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Ethnopedagogy Integration to Mobile Learning for Improving Student Learning Achievement in Remote Areas

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.