This research aimed to develop seamless mobile android project-based learning to improve student performance. This paper uses the Ghirardini development prototypical and the Information Management Resource Kit (IMARK) (2011). The data analysis used is descriptive quantitative research. The results show: (1) the validation of the media experts have value 87%, and this is included in the very valid criteria; (2) the validation results of the material experts have value 89% and include into the criteria very valid; (3) the outcomes of the validation of the learning expert have value 89% and was included in the very valid criteria; and (4) the results of the practicality test presented that the practicality value of the small group reached 85% and the large group reached 84%, and those percentages are included in the criteria of practicality level is quite valid; (5) the results of the effectiveness test obtained a sig value of 0.000 < 0.05 so that it can be interpreted that there is a significant effect on student performance. © 2020 IEEE.
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The need has arisen towards the consideration of individual difference in order to enhance motivation in learning fractions. As a result, researchers found that students could improve the level of motivational factors if learn through preferred learning environment. Also, consideration of students’ intentions and emotions encouraged students to learn more and effectively. Therefore, personalized learning modules of fractions were developed for each Learning Orientation Profile consists in Intentional Learning Theory, which are Transformance, Performance, Conformance and Resistance Learners. The modules also developed online based on multi-step problem solving involving fractions. In order to investigate learners’ motivational factors including value of fractions, mathematical anxiety in learning fractions and self-concept of ability on fractions, scores for each motivational factors are collected thrice and compared. Then, the results are validated with open-ended questionnaires on the effectiveness of the learning modules. The results show that the modules could improve students’ motivational factors in learning fractions.
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Samah, N. A., Yahaya, N., Ali, M. B., & Rahman, K. A. (2014, December). Enhancing motivational factors through personalized learning module. In e-Learning, e-Management and e-Services (IC3e), 2014 IEEE Conference on (pp. 52-57). IEEE.
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