The Effectiveness of Android-Based Interactive Physics Mobile Learning Media to Improve Students’ Psychomotor and Self- Efficacy Suparno Graduate School Universitas Negeri Yogyakarta Yogyakarta, Indonesia suparno_mipa@uny.ac.id Sukardiyono Faculty of Mathematics and Natural Sciences Universitas Negeri Yogyakarta Yogyakarta, Indonesia sukardiyono@uny.ac.id Tiara Kusuma Ardiyati Graduate School Universitas Negeri Yogyakarta Yogyakarta, Indonesia atkindson@gmail.com Beatrix Elvi Dasilva Graduate School Universitas Negeri Yogyakarta Yogyakarta, Indonesia beatrix.elvi@gmail.com Abstract—This study aims to find out know the effectiveness of learning using android-based IPMLM to improve psychomotor and self-efficacy of high school students. The research design uses Pretest-Posttest Control Group Design. The research subjects were 185 students of Class X MIPA from SMA N 1 Pakem, SMAN 2 Sleman, and MAN 3 Sleman and 210 students from class XI MIPA from SMAN 2 Kupang, SMAN 5 Kupang and SMAN 5 Kupang. Each school was taken two classes, namely the experimental class and the control class. Data collection instruments were self- efficacy questionnaires and psychomotor observation sheets checklist. Data were analyzed using descriptive statistics and inferential statistics. Descriptive statistical analysis was used to know the achievement of students' psychomotor and self-efficacy. The results showed that learning using Android-based IPMLM can improve students’ psychomotor and self-efficacy. Psychomotor skills increased by 46.6% through learning using Android-based IPMLM. Meanwhile, the effective contribution of Android-based IPMLM to self-efficacy was 53%. Keywords: android based-IPMLM, psychomotor, self- efficacy I. INTRODUCTION The demands of the 21st century require that every individual can utilize and be familiar with technology, including in education. One of its implications is the use of technology-based media as a support for learning activities. The integration of technology in learning is expected to be a tool of achieving 21st century skills, such as critical thinking, problem solving, communication, and collaboration. The curriculum in Indonesia has tried to answer these demands. It is indicated by the necessity of mastering competence, which not only focuses on the cognitive domain, but also affective and psychomotor, including in Physics subjects [1]. This is in line with Mundilarto that one of form of Physics learning outcomes can be categorized into competencies in the form of behavior, namely cognitive, affective, and psychomotor [2]. Psychomotor skills are skills that require integration of motor skills that related to knowledge and values with require practice to master it [3]. Subjects related to psychomotor skills tend to aim at movement and focus on physical responses and hand dexterity. These skills indicate the level of proficiency in doing the task [4]. The example of psychomotor skills in physics is using tools such as calipers, stopwatches, and others. Trowbridge and Bybee suggest that psychomotor aspects that can be assessed in Physics include moving, manipulating, communicating, and creating [5]. The moving aspect refers to a number of limb movements which implies coordination of physical movements. Manipulating refers to activities that encompass coordinated patterns of movements that connect parts of the body, for example coordination between the eyes, ears, hands, and fingers. Communicating refers to understanding activities that provide ideas and feelings for others to know. Meanwhile, creating refers to the process and performance that generated by the results of new thinking. Beside the psychomotor domain, student’s self- efficacy is also important in physics learning. Self- efficacy is very influential on achievement in cognitive aspects. Bandura states that self-efficacy is related to one's belief in his ability to perform an action that is needed to achieve the goal [6]. Every person has different self-efficacy towards an ability. These differences can be seen through three aspects Advances in Social Science, Education and Humanities Research, volume 401 International Conference on Educational Research and Innovation (ICERI 2019) Copyright © 2020 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 22