Needs Analysis for the Development of Phyphox-Based Mobile Learning in Physics Education at Vocational High Schools
DOI:
10.29303/jppipa.v12i9.15859Published:
2026-09-30Downloads
Abstract
This study aims to analyze the learning needs of 10th-grade students at SMKN 1 Prabumulih regarding physics measurement topics and to assess their readiness and acceptance of Phyphox-based mobile learning for developing Science Process Skills (SPS). A quantitative descriptive approach was employed, with data collected through a 15-item needs analysis questionnaire distributed online via Google Forms to 109 students from four vocational programs. The questionnaire covered smartphone ownership, perceptions of physics learning, learning barriers, laboratory frequency, technology acceptance, and SPS-based mobile learning feature needs. Results indicate that 99.10% of students own a personal smartphone and 90.80% are permitted to use it for learning. Although 98.20% of students (71.60% rarely and 26.60% never) did not receive adequate laboratory experience, 61.50% believed hands-on experiments were the most effective learning method. Technology acceptance reached 92.70% despite 94.50% having never used Phyphox. Additionally, 75.2% strongly needed SPS-based self-directed learning materials, and 52.30% desired comprehensive features integrating step-by-step guides, real-time data displays, and interactive interfaces. These findings confirm that Phyphox-based mobile learning is technically feasible, pedagogically necessary given documented deficits in students' SPS, and socially acceptable, providing a strong empirical foundation for the development of PhysicsLab mobile learning in vocational physics education
Keywords:
Mobile learning Needs analysis Physics lab Science process skillsReferences
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