Development of Physics Learning Media Based-Mobile Learning Using Adobe Flash CS6 at Muhammadiyah University of Makassar

This research is motivated by the fact that physics learning content based on mobile learning can be accessed widely and most students have cellphones, but it has not been widely used to increase student enthusiasm in learning physics. Physics Learning Media Based on Mobile Learning is an effort to solve this problem. One of them is by Development of Physics Learning Media-Based Mobile Learning Using Adobe Flash CS6. This study aimed to determine the development of learning media products based on mobile learning using adobe flash CS6 and to examine the the feasibility of learning media based on mobile learning using Adobe Flash CS6 at Muhammadiyah University of Makassar. This type of research was a research and development starting from the defining stage (define), the design stage (design), and the development stage (develop). This mobile learning-based physics learning media was tested for validity by 2 experts of media, and tested for its effectiveness by 33 students. The results achieved were the m-learning media products that used the adobe flash CS6 application with validity criteria that were relevant, consistent and have practical usability, as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education. as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education. as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education.


I. INTRODUCTION
One of the alternative forms of learning during the Covid-19 pandemic is online learning. In practice, online learning requires the support of mobile devices, such as android cellphones, tablets and laptops which can be used to access information anywhere and anytime (Gikas & Grant, 2013). The level of development of android mobile phones which is getting higher and relatively cheaper is a supporting factor for the increasing number of android mobile users in Indonesia.
Android-based learning media have the advantages of being easily accessible to anyone and anywhere. Mobile learning is the A.A. Andriani, A. D. Sultan, S. Rufaida, Nurfadilah | JPF | Volume 9 | Number 1 | 2021 | 91 -97 92 latest ICT advances in the education world where the mobile device is used as media containing a variety of material or teaching aid and can be used at school and home and also it is easier and lighter to bring (Hanafi & Samsudin, 2012). Zheng et al. (2015) stated that the development of today's smartphones is growing rapidly and quickly, the technology is not only done by the user as a communication medium, but can be used also as a learning medium that is reliable and user friendly.
Furthermore, mobile learning is also flexible because it can be changed or updated at any time if there are some changes in material. In addition it can be used for selflearning, mobile learning can also be used as a learning medium that can be accessed anytime and anywhere (Douglas et al., 2008;Sarrab et al., 2012;Tamhane et al., 2015).
Anggaraeni in Astuti et al. (2017) stated that android is the most popular operating system in society because it has advantages, such as open source which gives developers the freedom to create applications. Android can be made and developed in an attractive manner to provoke a sense of interest from students to learn, so that students can more easily accept the material presented by the lecturer.
Based on observations of several physics students, it is known that student enthusiasm for learning is still low, because students tend to be passive when lecturers deliver materials.
The instructor has never developed mobile learning media using adobe flash CS6, even though most students have androids.
Research that supports this research is research that has been conducted by Estianinur et al. (2017) which shows that the mobile learning application using Androidbased adobe flash CS6 is suitable for use as a learning medium that can be accessed anytime and anywhere. This research procedure was carried out in three stages, namely as follows:

A. Preparation stage
The preparation stage was making questionnaires and learning tools.

B. Implementation stage
The implementation stage was implementing physics learning using online learning media, observing student activities during the learning process and giving questionnaires to students and lecturers to find out responses to learning physics using media after the learning process.

C. Data analysis stage
The activity at this stage was to analyze the data collected during the implementation stage. The data analyzed were validation sheets, data from student activity observations, and student data.
The development stage in this study adopted a 4D type device development model with changes tailored to the needs of the research which included media production, validation from a team of experts, and media trials.
The data that had been collected using instruments were then analyzed quantitatively to determine the quality of the media produced. The data analyses used were as follows:

III. RESULTS AND DISCUSSION
The product produced from this research is a mobile learning-based physics learning media using adobe flash CS6. This learning media product is made and designed by the researcher as a tool in the learning process.
The aspects that are considered in validating learning media are aspects of appearance quality and attractiveness. The validation results from media experts can be seen in Table 1 below.  Table 2 below: The total mean value of validity at student response questionnaire obtained 3.16.
Based on the validity criteria, this value is included in the valid category because it is at 2.5 ≤ 3.5. If viewed from the three aspects above as a whole, the student response questionnaire can be declared to meet the validity criteria, so that it can be used in  According to Ishaq (2013), the online system learning media is able to minimize the problems faced by students related to the learning process that is not optimal, including both results and processes, as well as inadequate support for facilities in an effort to support a learning process.

IV. CONCLUSION AND SUGGESTION
Physics learning media based on mobile learning using adobe flash CS6 which was developed has met the valid criteria. The validator's assessment of the quality of display and media attractiveness is practical based on the efficiency of learning and student responses, so it is appropriate to use as a sumer for learning physics.
The suggestions put forward are for the development of the next mobile learning application, it is hoped that it will be even better. Things that need to be developed again are the addition of more detailed simulations, examples of questions in the material section, making worksheets, adding video or audio.

ACKNOWLEDGMENTS
Thank you to the validators who are willing to take the time to provide assessments and input on physics learning media based on mobile learning using Adobe Flash CS6. As well as the Physics Education lecturers who were involved in this research.