Mobile Learning to Development of Students' Self-concept of Chemistry

Abstract

The study aims to develop students’ chemistry self-concept in learning electrolyte solution and oxidation-reduction reaction by using mobile learning. The research method used was the qualitative method. Research data were obtained through observation during learning, questionnaires chemistry self-concept, reflective journal, and interviews. Chemistry Self-concept observed amounts to four indicators: Chemistry Self-concept, Academic Enjoyment Self-concept, Academic Capability Self-concept and Problem Solving Self-concept. The results showed that four indicators tend to awaken and develop learning with mobile learning. Based on the results of chemistry self-concept which shows positive self-concept chemistry because in mobile learning there is a compact content, easy to understand, thus causing students to prefer to learn. There are images, music and color variation so as students are interested in learning. There are tests simulation that is used to try students' learning abilities, and there is video content that can be used as a reference for students in solving a problem.