The Effect of Mobile Learning and Learning Style toward Students’ Learning Achievement
Abstract
This research aims to determine the effect of mobile learning and learning styles on science learning result controlled by motivation achievement. This research used a quasi-experimental method with a 2x2 factorial design. The results showed that: (1) students’ science learning result who used mobile learning was better than direct learning; (2) students’ science learning result who has high visual learning style was not different than lower visual lerning style; (3) there was an interaction between learning approach and learning style; (4) students’ science learning result who used mobile learning was higher than direct learning compared with the group of higher visual learning style students; (5) students’ science learning result who used mobile learning was not different than direct learning to the group of higher visual learning style students; (6) students’ science learning result who has high visual learning style was higher than low visual learning style compared with the mobile learning students group; and (7) students’ science learning result who has high visual learning style was not different than low visual learning style compared with the direct learning students group.