Nurussaniah Nurussaniah, Punaji Setyosari, Dedi Kuswandi, Saida Ulfa
The purpose of this study is to establish the current trends of mobile learning in physics instruction in order to inform subsequent research. For this analysis, articles were obtained using the Publish or Perish software and the articles included in the analysis were published between 2014 and 2024. The articles were chosen based on the relevance to m-learning in physics, availability in Scopus, and content. In this study, the articles were reviewed and the keywords were chosen and then used in QDA Miner Lite to compare their frequency in the articles and group them into conceptual categories. The findings show that Media Technology, Learning Environment, and Android are the most popular technologies in mobile learning in physics. Other strategies such as scaffolding and guided inquiry were also seen as important in engaging students actively and offering them the necessary structure in learning physics. Furthermore, the study also focused on the enhancement of cognitive skills such as problem solving, scientific inquiry, creativity, and metacognition that are significant in the achievement of students in the context of mobile learning. Consequently, it is evident that mobile learning enhances the use of numerous technologies and methods that help in enhancing thinking skills in the teaching of physics. In addition, the study proposes to extend the application of mobile technologies and to explore new opportunities in physics education through mobile learning. This research addresses these trends and challenges and provides a foundational resource for future inquiry, contributing to the academic community’s work to develop innovative, evidence based approaches to physics instruction. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.
Department of Educational Technology, Universitas Negeri Malang, Malang, Indonesia; Department of Physics Education, Universitas PGRI Pontianak, Pontianak, Indonesia
