International Journal of Scientific Engineering and Science Volume 8, Issue 10, pp. 42-46, 2024. ISSN (Online): 2456-7361 42 http://ijses.com/ All rights reserved The Effectiveness of Mobile Learning to Improve Students’ Learning Independence in Online-Based Learning Andi Hudiah 1 , Darlan Sidik 2 1 Department of Family Welfare Education, Universitas Negeri Makassar, Indonesia 2 Department of Electrical Engineering, Universitas Negeri Makassar, Indonesia Email address: a.hudiah@unm.ac.id Abstract—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. Keywords— mobile learning, learning independence, online based learning I. INTRODUCTION Higher education plays a crucial role in improving the quality of human resources in universities. The National Education System Law No. 20 of 2003 states that the function of national education is to develop capabilities and shape the character and civilization of a dignified nation to educate the nation, aiming to develop students into individuals who are faithful and pious to God Almighty, possess noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens (Article 3 of Law No. 20/2003). The success of learning cannot be separated from the success of the learning process itself, as students undergo both knowledge and personal development during this process. The National Education System (SISDIKNAS) in article 1, Section 20 of Law No. 20/2003 defines learning as an interaction process between students and educators or instructors and learning resources within a learning environment. The interactions within this learning process include: 1) interaction between lecturers and students; 2) interaction between lecturers, students, and learning resources; 3) interaction between students and learning resources; 4) interaction between students; and 5) interaction between lecturers, students, and their social and environmental surroundings (Rusman, 2016:58). The communication interaction mentioned can occur either face-to-face or online using smartphone devices (Ardiansyah, 2020). In the conceptual implementation of learning, several key components must be considered, such as learning outcomes, teaching materials, learning strategies, media, and evaluation. Achieving learning objectives is closely tied to instructional design and how students are organized in the learning process. One way lecturers can organize students is by fostering student independence in learning (Hariyanti, 2020). Currently, education is undergoing changes, particularly in its learning systems, with the implementation of the independent curriculum, which significantly affects students' independence in studying course materials. Universities like UNM have altered their academic routines to adopt two learning strategies known as online and offline services based on Learning Management Systems (LMS). Online learning services strengthen the achievement of the independent learning curriculum (Sidik & Syafar, 2019). The independent learning-based curriculum, coupled with online delivery strategies, has become one of the primary methods of conducting lectures in the face of the digital era. Various online learning strategies now offer learning applications (Sherina, 2020). Online learning is conducted through various applications (Suhada et al., 2020). Online learning connects students with their learning resources (databases, experts/instructors, libraries) that are physically distant or remote, but can still communicate, interact, or collaborate via network connections, either directly (synchronous) or indirectly (asynchronous). This is viewed as a primary indicator of lecture delivery, alongside another key indicator: independent learning (Butler, 2023; Attewell, J. 2005). The variety of interactive application choices serves as both a medium and a support tool for implementing lectures. The use of online media is one solution to enable students to effectively engage with lecture materials, ensuring that the content delivered can be applied successfully (Mustakim, 2020). The application of the independent curriculum with online learning systems demands more from students in terms of independent study (Tahir & Darwis, 2021), as each course typically has a fixed time allotment. For example, the