Jurnal Inovasi Pendidikan Fisika (JIPF) Vol. 06 No. 03, September 2017, 224-230 ISSN: 2302-4496 Zahrotul Ula Irma , Rudy Kustijono 229 DEVELOPMENT OF ANDROID MOBILE LEARNING USING APP INVENTOR TO TRAIN HIGH SCHOOL STUDENT’S SCIENCE PROCESS SKILL Zahrotul Ula Irma, Rudy Kustijono Physics Education, Faculty of Mathematics and Natural Sciences, State University of Surabaya Email: zahrotululairma@gmail.com Abstract The purpose of research is to develope android mobile learning using app inventor to train high school students's science process skill which feasible (valid, practical, and effective). The type of research is development research of ADDIE’s model (Analysis, Design, Development, Implementation, and Evaluation). The subject of research are 20 students of XI grade SMA Muhammadiyah 9 Surabaya. The technique of data collection are questionnaire and observation. Mobile learning is declared feasible if percentage of validity (learning, material, media), practicality (learning’s implementation is 93% with the constraint that faced was sometimes application stopped suddenly), and effectiveness (students’s science process skills and responses) are ≥ 61% with good and excellent category. The result of research shows the validity of mobile learning is excellent (learning 93%, material 96%, and media 86%), the practicality is excellent (learning’s implementation 93%) and the constraint that faced is sometimes application stopped suddenly, and effectiveness is good (observing 100%, formulating hypotheses 65%, identifying variables 100%, interpreting data 65%, communicating 65% and students’s response are positive with percentage between 81% and 91%. Research conclude that android mobile learning using app inventor can train high school students’s science process skill. Keywords: mobile learning, android, and science process skills. INTRODUCTION The realities of globalization, knowledge work, and accelerating societal change in 21 st century demand educational system to equip students with the 21 st century skills. It is important for students to overcome the challenges of the 21 st century. The skills that needed in 21 st century are digital age literacy, inventive thinking, effective communication, and high productivity (NCREL 2003). A part of digital age literacy is scientific literacy. Scientific literacy is knowledge and understanding of the scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity (NRC, 1996). In scientific literacy, there is science process which have done by students to apply their knowledge. To do science process, they need the skills, that is science process skills. Science process skills are thinking and psychomotor skills which used to discover, develop, and apply knowledge. Science process skills involve intellectual, psychomotor, and affective skills which are related to the learning of science in all its aspects and derived from fundamental abilities of students (Sheeba, 2013). Therefore, science process skill isn’t instructional actions out of students’s ability, but it is intended to develop the capabilities which possessed by students. Learning using science process skill allows students to learn independently and allows students to be more active and creative because students are asked to find knowledge using their capabilities. When students use science process skill to find knowledge, it’s means that students experience directly the process of discovery. Providing direct experience to students will make learning more meaningful and make it easier for students to understand the knowledge. In addition, science process skill need to be applied in physics learning because students isn’t only need knowledge, but also need to be trained to discover, develop, and apply knowledge. (Turiman, et all., 2012). Science process skill is need to be mastered by the students because by mastering science process skill, student will be able to do skill that required in high level study, that is conduct research and solve problem. Ability to conduct research and solve problem are life skill which students need. The level of students' science process skills can be known from PISA (Program for International Student Assessment). Data of PISA three years later show that Indonesia still has not reach the International score standard of 500 (2009 is 383, 2012 is 382, 2015 is 403) (OECD, 2010; OOCD, 2014; OOCD, 2016). It show that Indonesia students's science process skill are low. The low of science process skill is caused by the lack of opportunities given to students to use science process skill to find knowledge. One of the alternative solution to solve this problem is through development of mobile learning that provides facilities to train science process skill. Mobile learning or usually called m-learning is a learning that uses mobile devices such as smartphones that allow learners to access learning resources, communicate with others, and create content anytime and anywhere (UNESCO, 2013). M- learning is part of Information and Communication