INTEGRATING COLLABORATIVE MOBILE LEARNING INTO THE MATHEMATICS CLASSROOM: AN EXPLORATION OF STUDENT’ MEANINGFUL LEARNING ACTIVITIES USING TECHNOLOGY

Abstract

Research on the utilization of mobile technology in schools is increasingly widespread. However, studies on implementing meaningful learning using mobile technology still need to be completed. Meaningful learning activities must still be the primary goal in mathematics, even with technology. Technology-integrated collaborative learning is an appropriate alternative to build students' knowledge of what to know, their attitude of wanting to do something, and their skills in how to do something. This research focuses on how high school students learn mathematics meaningfully by utilizing mobile technology collaboratively. The purpose of this study is to provide an empirical analysis of meaningful learning activities carried out by students through mobile technology in learning mathematics in face-to-face social communication. This study used a qualitative approach to data collection. Data were collected from 42 students and one teacher through observation and interview. This study found five meaningful activities conducted by students with collaborative mathematics learning integrated with mobile technology. The key finding that stands out is that the cooperative environment with group work causes students to learn more during group work, but they enjoy working with their friends to solve math problems