Advances in Social Science, Education and Humanities Research, volume 491 Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020) Development of Mobile Learning Application Based on Sociotechnology Approaches in Electrolyte and Nonelectrolyte Solutions Ucu Cahyana1,* Afrizal1, Indah Safitri1 1 Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, State University of Jakarta, Jakarta 13220, Indonesia *Corresponding author. Email: [email protected] ABSTRACT This study aims to develop mobile learning app based on a sociotechnology approaches on Electrolyte dan Nonelectrolyte Solutions and to know the feasibility of media produced. Mobile learning was tested at SMAN 1 Serang Baru Bekasi and SMAN 11 Bekasi from January to Mei 2020. The research method used is Research and Development (Borg and Gall) through five stages, namely: needs analysis, product development, validation, and product test. The resulting mobile learning media app is called “Electrolyte.apk” which provides a summary, videos, simulations, quizzes, and educational games. Mobile learning media is competible on Android devices. Feasibility test by topic and language expert acquired 87% with 0.967 of reliability. Feasibility test by media experts acquired 80% with 0.729 of reliability. Assesment Media trials by Chemistry teachers acquired 82% with “very good” criteria. Media trials by small scale students acquired 80% with “good” criteria. Media trials by large scale acquired 82% with "very good" criteria. Based on the results can be concluded that mobile learning media based on sosiotechnology in Electrolyte Solutions topic proper to use as a learning media and suitable for students and teachers needed. Keywords: Mobile learning, Sociotechnology approaches, Electrolyte and nonelectrolyte solution 1. INTRODUCTION thinking skills can be improved by effective learning processes and linking theory with symptoms that occur Currently, it is important to link theory to natural in everyday life. One alternative that can be done is to phenomena in everyday life. this becomes very use interactive learning media and can clearly describe important, so that the theory can be accepted properly electrolyte and non-electrolyte material. The learning and easily. Chemistry is a science that continues to grow media applied are adapted to the conditions of rapid and develop. Chemistry learning can be obtained technological progress so that it also impacts the through learning that relates theory to symptoms in educational environment. Cellular technology became everyday life [1]. The many chemical concepts that one form of technological development in the 4.0 must be understood by students with relatively limited revolution. time cause students to experience difficulties in learning chemical concepts. In the learning process also Mobile devices can support variations in learning sometimes less than the maximum in associating theory methods in the classroom if designed according to needs with daily life so that learning becomes ineffective and [4]. Mobile learning media is able to connect between inefficient [2]. individuals, find information, learn with flexible time, and collaborate between science and phenomena that In general, learning chemistry in high school / MA occur. This can increase the interest and enthusiasm of emphasizes more on aspects of knowledge and students with attractive displays [5]. Mobile learning understanding of concepts only. This causes the ability media is one of the learning media that refers to the use to develop reasoning ability in solving problems owned of digital information technology devices in the learning by students to be limited. Limitations that occur will process [6]. The use of mobile app in learning can be produce students who are passive, less skilled in critical used to develop students' skills because mobile app is a thinking, and less communicative [3]. Students' critical medium that can realize interactive and flexible learning, Copyright © 2020 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 120 Advances in Social Science, Education and Humanities Research, volume 491 mobile learning can be accessed wherever students are. 3. RESULT AND DISCUSSION This can encourage students to produce meaningful learning [7]. Mobile learing app can describe the 3.1. Analysis Result and Needs problem clearly and make students well disguised by the phenomena that occur so as to solve the problem The result of the needs analysisi were then produced scientifically and be able to improve communication as a percentage. 95% of student said that the solution of skills and cooperation between students [8]. electrolytes and non-electrolytes is a material that is difficult to understand. As many as 25% of students As for the weaknesses of the use of cellular stated the difficulty factor because the material was too technology in the learning process, in general students abstract, 60% of students stated it was because of too will focus on their respective mobile devices and make many memorization, and 10% of students stated that individualism. This makes researchers develop mobile there were many calculations. As many as 84% of learning media based on the sociotechnology approach. students use Android-based smart phones and 98% of The sociotechnology approach is a process of students agree to develop an Android-based learning interaction between humans and humans with media that contains a summary of electrolyte and non- technology to maintain social behavior in society and electrolyte solution materials. can integrate social situations in the use of technology [9]. Integrating the sociotechnology approach in mobile Based on the results of teacher analysis, the teacher learning is expected to make students interact with said that learning media is needed to assist in the technology, peers, and teachers and can get material delivery of material. Expected learning media can descriptions of electrolyte and non-electrolyte solutions contain material summaries, picture descriptions, effectively, efficiently, and easily understood. The main learning videos, and educational quizzes. Therefore, all material that will be discussed in this research is teachers agree that mobile learning media can be electrolyte and non-electrolyte material because developed as learning media that can help the learning electrolyte and non-electrolyte material in the 2013 process be more interactive and easy to understand. revised curriculum. This material has several characteristics including the concept of matter is 3.2. Mobile App Media Development difficult to describe, especially in the theory of ions according to Svante Archenius who said that the Phase Design mobile learning media, create story decomposition of a solution into ions will conduct boards, choose software to develop media, and create electricity. Then, the application of concepts in mobile learning media. Mobile learning media are identifying strong electrolytes, weak electrolytes, and developed according to the needs of teachers and non-electrolytes and their applications in daily life also students and are adjusted to basic competencies in the becomes abstract learning for students. This is material electrolyte and non-electrolyte solution. After supported by the result of the student and teacher needs that, storyboards are made to simplify the development analysis questionnaire. As many as 60% of the students process in order to find out the flow of the media to be from the total respondents were 68 students and as many developed in a structured and systematic way. The as 57% of the total respondents were 7 teachers who software used is Adobe Flash CS6 with a programming expressed difficulty describing Electrolyte and Non- language using scripts, while the software used to make Electrolyte material. learning videos is Wondershare Filmora 9 and create image designs and animations using Canva software 2. METHOD program media. This research uses the Research and Development 3.3. Mobile Learning Media method which is a method that aims to develop and improve the quality of education by creating the latest Testing Phase The media trials were conducted by innovations in the form of learning media products to three media experts, three material and language experts, help the learning process [10]. According to Brog and teachers and students on a large and small scale. The Gall there are 10 stages of specific product development aspects tested in the due diligence by media experts are research and testing the feasibility and effectiveness of 1) Audio and visual display and 2) Implementation and the product when implemented, namely: information software engineering. The results of the final assessment gathering, planning, product development, field trials of experts on these two aspects can be seen in Table 1. (main field testing), initial product revisions Based on the results of media trials by media experts, (operational product revisions), final product revisions the overall aspect percentage is 80% with good criteria. (final product revisions), field trials (operational field testing), dissemination (dissemination). 121 Advances in Social Science, Education and Humanities Research, volume 491 Table 1. Validation test by media experts material and language used in the mobile learning media that were developed very feasible. After the media