Universal Journal of Educational Research Vol. 8(5), pp. 1687 - 1697
DOI: 10.13189/ujer.2020.080505
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Ethnopedagogy Integration with Mobile Learning to Improve Students' Learning Achievement in Remote Areas


Ucu Cahyana 1,*, Yuli Rahmawati 1, Maria Paristiowati 1, Sasmoko 2, Ahman 3, Jujuk Ferdianto 4, Agus Dudung 5
1 Department of Chemistry Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Indonesia
2 Department of Primary Teacher Education, Faculty of Humanities, Universitas Bina Nusantara, Indonesia
3 Department of Educational Psychology and Guidance, Faculty of Educational Sciences, Universitas Pendidikan Indonesia, Indonesia
4 Department of Education and Culture, East Lombok, Indonesia
5 Department of Mechanical Engineering, Faculty of Enginering, Universitas Negeri Jakarta, Indonesia

ABSTRACT

The aim of this study is to integrate mobile learning with an ethnopedadogy approach to improve teaching and learning in remote areas in Lombok. The research method used in this study is a mixed-method approach following the steps of research and development (RnD), and by quantitative and qualitative data for implementing the product. The study was conducted at three high schools in a remote area of East Lombok, West Nusa Tenggara Province, Indonesia. The research helped develop a prototype of mobile learning media for chemistry learning by integrating the Ethnopedagogy approach. Mobile learning was implemented using three approaches complementary to the desired outcomes. The research revealed that the prototype of mobile learning can be implemented in chemistry learning in remote areas. The effectiveness of using mobile learning integrated with an ethnopedagogy approach shows that learning by using fully mobile learning can provide better results than using blended learning and mobile learning as a complementary. Results indicate that the use of mobile learning integrated with an ethnopedagogy approach can provide students’ in remote areas with meaningful learning experiences to improve achievement. The approach is suitable for use with students in remote areas who face difficulties in accessing learning resources, in engaging in local culture, in schools with limited teaching staff, with students suffering low motivation and who have little parental support.

KEYWORDS
Mobile Learning, Ethnopedagogy, Chemistry Learning, Remore Areas

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Ucu Cahyana , Yuli Rahmawati , Maria Paristiowati , Sasmoko , Ahman , Jujuk Ferdianto , Agus Dudung , "Ethnopedagogy Integration with Mobile Learning to Improve Students' Learning Achievement in Remote Areas," Universal Journal of Educational Research, Vol. 8, No. 5, pp. 1687 - 1697, 2020. DOI: 10.13189/ujer.2020.080505.

(b). APA Format:
Ucu Cahyana , Yuli Rahmawati , Maria Paristiowati , Sasmoko , Ahman , Jujuk Ferdianto , Agus Dudung (2020). Ethnopedagogy Integration with Mobile Learning to Improve Students' Learning Achievement in Remote Areas. Universal Journal of Educational Research, 8(5), 1687 - 1697. DOI: 10.13189/ujer.2020.080505.