The Effectiveness of Marketing-Oriented Project-Based Mobile Learning in Improving Students’ Critical Thinking and Collaboration Skills in Business Education
Article Number: e2025271 | Available Online: June 2025 | DOI: 10.22521/edupij.2025.16.271
Ninik Sudarwati , Agus Prianto , Firman
Full text PDF |
2756 |
1034
Abstract
|
Background/purpose. The rapid advancement of technology, particularly in mobile learning, presents new opportunities for flexible, accessible education. In business education, especially marketing courses, integrating technology while cultivating essential 21st-century skills like critical thinking and collaboration remains challenging. This study was conducted to address this gap by developing and evaluating an interactive mobile learning platform tailored to business students' needs. Materials/methods. This study utilized the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) to develop and validate the Marketing-Oriented Project-Based Mobile Learning (MOPjBML) platform for business education. The research involved 63 undergraduate students (aged 18–22) enrolled in an Introduction to Business course at a university in Indonesia, alongside expert validators (n=3) in economics education, learning media, and business instruction. The data were collected through surveys, observations, and phased trials (small- and large-group implementations) to assess platform validity, practicality, and efficacy. Quantitative analyses (paired t-tests, validity/reliability assessments, normality testing) and qualitative evaluations (expert reviews, learner feedback) were conducted to examine the platform's educational impact and implementation outcomes. Results. Results demonstrated significant improvements in critical thinking (23.4% gain, p<0.001) and collaboration (26.2% gain, p<0.001) using the MOPjBML platform. Expert validation confirmed high validity (85.6%) and practicality (88%). The multimedia-enriched platform effectively enhanced marketing comprehension through videos, quizzes, and textual materials, confirming its efficacy in business education. |
Conclusion. This study concludes that the MOPjBML platform is an effective and innovative tool for enhancing 21st-century essential competencies in business education, particularly those related to critical thinking and collaboration skills.
Keywords: Business education, collaboration skills, critical thinking, mobile learning, project-based learning
ReferencesAbidin, D., Mayasari, N., Muamar, A., Satria, E., & Aziz, F. (2023). Development of Android-based interactive mobile learning to learn 2d animation practice. Jurnal Scientia, 12(01), 138-142. https://doi.org/10.58471/scientia.v12i01.1058
Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology Acceptance Model in M-learning context: A systematic review. Computers & Education, 125, 389-412. https://doi.org/10.1016/j.compedu.2018.06.008
Alfaeni, D., Nurkanti, M., & Halimah, M. (2022). Kemampuan kolaborasi siswa melalui model project based learning menggunakan Zoom pada materi ekosistem. Bioedukasi (Jurnal Pendidikan Biologi), 13(2), 143. https://doi.org/10.24127/bioedukasi.v13i2.6330
Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2), 2283282. https://doi.org/10.1080/23311916.2023.2283282
Allil, K. (2024). Integrating AI-driven marketing analytics techniques into the classroom: pedagogical strategies for enhancing student engagement and future business success. Journal of Marketing Analytics, 12(2), 142–168. https://doi.org/10.1057/s41270-023-00281-z
Almaiah, M., Alamri, M., & Al-Rahmi, W. (2020). Analyze the effect of different factors on the development of mobile learning applications at different stages of usage. IEEE Access, 8, 16139-16154. https://doi.org/10.1109/access.2019.2963333
Al-Rahmi, A. M., Al-Rahmi, W. M., Alturki, U., Aldraiweesh, A., Almutairy, S., & Al-Adwan, A. S. (2021). Exploring the factors affecting mobile learning for sustainability in higher education. Sustainability, 13(14), 7893. https://doi.org/10.3390/su13147893
Ariningsih, N., Artini, L., & Marsakawati, N. (2021). The effect of e-portfolio in project-based learning toward learner autonomy and writing competency. Journal of Education Research and Evaluation, 5(1), 154. https://doi.org/10.23887/jere.v5i1.29982
Askary, S., & Askarany, D. (2024). Analytical skills for accounting students in a data-driven job market: Australian evidence. Accounting Research Journal, 37(6), 635-654. https://doi.org/10.1108/ARJ-05-2024-0184
Aulia, F., Nisa, L., & Nadhifah, N. (2019). Kemampuan berpikir kritis siswa pada materi barisan dan deret berdasarkan gaya berpikir. Kreano Jurnal Matematika Kreatif-Inovatif, 10(1), 68-77. https://doi.org/10.15294/kreano.v10i1.17822
Belwal, R., Belwal, S., Sufian, A., & Badi, A. (2020). Project-based learning (PBL): Outcomes of students' engagement in an external consultancy project in Oman. Education + Training, 63(3), 336-359. https://doi.org/10.1108/et-01-2020-0006
Bendraou, R. & Sakale, S. (2023). Enhancing critical thinking and communication skills through flipped learning technology in Moroccan middle schools. International Journal of Linguistics, Literature and Translation, 6(5), 49-58. https://doi.org/10.32996/ijllt.2023.6.5.6
Blilat, A. & Ibriz, A. (2020). Design and implement P2P P2P-based mobile app for collaborative learning in higher education. International Journal of Interactive Mobile Technologies (IJIM), 14(07), 115. https://doi.org/10.3991/ijim.v14i07.13167
Bond, M., Buntins, K., Bedenlier, S., Zawacki‐Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-019-0176-8
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Bui, H. T., Amrita, K., & Nguyen, T. T. (2025). Exploring the impact of project-based learning with Scamper and Trello on the creative thinking of engineering students. European Journal of Engineering Education, 1–18. https://doi.org/10.1080/03043797.2025.2474047
Calma, A. & Cotronei-Baird, V. (2021). Assessing critical thinking in business education: Key issues and practical solutions. The International Journal of Management Education, 19(3), 100531. https://doi.org/10.1016/j.ijme.2021.100531
Calma, A. & Davies, M. (2020). Critical thinking in business education: Current outlook and prospects. Studies in Higher Education, 46(11), 2279-2295. https://doi.org/10.1080/03075079.2020.1716324
Cao, X. (2022). Adoption of m-learning in business English course and its relationship to learning style preferences: An empirical investigation. Frontiers in Psychology, 13, 881866. https://doi.org/10.3389/fpsyg.2022.881866
Chen, J., Tang, L., Tian, H., Ou, R., Wang, J., & Chen, Q. (2022). The effect of mobile business simulation games in entrepreneurship education: A quasi-experiment. Library Hi Tech, 41(5), 1333-1356. https://doi.org/10.1108/lht-12-2021-0509
Costa, R., Medrano, M., Ostáriz, P., & Guerrero, A. (2020). How can pre-service teachers make a didactic program? The collaborative learning associated with mobile devices. Sustainability, 12(9), 3755. https://doi.org/10.3390/su12093755
Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111. https://doi.org/10.3390/app11094111
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centred education. In Z. L. Berge & L. Y. Muilenburg, eds. Handbook of mobile learning. Florence: Routledge, pp. 3–14. Available at: http://refhub.elsevier.com/S0360-1315(17)30066-0/sref43
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on the development of students' engagement. International Journal of Educational Technology in Higher Education, 18(1), 53. https://doi.org/10.1186/s41239-021-00289-4
Gong, X., Kannan, S., & Ramakrishnan, K. (2023). Impact of mobile technology on collaborative learning in engineering studies. European Journal of Educational Research, 12(1), 397–406. https://doi.org/10.12973/eu-jer.12.1.397
Green, M., Stangl, L., Denz, F., & Cope, S. (2024). A Qualitative Study and Future Research Agenda for Cultivating Critical Thinking in Culturally Diverse Postgraduate Students. Journal of Marketing Education. https://doi.org/10.1177/02734753241295996.
Grosemans, I., Smet, K., Houben, E., Cuyper, N., & Kyndt, E. (2020). Development and validation of an instrument to measure work-related learning. Scandinavian Journal of Work and Organisational Psychology, 5(1). https://doi.org/10.16993/sjwop.99
Hartati, L., Marsono, M., & Yoto, Y. (2022). The effect of the project-based learning model on the soft skills of vocational school students. Technium Social Sciences Journal, 27, 180-193. https://doi.org/10.47577/tssj.v27i1.5569
Holmes, A. G. D. (2020). (How) Do students use learning outcomes? Results from a small-scale project. Educational Process: International Journal, 9(2), 80–89. https://doi.org/10.22521/EDUPIJ.2020.92.1
Huang, Y.-M., Lee, T.-P., & Liu, Y.-L. E. (2025). Enhancing student engagement and higher-order thinking in human-centred design projects: The impact of generative AI-enhanced collaborative whiteboards. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2025.2496973
Huang, J. & Li, H. (2022). Influencing factors of mobile learning interactive behaviour: Moderated mediating effect. International Journal of Information and Education Technology, 12(8), 772-777. https://doi.org/10.18178/ijiet.2022.12.8.1683
Isa, Z. & Azid, N. (2021). Embracing TVET education: The effectiveness of project-based learning on secondary school students' achievement. International Journal of Evaluation and Research in Education (IJERE), 10(3), 1072. https://doi.org/10.11591/ijere.v10i3.21392
Kaeppel, K. (2021). The influence of collaborative argument mapping on college students’ critical thinking about contentious arguments. Thinking Skills and Creativity, 40, 100809. https://doi.org/10.1016/j.tsc.2021.100809
Kandriasari, A., Yulianti, Y., Sachriani, S., & Jarudin, J. (2023). Mobile learning American service as a digital literacy improves students' analytical skills. Journal of Advanced Research in Applied Sciences and Engineering Technology, 31(2), 184-196. https://doi.org/10.37934/araset.31.2.184196
Karakose, T. (2021). The impact of the COVID-19 epidemic on higher education: Opportunities and implications for policy and practice. Educational Process: International Journal, 10(1), 7–12. https://doi.org/10.22521/EDUPIJ.2021.101.1
Karakose, T., & Demirkol, M. (2021). Exploring the emerging COVID-19 research trends and current status in education: A bibliometric analysis and knowledge mapping. Educational Process: International Journal, 10(2), 7–27. https://doi.org/10.22521/EDUPIJ.2021.102.1
Kiliç, A. (2022). The effect of a layered inquiry-based learning model on students' skills, values, and attitudes. Journal of Instructional Research, 11. https://doi.org/10.9743/jir.2022.11.11
Kinasih, T. & Ratnawati, N. (2024). The effectiveness of the project-based learning model in improving students' collaboration skills on creative economic materials. Jurnal Teori dan Praksis Pembelajaran IPS, 9(1), 1. https://doi.org/10.17977/um022v9i12024p1
Klímová, B. (2019). The use of mobile devices in learning and their effect on student engagement. Contemporary Engineering Sciences, 14(3), 248–259. https://doi.org/10.1007/s42524-019-0010-9
Komarudin, T. (2023). Melampaui ambisi pribadi: Mengubah kepemimpinan dalam pendidikan dari agenda yang didorong oleh ego. KAIPI, 1(1), 1-11. https://doi.org/10.62070/kaipi.v1i1.4
Kousloglou, M., Πετρίδου, Ε., Molohidis, A., & Hatzikraniotis, E. (2023). Assessing students’ awareness of 4Cs skills after mobile-technology-supported inquiry-based learning. Sustainability, 15(8), 6725. https://doi.org/10.3390/su15086725
Kumar, B., Hemawathi, M., Dhanasekaran, P., Kaliappan, V., & Sivaganesan, D. (2024). Maximizing Learning Outcomes while Minimizing Costs: A Cost-Effective Approach to M-Learning. Int. J. Interact. Mob. Technol., 18, 4-14. https://doi.org/10.3991/ijim.v18i11.49095.
Kusuma, M., Herawati, F., Setiasih, S., & Yulia, R. (2021). Persepsi tenaga kesehatan dalam praktik kolaborasi interprofesional di rumah sakit di Banyuwangi. Media Kesehatan Masyarakat Indonesia, 20(2), 106-113. https://doi.org/10.14710/mkmi.20.2.106-113
Lee, C., Chern, H., & Azmir, D. (2023). WhatsApp use in a higher education learning environment: Perspective of students of a Malaysian private university on academic performance and team effectiveness. Education Sciences, 13(3), 244. https://doi.org/10.3390/educsci13030244
Li, J. & Li, Q. (2024). Enhancing educational design capabilities through interactive mobile and adaptive learning platforms: An empirical study. International Journal of Interactive Mobile Technologies (IJIM), 18(08), 87-101. https://doi.org/10.3991/ijim.v18i08.48875
Lines, R. L., Pietsch, S., Crane, M., Ntoumanis, N., Temby, P., Graham, S., & Gucciardi, D. F. (2021). The effectiveness of team reflexivity interventions: A systematic review and meta-analysis of randomized controlled trials. Sport, Exercise, and Performance Psychology, 10(3), 438. https://doi.org/10.1037/spy0000251
Liniņa, I. & Vēvere, V. (2021). Critical thinking competence and its impact on the acquisition of basic principles of entrepreneurship among business students in Latvia. European Integration Studies, 1(15), 47-55. https://doi.org/10.5755/j01.eis.1.15.29248
Liu, Y. & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 101069. https://doi.org/10.1016/j.tsc.2022.101069
Loyens, S. M., Van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating higher-order, critical, and critical-analytic thinking in problem-and project-based learning environments: A systematic review. Educational Psychology Review, 35(2), 39. https://doi.org/10.1007/s10648-023-09757-x
Lu, G., Liu, Q., Xie, K., Zhang, C., He, X., & Shi, Y. (2023). Does the seat matter? Seating and motivational factors influence situational engagement and satisfaction in the smart classroom. Sustainability, 15(23), 16393. https://doi.org/10.3390/su152316393
Ma, Y., Zuo, M., Gao, R., Yan, Y., & Luo, H. (2024). Interrelationships among college students’ perceptions of smart classroom environments, perceived usefulness of mobile technology, achievement emotions, and cognitive engagement. Behavioral Sciences, 14(7), 565. https://doi.org/10.3390/bs14070565
Maphosa, V. (2024). Enhancing authentic learning in a rural university: Exploring student perceptions of Moodle as a technology-enabled platform. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2410096
Marthinus, V., Pata’dungan, A., Haryati, B., Tandirerung, W., & Marewa, J. (2022). Implementasi tugas proyek dalam upaya pembentukan keterampilan kerja mahasiswa. Jurnal Pendidikan (Teori Dan Praktik), 7(1), 24-30. https://doi.org/10.26740/jp.v7n1.p24-30
McDonald, D., Iscaro, V., & Posey, O. (2022). Active learning strategies in business education: Using the law to build critical workforce skills. Journal of International Education in Business, 15(2), 406–424. https://doi.org/10.1108/jieb-06-2021-0071
Molokhina, G. A., Pishchik, V., & Fomin, A. (2021). Features of critical thinking of individual entrepreneurs with different levels of self-regulation. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9(2), 253–264. https://doi.org/10.23947/2334-8496-2021-9-2-253-264
Mota, F., Cabral, B., Braga, L., & Lopes, R. (2025). Mapping the global research on project-based learning: a bibliometric and network analysis (2014–2024). Frontiers in Education. https://doi.org/10.3389/feduc.2025.1522694.
Moundy, K., Chafiq, N., & Talbi, M. (2022). Digital textbook and flipped classroom: Experimentation of the self-learning method based on developing soft skills and disciplinary knowledge. International Journal of Emerging Technologies in Learning (IJET), 17(07), 240–259. https://doi.org/10.3991/ijet.v17i07.28933
Murdiany, N. (2021). Hubungan komunikasi interprofesional dengan kolaborasi perawat-dokter di IRNA RSUD H. Damanhuri Barabai [The relationship between interprofessional communication and nurse-doctor collaboration in the inpatient ward of H. Damanhuri Regional Hospital Barabai]. Journal of Nursing Invention, 2(1), 41–48. https://doi.org/10.33859/jni.v2i1.117
Naveed, Q., Choudhary, H., Ahmad, N., Alqahtani, J., & Qahmash, A. (2023). Mobile Learning in Higher Education: A Systematic Literature Review. Sustainability. https://doi.org/10.3390/su151813566.
Nguyen, L. & Hoang, T. (2020). Mobile technology to promote education 4.0 in Vietnam. Vietnam Journal of Education, 4(4), 1-6. https://doi.org/10.52296/vje.2020.73
Ninghardjanti, P. & Dirgatama, C. (2021). Building critical thinking skills through a new design mobile-based interactive learning media knowledge framework. International Journal of Interactive Mobile Technologies (IJIM), 15(17), 49. https://doi.org/10.3991/ijim.v15i17.23801
Oktaviani, R. N. (2022). Implementasi model pembelajaran problem based learning (PBL) berbasis lesson study untuk meningkatkan keterampilan komunikasi dan kolaborasi mahasiswa pada mata kuliah perencanaan pembelajaran di SD [Implementation of a lesson study-based problem-based learning (PBL) model to improve students' communication and collaboration skills in elementary school instructional planning courses]. ELSE (Elementary School Education Journal): Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 6(2), 257–276. https://doi.org/10.30651/else.v6i2.11095
Opstad, L., & Pettersen, I. (2022). Did home-based exams during COVID-19 affect student ranking? A case from a business school. Educational Process: International Journal, 11(2). https://doi.org/10.22521/edupij.2022.112.5
Pacheco-Velazquez, E., Rodés Paragarino, V., Glasserman, L. D., & Carlos Arroyo, M. (2024). Playing to learn: developing self-directed learning skills through serious games. Journal of International Education in Business, 17(3), 416-430. https://doi.org/10.1108/JIEB-08-2023-0054
Pan, X. (2022). Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1000069
Papadakis, S. (2022). Apps to promote computational thinking and coding skills to young children: A pedagogical challenge for the 21st-century learners. Educational Process: International Journal, 11(1). https://doi.org/10.22521/edupij.2022.111.1
Parker, J. M., James, K. W., Leggett, B. R., & Al-Shammari, M. (2024). The First 25 years of digital marketing education research: A thematic exploration and an agenda for future inquiry. Journal of Marketing Education, 46(3), 240-257. https://doi.org/10.1177/0273475323121221
Prater, R. & Predki, N. (2024). Preparing business students for success in the fourth industrial revolution. Small Business Institute Journal, 20(1). https://doi.org/10.53703/001c.115379
Rasyid, M. & Khoirunnisa, F. (2021). The effect of project-based learning on the collaboration skills of high school students. Jurnal Pendidikan Sains (JPS), 9(1), 113. https://doi.org/10.26714/jps.9.1.2021.113-119
Ratanaolarn, T., Sitthiworachart, J., & Wang, X. (2025). Integrating project-based blended learning and design thinking enhances creativity and openness to experience. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2025.2500760
Ratna, V., & Gemintang, G. (2022). Sinergi kolaborasi antar perguruan tinggi internasional dalam festival seni virtual JICAF. Ars Jurnal Seni Rupa Dan Desain, 25(1), 91-98. https://doi.org/10.24821/ars.v25i1.6043
Rupavijetra, P., Nilsook, P., Jitsupa, J., & Hanwong, U. (2022). Career skills and entrepreneurship for students by a collaborative project-based learning management model. Journal of Education and Learning, 11(6), 48. https://doi.org/10.5539/jel.v11n6p48
Saad, A., & Zainudin, S. (2024). A review of the teaching and learning approach in implementing Project-Based Learning (PBL) with Computational Thinking (CT). Interactive Learning Environments, 32(10), 7622–7646. https://doi.org/10.1080/10494820.2024.2328280
Safaruddin, S., Ibrahim, N., Juhaeni, J., Harmilawati, H., & Qadrianti, L. (2020). The effect of project-based learning assisted by electronic media on learning motivation and science process skills. Journal of Innovation in Educational and Cultural Research, 1(1), 22-29. https://doi.org/10.46843/jiecr.v1i1.5.
Salas-Rueda, R.-A., Alvarado-Zamorano, C., & Ramírez-Ortega, J. (2022). Construction of a web game for the teaching-learning process of electronics during the COVID-19 pandemic. Educational Process: International Journal, 11(2). https://doi.org/10.22521/edupij.2022.112.7
Sayekti, D., Rofi'ah, S., & Makrifah, I. (2023). Development of interactive PowerPoint learning media to teach asking and giving opinion material. Journal of Education and Teaching (JET), 4(3), 357-371. https://doi.org/10.51454/jet.v4i3.284
Seta, H., Theresiawati, T., Afrizal, S., & Hidayanto, A. (2022). Analysis of a mobile learning adoption model for learning improvement based on students’ perception. Journal of Information Technology Education Research, 21, 169-196. https://doi.org/10.28945/4955
Shdaifat, A., & Obeidallah, R. (2019). Quiz tool within Moodle and Blackboard mobile applications. International Journal of Interactive Mobile Technologies (IJIM), 13(08), 32. https://doi.org/10.3991/ijim.v13i08.10552
Shin, J., & Yu, J. (2021). Targeted advertising and consumer inference. Marketing Science, 40(5), 900-922. https://doi.org/10.1287/mksc.2021.1284
Sulistyowati, E. (2019). Interprofessional education (IPE) dalam kurikulum pendidikan kesehatan sebagai strategi peningkatan kualitas pelayanan maternitas. Jurnal Kebidanan, 8(2), 123. https://doi.org/10.26714/jk.8.2.2019.123-131
Sumardeni, W., Astawa, I., & Maryati, T. (2023). Pengaruh task-based learning model terhadap keterampilan komunikasi dan kolaborasi siswa dalam pembelajaran IPS. Media Komunikasi Fpips, 22(1), 80-92. https://doi.org/10.23887/mkfis.v22i1.51045
Suriaman, S., Hariati, S., Salim, I., & Haris, H. (2024). Pengaruh team-based project terhadap keterampilan komunikasi, kolaborasi, dan berpikir kritis mahasiswa. Jurnal Kewarganegaraan, 21(1), 47. https://doi.org/10.24114/jk.v21i1.53057
Syahputra, M., Iswahyudi, M., Ali, G., Estuhono, E., & Santosa, T. (2023). The effect of mobile learning on students' 21st-century skills. Edumaspul - Jurnal Pendidikan, 7(2), 2254-2262. https://doi.org/10.33487/edumaspul.v7i2.6613
Talan, T. (2020). The effect of mobile learning on learning performance: A meta-analysis study. Educational Sciences Theory & Practice, 20(1), 79–103. http://dx.doi.org/10.12738/jestp.2020.1.006
Tshewang, S. & Wangdi, R. (2021). Application of problem-based learning (PBL) strategy in history class to enhance the critical thinking skills of eighth-grade students. Asian Journal of Education and Social Studies, 1-14. https://doi.org/10.9734/ajess/2021/v23i130542
Uma'iyah, N., Wahyuni, S., & Nuha, U. (2023). Developing e-modules based on mobile learning applications to improve students' critical thinking skills in science. JPPS (Jurnal Penelitian Pendidikan Sains), 12(2), 122-137. https://doi.org/10.26740/jpps.v12n2.p122-137
Volkovitckaia, G., Tikhonova, Y., & Kolosova, O. (2020). Educational experience in the mobile learning environment: Consumer behaviour perspective. International Journal of Interactive Mobile Technologies (IJIM), 14(21), 92. https://doi.org/10.3991/ijim.v14i21.18441
Wakhidah, T. & Indana, S. (2020). Validitas dan reliabilitas tes elektronik (e-test) materi ekosistem untuk mengukur kemampuan berpikir kritis siswa kelas X SMA. Berkala Ilmiah Pendidikan Biologi (Bioedu), 10(1), 171-176. https://doi.org/10.26740/bioedu.v10n1.p171-176
Yabanova, U., & Demirkan, O. (2021). The effects of a mobile pre-learning system with a surface learning approach on academic achievement and mobile learning attitude. Educational Process: International Journal, 10(2), 42–58. https://doi.org/10.22521/EDUPIJ.2021.102.3
Yağan, S. (2023). Mobile learning in higher education: A mixed research synthesis. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 108-125. https://doi.org/10.17556/erziefd.884448
Ye, J. (2024). Exploring pathways for mobile interaction technologies to foster innovation in entrepreneurial education models. International Journal of Interactive Mobile Technologies (IJIM), 18(10), 19–33. https://doi.org/10.3991/ijim.v18i10.49467
Yunikawati, N. & Tuanani, M. (2022). TBL vs. PBL: Which is a more effective model in economics learning?. Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB), 10(2), 181-192. https://doi.org/10.21009/jpeb.010.2.7
Yuzianah, D. (2023). The development of mobile learning interactive media in the discrete mathematics course for Semester V students. Jurnal Eduscience, 10(1), 299-309. https://doi.org/10.36987/jes.v10i1.4106
Zhang, J. (2023). Improving language and business education: The effectiveness of project-based learning and authentic materials integration in enhancing critical thinking and 4Cs skills. International Journal of New Developments in Education, 5(23). https://doi.org/10.25236/ijnde.2023.052325
Zhang, D., & Hwang, G. J. (2023). Effects of interaction between peer assessment and problem-solving tendencies on students’ learning achievements and collaboration in mobile technology-supported project-based learning. Journal of Educational Computing Research, 61(1), 208-234. https://doi.org/10.1177/07356331221094250
Zhao, W. (2025). Driving the integration of mobile learning and blended learning models in higher education. International Journal of Interactive Mobile Technologies (IJIM), 19(05), 45–59. https://doi.org/10.3991/ijim.v19i05.54529.
Zhao, Y., Zhao, M., & Shi, F. (2024). Integrating moral education and educational information technology: A strategic approach to enhance rural teacher training in universities. Journal of the Knowledge Economy, 15(3), 15053–15093. https://doi.org/10.1007/s13132-023-01693-z
Zamiri, M., & Esmaeili, A. (2024). Methods and technologies for supporting knowledge sharing within learning communities: A systematic literature review. Administrative Sciences, 14(1), 17. https://doi.org/10.3390/admsci14010017