Improving Physics Learning Outcomes through M-Learning  with Articulate Storyline: A Quasi-Experimental Study

Anas Irwan; Hamsil  Mahendra; Muhammad Yusuf Hidayat; Ali Umar Dani

doi:10.59175/pijed.v4i2.839

Authors

Anas Irwan Universitas Negeri Makassar, South Sulawesi, Indonesia
Hamsil Mahendra Universitas Islam Negeri Alauddin Makassar, South Sulawesi, Indonesia
Muhammad Yusuf Hidayat Universitas Islam Negeri Alauddin Makassar, South Sulawesi, Indonesia
Ali Umar Dani Universitas Islam Negeri Alauddin Makassar, South Sulawesi, Indonesia

DOI:

https://doi.org/10.59175/pijed.v4i2.839

Keywords:

Articulate Storyline, Learning Outcomes, M-Learning and Digital Learning Media

Abstract

The purpose of this study was to investigate the effectiveness of using Articulate Storyline-based M-learning in improving the learning outcomes of 10th grade MIPA 3 students at MA Swasta Allu Bangkala, with a focus on Energy Sources material. This study used an experimental design with a One Group Pretest-Posttest design. The study population consisted of 82 students, and data were collected using learning outcome tests along with appropriate teaching instruments and modules. Descriptive analysis and the N-Gain test were used to evaluate the data, while the Mann-Whitney test was used to test the significance of the difference between the pretest and posttest scores.The results showed that the average pretest score was 30.00, which was very low, while the average posttest score increased to 48.18, which was low. The Mann-Whitney test showed a significant difference with an Asymp. Sig (2-tailed) value of 0.001, which is smaller than the significance level of 0.05, indicating an increase in student learning outcomes after using Articulate Storyline-based learning media. This study provides valuable insights into the potential use of M-learning tools, particularly Articulate Storyline, in improving student learning outcomes. This study demonstrates the effectiveness of digital learning media in the classroom and provides a basis for further research on the integration of these tools in educational settings to improve student engagement and understanding. The novelty of this study lies in the application of Articulate Storyline in the Indonesian educational context. This study contributes to the development of research on M-learning and digital learning media, demonstrating the potential of these tools in improving student performance, particularly in Indonesia. This study provides a new perspective on the role of digital learning tools in improving educational outcomes.

References

Agarwal, H., & Pandey, G. (2013). Impact of E-learning in education. International Journal of Science and Research (IJSR), 2(12), 146–147.

Akhlilia, T., Dewi, N. P., Wardani, S., & Widiarti, N. (2024). Systematic Literature Review: The Effectivity Of Articulate Storyline Media. Journal Civics And Social Studies, 8(1), 1–13.

Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.

Astuti, I. A. D., Nugroho, D. A., Rezki, M., & Putri, R. N. (2024). Digital Technology in Physics Learning in the 21st Century: Study Literature Review. 2(1), 215–221.

Behera, S. K. (2013). E-and M-Learning: A comparative study. International journal on new trends in education and their implications, 4(3), 65–78.

Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2008). Models and instruments for assessing digital competence at school. Journal of E-learning and Knowledge Society, 4(3), 183–193.

Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111.

Daryanes, F., Darmadi, D., Fikri, K., Sayuti, I., Rusandi, M. A., & Situmorang, D. D. B. (2023). The development of articulate storyline interactive learning media based on case methods to train student’s problem-solving ability. Heliyon, 9(4).

Febrianti, T. A., & Alrianingrum, S. (2021). The Effect of the Cooperative Listening Team Model Based on M-Learning To Improve Student Learning Outcomes In History At Sma Hang Tuah 2 Sidoarjo. Avatara: Journal of History Education, 11(1).

Fombona, J., Pascual, M. A., & Pérez Ferra, M. (2020). Analysis of the educational impact of M-Learning and related scientific research. Journal of New Approaches in Educational Research, 9(2), 167–180.

Georgiev, T., Georgieva, E., & Smrikarov, A. (2004). M-learning—a New Stage of E-Learning. 4(28), 1–4.

Glasserman-Morales, L. D., Alcantar-Nieblas, C., & Sisto, M. I. (2024). Demographic and school factors associated with digital competences in higher education students. Contemporary Educational Technology, 16 (2), ep498.

Jethro, O. O., Grace, A. M., & Thomas, A. K. (2012). E-learning and its effects on teaching and learning in a global age. International Journal of Academic Research in Business and Social Sciences, 2(1), 203.

Khasib, M. N., Ahmadi, A., & Inayati, I. (2023). The Effectiveness of Cooperative TGT-Based M-Learning in Improving Indonesian Language Learning Outcomes of Students. Nusantara: Indonesian Education Journal, 3(3), 567–588.

Kurniasari, W., Sutopo, Y., Harianingsih, H., Subali, B., & Widiarti, N. (2025). Systematic Literature Review: Utilization of Articulate Storyline-based Interactive Learning Media in Primary School Student Learning. Edunesia: Scientific Journal of Education, 6(2), 977–995.

Mariana, E., & Hidayanto, E. (2022). Application of the Sole Model Assisted by M-Learning to Improve Student Learning Outcomes in Trigonometry. JMPM: Journal of Mathematics and Mathematics Education, 7(1), 24–37.

Nurdiansah, I., Makiyah, Y. S., Fisika, P., & Siliwangi, U. (2021). Effectiveness of Laboratory-Based Hybrid Project-Based Learning (H-Pjbl) Modules to Improve Students’ Science Process Skills. Journal of Physics and Technology Education, 7(2), 104–110.

Nurhidayah, A., Mawarsari, V. D., & Suprapto, R. (2025). Systematic Literature Review: The Use of Articulate Storyline Media in Junior High School Students’ Geometric Thinking Skills. Innovative: Journal of Social Science Research, 5(1), 6866–6885.

Ozuorcun, N. C., & Tabak, F. (2012). Is m-learning versus e-learning or are they supporting each other? Procedia-Social and Behavioral Sciences, 46, 299–305.

Pratiwi, K. I. A., Margunayasa, I. G., & Trisna, G. A. P. S. (2023). Project-Based Learning Interactive Multimedia with Orientation of Environmental Problems Assisted by Articulate Storyline 3 for Grade V Elementary Schools. Journal of Education Technology, 7(2), 332–342.

Rahmawati, E. M., & Mukminan, M. (2017). Development of m-learning to support independence and learning outcomes in Geography. Journal of Educational Technology Innovation, 4(2), 157–166.

Raihan, A. (2022). Implementation of Android Mobile Learning Media to Improve Student Learning Outcomes in Human Movement for Grade VIII. Journal of Educator and Education Personnel Innovation, 2(2), 154–160.

S., Kardi, S., & Sanjaya, I. G. M, S. (2015). Development of Inquiry-Based Interactive Multimedia on Human Reproduction System Material to Improve Learning Outcomes and Train Students’ Critical Thinking Skills. JPPS (Journal of Science Education Research), 5(1), 727–741.

Sugiyono, D. (2013). Statistics for Research. Alfabeta.

Wulansari, Y. I., & Prapanca, A. (2024). Development of M-Learning Assisted by Cisco IT Essentials Virtual Desktop in Informatics Subjects by Applying the PjBL Learning IT-Edu: Journal of Information Technology and Education, 9(1), 73–82.

Yolanda, S., Winarni, R., & Yulisetiani, S. (2022). The new way to improve learners’ speaking skills: Picture and picture learning media based on articulate storyline. Journal of Education Technology, 6(1), 173–181.