi.org/10.1111/bjet.12861
Maimun, M., & Bahtiar, B. (2022). the effect of search, solve, create, and share (sscs) learning models assisted multimedia interactive to improve creative thinking ability and student learning outcomes. Jurnal Penelitian Pendidikan IPA, 8(4), 1834–1840. https://doi.org/10.29303/jppipa.v8i4.1983
Mangal, S. K., & Mangal, U. (2019). Essentials of educational technology. PHI Learning Pvt. Ltd.
Marshel, J., & Ratnawulan. (2020). Analysis of students worksheet (lkpd) integrated science with the theme of the motion in life using integrated connected type 21st century learning. Journal of Physics: Conference Series, 1481, Article 012046. https://doi.org/10.1088/1742-6596/1481/1/012046
Mazenod, A., Francis, B., Archer, L., Hodgen, J., Taylor, B., Tereshchenko, A., & Pepper, D. (2019). Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools. Cambridge Journal of Education, 49(1), 53–68. https://doi.org/10.1080/0305764X.2018.1441372
Mistiani, W., Istiyono, E., & Syamsudin, A. (2022). construction of the character assessment instrument for 21st century students in high schools. European Journal of Educational Research, 11(2), 935–947. https://doi.org/10.12973/eu-jer.11.2.935
Muali, C., Islam, S., Bali, M. E. I., Baharun, H., Mundiri, A., Jasri, M., & Fauzi, A. (2018). free online learning based on rich internet applications; the experimentation of critical thinking about student learning style. Journal of Physics: Conference Series, 1114, Article 012024. https://doi.org/10.1088/1742-6596/1114/1/012024
Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), Article ep269. https://doi.org/10.30935/cedtech/7949
Mutiani, M., & Faisal, M. (2019). Urgency of the 21st century skills and social capital in social studies. The Innovation of Social Studies Journal, 1(1), 1–11. https://doi.org/10.20527/iis.v1i1.1256
Mutiani, M., Supriatna, N., Abbas, E. W., Rini, T. P. W., & Subiyakto, B. (2021). Technological, pedagogical, content knowledge (TPACK): A discursions in learning innovation on social studies. The Innovation of Social Studies Journal, 2(2), 135–142. https://bit.ly/4627aZR
Muyasaroh, Ladamay, O. M. M A., Mahfud, C., Mustakim, & Sejati, Y. G. (2020). The utilization of gadget in maintaining prophetical values in millennial generation. International Journal of Psychosocial Rehabilitation, 24(04), 5602-5615. https://doi.org/10.37200/IJPR/V24I4/PR201655
Noboru, T., Amalia, E., Hernandez, P. M. R., Nurbaiti, L., Affarah, W. S., Nonaka, D., Takeuchi, R., Kadriyan, H., & Kobayashi, J. (2021). School-based education to prevent bullying in high schools in Indonesia. Pediatrics International, 63(4), 459–468. https://doi.org/10.1111/ped.14475
Novansa, H., & Ali, H. (2017). Purchase decision model: Analysis of brand image, brand awareness and price (Case study SMECO Indonesia SME products). Saudi Journal of Humanities and Social Sciences, 2(8), 621–632.
Paul, R., & Elder, L. (2005). A guide for educators to critical thinking competency standards: Standards, principles, performance indicators, and outcomes with a critical thinking master rubric. Foundation for Critical Thinking. https://bit.ly/453YqTj
Perdana, R., Yani, R., Jumadi, J., & Rosana, D. (2019). Assessing students’ digital literacy skill in senior high school Yogyakarta. Jurnal Pendidikan Indonesia, 8(2), 169–177. https://doi.org/10.23887/jpi-undiksha.v8i2.17168
Pratama, G. S., & Retnawati, H. (2018). Urgency of higher order thinking skills (HOTS) content analysis in mathematics textbook. Journal of Physics: Conference Series, 1097, Article 012147. https://doi.org/10.1088/1742-6596/1097/1/012147
Rahmatullah, A. S., Mulyasa, E., Syahrani, Pongpalilu, F., & Putri, R. E. (2022). Digital era 4.0: The contribution to education and student psychology. Linguistics and Culture Review, 6(S3), 89–107. https://doi.org/10.21744/lingcure.v6nS3.2064
Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215-230. https://doi.org/10.33225/pec/18.76.215
Sarmi, R. S., Ratnawulan, & Gusnedi. (2019). Learning media analysis in the development of integrated science teacher book with theme the energy in the life using type integrated of 21st century learning. Journal of Physics: Conference Series, 1185, Article 012080. https://doi.org/10.1088/1742-6596/1185/1/012080
Schlenz, M. A., Schmidt, A., Wöstmann, B., Krämer, N., & Schulz-Weidner, N. (2020). Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): A cross-sectional study. BMC Medical Education, 20, Article 354. https://doi.org/10.1186/s12909-020-02266-3
Silber-Varod, V., Eshet-Alkalai, Y., & Geri, N. (2019). Tracing research trends of 21st-century learning skills. British Journal of Educational Technology, 50(6), 3099–3118. https://doi.org/10.1111/bjet.12753
Slavin, R. E. (2019). Educational psychology: Theory and practice. Pearson Education.
Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). Does the teaching and learning process in primary schools correspond to the characteristics of the 21st century learning?. International Journal of Instruction, 13(3), 357–370. https://doi.org/10.29333/iji.2020.13325a
Surahman, E., & Alfindasari, D. (2017). Developing adaptive mobile learning with the principle of coherence Mayer on biology subjects of high school to support the open and distance education. In B. B. Wiyono, L. K. Hui, Y. Isao, Hardika & I. Khan, (Eds.), Proceedings of the 3rd International Conference on Education and Training (ICET 2017) (pp. 184-190). Atlantis Press. https://doi.org/10.2991/icet-17.2017.31
Surya, E., Putri, F. A., & Mukhtar, M. (2017). Improving mathematical problem-solving ability and self-confidence of high school students through contextual learning model. Journal on Mathematics Education, 8(1), 85–94. https://doi.org/10.22342/jme.8.1.3324.85-94
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261–292. https://doi.org/10.1007/s10648-019-09465-5
Tan, L. S., Koh, E., Lee, S. S., Ponnusamy, L. D., & Tan, K. C. K. (2017). The complexities in fostering critical thinking through school-based curriculum innovation: Research evidence from Singapore. Asia Pacific Journal of Education, 37(4), 517–534. https://doi.org/10.1080/02188791.2017.1389694
Tan, O.-S. (2021). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning.
Tanujaya, B., Mumu, J., & Margono, G. (2017). The relationship between higher order thinking skills and academic performance of student in mathematics instruction. International Education Studies, 10(11), 78–85. https://doi.org/10.5539/ies.v10n11p78
Van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71–89. https://doi.org/10.1016/j.edurev.2019.02.001
Vitoria, L., Mislinawati, M., & Nurmasyitah, N. (2018). Students’ perceptions on the implementation of e-learning: Helpful or unhelpful? Journal of Physics: Conference Series, 1088, Article 012058. https://doi.org/10.1088/1742-6596/1088/1/012058
Wenyuan, G. (2017). Using smart phone to facilitate vocabulary mobile learning and teaching in Chinese college. International Journal of Arts and Commerce, 6(4), 36–41. https://bit.ly/44EcHoE
Widana, I. W., Parwata, I. M. Y., Parmithi, N. N., Jayantika, I. G. A. T., Sukendra, K., & Sumandya, I. W. (2018). Higher order thinking skills assessment towards critical thinking on mathematics lesson. International Journal of Social Sciences and Humanities, 2(1), 24–32. https://doi.org/10.29332/ijssh.v2n1.74
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641
Xian, Y., Schiele, B., & Akata, Z. (2017). Zero-shot learning-the good, the bad and the ugly. In Proceedings of the IEEE Conference on Computer Vision and Pattern Recognition (pp. 4582–4591). IEEE Computer Society. https://doi.org/10.1109/CVPR.2017.328
Yurdagül, C., & Öz, S. (2018). Attitude towards mobile learning in English language education. Education Sciences, 8(3), Article 142. https://doi.org/10.3390/educsci8030142
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16, Article 39. https://doi.org/10.1186/s41239-019-0171-0