The Development of Android-Based “Smart Literacy Science” Application for 7th Grade Students

This study aims to produce an Android-based “Smart Literacy Science” learning application and find out the app's feasibility in terms of material, media, and readability. The development of this application is based on the thought of learning trends using smart device (m-learning) which has a positive impact on digital literacy skills in the 21st century. The use of mobile learning (m-learning) for practice that could improve students science skills and precisely. The study using research and development (R&D) method. The application made with APK/android extension the smartphone operating system most widely used in Indonesia. The research method used were combination of two development models namely ADDIE (Analyze, Design, Develop, Implementation and Evaluation) and 4-D (Define, Design, Develop, and Disseminate) that produce the ADDIED development model (Analyze, Design, Develop, Implementation, Evaluation & Disseminate). Based on the research result, conluded that the learning application "Smart Literacy Science" already used the Android operating base. This application contains subject matter (videos, practical designs, and virtual labs) and a self-evaluation system. This application has been tested for eligibility in terms of material, media, and legibility, where the results of data analysis using the AikenV Formula are above 0.7.It can be concluded that the Android-based Smart Literacy Application is feasible to use and effective in improving students' scientific abilities.


PRELIMINARY
Science is concerned with finding out allnatural phenomena systematically, mastering a collection of knowledge in the form of facts, concepts or principles, and a process of finding or "inquiry" (Curriculum Center, 2003: 6-7).
In 2006 Science was the main domain of the PISA (Program for International Student Assessment) program created by the Australian Council for Educational Research (ACER). When PISA is compared to Trends in International Maths and Science Studies (TIMSS) it produces a unique perspective that focuses on the application of knowledge to science and technology in real life [1]. One of the orientations of PISA is scientific literacy, which is a major theme for the science education community. Inline with the opinion of Glaze [2] which states the purpose of science education is to build scientific communities based on scientific literacy. Okada [3] even said that literacy is a key competency in the digital world. Literacy ability is also the ability that involves solving problems, proving to make decisions, and evaluating information logically [4]. According to PISA scientific literacy is "the capacity to use scientific knowledge, identify questions and draw evidence-based conclusions to understand and help make decisions about the natural world made through human activity".
The understanding of science literacy capabilities according to PISA above is multidimensional oriented scientific literacy capabilities in its measurement aspects, namely the scientific content, science process, and context of relevant science applications used in daily life. The survey on PISA in recent years has produced data that Indonesia in a protruding position, for literacy capabilities compared to Asian countries. This certainly can be taken as a scale of scientific literacy ability in Indonesia, especially in the Manggarai district, at the same point, if we look at the academic achievement of students in the province of NTT (East Nusa Tenggara) at the lower level of other provinces in Indonesia.
In 2006 Science was main domain of the PISA (Program for International Student Assessment) program created by the Australian Council for Educational Research (ACER). When PISA compared to Trends in International Maths and Science Studies (TIMSS) produces a unique perspective that focuses on the application of knowledge to science and technology in real life [1]. Digital-based learning especially based on Android is increasingly having a positive impact on improving literacy skills [5]. This opinion confirmed by Hutchison [6] who states that learning in the age of "digital age" consciously students must ultimately have the ability of digital literacy. Another advantage is the use of Android smartphones in large numbers in Indonesia. A study by Gartner Inc. [7], reported that Indonesians actively use a smartphone on average 5 hours per day, with the dominant application being social media.
The study of mobile learning (mlearning) used in education has begun many years ago, researched by Johnson (Johnson, Levine, & Smith, 2009). Martono in his research [8]; [9]; [10]; [11] revealed that the new trend for e-learning is to use mobile learning or mlearning using smartphones based on Android, IOS or Windows Phone. Another opinion by Joshi [12]; [13] states that mobile learning is the "next generation" e-learning that can be used in the learning process. Even so, students and educators are more interested in features that are more familiar to them [14] for example Facebook, Twitter, Instagram. The results of observations made in May 2018 at SMPN 1 Ruteng Regency, also found that all students use smartphones, from the data found that 90% of students use smartphones with the Android operating system. So it can be concluded that the use of Android as a learning media is an option that can be tried in improving the ability of students, especially the ability of scientific literacy.
Therefore, based on facts and literature studies, researchers create an android-based science learning media with the name "Smart Literacy Science." This application contains material containing VII class science content, videos and animations of simple science processes, and questions that can be practiced simply by students at home.

METHOD
The development method was used in this study were ADDIE [15] (Analyze, Design, Develop, Implementation, and Evaluation). The study population was all students of 7th grade SMP N 1 Wae Ri'i I and the research sample was students of 7th A grade and class 7th B grade.
Data were collected by questionnaire of validity and a practicality questionnaire. Data was analysis by Aiken V [16] to test the validity, material, and media. Analysis of readability test data and extensive trials using Likert categorization analysis formulas according to Arikunto [17].      Media validation was carried out by 3 media expert lecturers. The contents of the validation questionnaire consisted of 3 major parts namely the completeness of identity, text, layout, images/graphics/video/virtual lab, installation, performance, creativity, and innovation. Data were analyzed using Aiken's V formula with the results in Table 2. Based on the V index, according to Aiken (Aiken, 1980: 956), all items of media validation were categorized as very good. Therefore it can be concluded that the elements of learning media application have very good validity, and are suitable for use.

RESULTS AND DISCUSSION
Readability test (Limited trial) of this Smart Literacy Science application product is conducted by 10 students. Data analyzed using a Likert categorization analysis formula according to Arikunto (Arikunto, 2006: 293). The results of the readability trial analysis in Table 3. The decision criteria used if the average value of R is 4 <R <= 5, then the items are categorized as very good; if R is worth 2 <R <= 3 then the item is in a good category; if the average value of R is in the category 2 <R <= 3, then the item in the category is sufficient; if R is 1 <R <= 2 then the item is of less value; and if R is 0 <R <= 1 then the item is of very less value.
The conclusion can be drawn is that all items of trial readability are categorized as very good (SB), which means android-based "smart literacy science" application can be used or has high readability. Likewise, a broad trial with the results of the analysis is shown in Table 4. The conclusion can be drawn that all the trial items are in the very good category (SB), which means that the application can be used. This research produce an android-based "smart literacy science" that is appropriate to be used based on the eligibility criteria of material, media, limited trials, and extensive trials.

CONCLUSION
This research in developing an Android-based Smart Literacy science learning application that suitable for use in the learning process. Eligibility of the application in terms of material, media, and legibility of the application. This application can be used offline without data. This application can be used as a learning resource for junior high school students, especially during the COVID-19 Pandemic.