The Effectiveness of Mobile Learning to Improve Students’ Learning Independence in Online-Based Learning

This study aims to determine the effectiveness of implementing mobile learning as one of the strategies for delivering online-based instructional design courses and its impact on the learning independence of students at the Faculty of Engineering. Students' learning independence refers to the initiative of students to learn, the desire to master competencies, self-confidence, responsibility for their academic duties, and not relying on their peers. The researcher employed a descriptive quantitative approach, using Cluster Random Sampling as the sampling technique. A total of 32 first-semester students from the 2021-2022 academic year were sampled. Data collection techniques included questionnaires and interviews. The findings show that: (1) the students are highly responsive to the use of mobile learning in the Instructional Design course, as evidenced by questionnaire analysis score of 77%; (2) mobile learning positively impacts the learning independence of students, with an average score of 76%; (3) hypothesis test results along with questionnaire and interview analysis indicate a significant correlation between mobile learning usage and student learning independence in the Instructional Design course. The use of mobile learning as the primary indicator in the Design Learning course received a very positive response. This is attributed to the effective utilization of class time, particularly in meeting assignment deadlines.