Assistance using mobile learning applications to improve skills physical education teacher in the 4.0 era

The aim of this research is to evaluate the effectiveness of support in the utilization of mobile learning applications among 38 Physical Education, Sports, and Health Teachers in Lahat Regency. Employing a quantitative descriptive methodology through a survey approach, the research encompasses pre-test and post-test assessments. During the pre-test phase, the results highlight a deficiency in teachers' knowledge regarding mobile learning applications, specifically in comprehending their purpose and operational functionalities. Nonetheless, the post-test outcomes signify a significant enhancement, revealing that the teachers developed awareness and proficiency in utilizing mobile learning applications. They demonstrated an improved understanding of the applications' objectives and acquired the necessary skills for their effective implementation. The transition from the pre-test to the post-test phase signifies the success of the provided assistance in bridging the knowledge gap among the teachers. This implies that the intervention, likely delivered in the form of training or guidance, positively influenced the participants' comprehension and utilization of mobile learning applications. The research findings underscore the critical role of targeted support in augmenting educators' familiarity with technology, ultimately contributing to the seamless integration of mobile learning tools in educational settings. Consequently, this study makes a noteworthy contribution to the ongoing discourse on the significance of mobile applications in pedagogy, particularly within the domain of Physical Education, Sports, and Health.


INTRODUCTION
Implementing the 2013 curriculum requires teacher readiness to face learning changes.Teacher readiness can be linked to the success of learning with curriculum changes when implementing student learning in the classroom.Requires the teacher's ability to prepare learning media so that student competency can be achieved.Apart from teacher readiness, student readiness to accept learning changes is very important in achieving competency (Wahyuningtyas, Dyah Tri, 2017).Innovations in learning media represent one of the ways to capture the attention and enhance students' motivation in the school learning process .The educational process in the education unit focuses on learning in each subject.
Implementation of the 2013 curriculum by utilizing technological developments for learning in schools.(Anita et al., 2022) Technology is experiencing development as seen by many people using technology in various fields.(Junanto & Afriani, 2016) increasingly advanced technological developments are bringing changes to the world of education, not only experiencing changes in curriculum content but also changes in pedagogy, namely changes that encourage the birth of technology-based teaching, not just traditional teaching.(Aryanti et al., 2022) Learning at every level of education in the current era has utilized sophisticated technological developments in order to obtain the latest information.
The main pillar of the Industrial Revolution Era 4.0 is education.It is found that many elementary school students in Indonesia have been given cellphones by their parents along with good internet access.With cellphones, elementary school students can access the results of technological advances in the Industrial Revolution Era 4.0 in the field of education (Sur, Widiya Astuti Alama, Minhatul Hasanah, 2020) The Industrial Revolution 4.0 era is an era where knowledge and technology develop very quickly resulting in rapid and competitive change (Yusnaini dan Slamet, 2019).Teachers as educators in learning in the Education 4.0 era must have strong soft skills, including: critical thinking, creative, communicative and collaborative (Lubis M, 2020) Teacher education 4.0 does not only change the way of teaching but must be able to improve and adjust competence, quality and professionalism.It can be concluded that in the era of the

METHOD
This research is quantitative descriptive research using the survey method.
The research method employed is descriptive research with a quantitative approach.
According to Sugiyono ( 2019  Based on the table 1 and 2, this study was conducted by distributing questionnaires to physical education teachers, with a total of 38 teachers in Lahat.
The purpose was to collect data on the effectiveness of support in utilizing mobile learning applications.The questionnaire consisted of 10 categories of questions, totaling 38 items, with a percentage scale of 100% for the trial.Subsequently, the data obtained from the questionnaires were analyzed using SPSS to determine the research findings on the use of mobile learning applications among physical education teachers in Lahat.Based on the results of the pre-test questionnaire, it can be seen that Physical Education Teachers in Lahat do not know about mobile learning applications starting from how to use them and the purpose of using them.However, Physical Education teachers are interested in using mobile learning applications, apart from that, teachers need assistance on how to use mobile learning applications.Based on the Post Test results, it can be concluded that after being given the use of the Mobile Learning application, the Physical Education Teachers in Lahat are interested in using the Mobile Learning application, have understood the use of the Mobile Learning application, the purpose of using the mobile learning application.

Discussion
Based on the results of the Pre-Test and Post Test, it can be seen that there has been an increase in Physical Education Teachers in Lahat.Initially, teachers did not know about the Mobile Learning Application.After being provided with assistance, the Physical Education Teachers were interested and knew the purpose of using the mobile learning application.The use of mobile learning applications has a good impact on teachers in developing skills.The statement suggests that teachers demonstrated interest in and an understanding of the purpose behind using mobile learning applications.Additionally, the utilization of these applications has had a positive impact on teachers in terms of skill development.
In the discussion, one could explore the factors contributing to teachers' interest in mobile learning applications.This may include the accessibility and convenience offered by such applications, fostering engagement and participation.
Furthermore, the discussion could delve into the specific purposes identified by teachers for using mobile learning apps, such as enhancing lesson delivery, promoting interactive learning, or providing supplementary resources.Mobile Learning has the concept of making the student's learning environment controllable and optimizing the learning area (Hamdan & Ben-Chaban, 2013) Regarding the positive impact on skill development, the discussion might elaborate on the specific skills that teachers have improved through the use of mobile learning applications.This could encompass technological proficiency, adaptability to new teaching methods, or the ability to create and deliver digitalbased instructional materials effectively.(Mac Callum et al., 2014) Mobile learning is easy to use and has an impact on lecturer behavior during learning.
Additionally, the discussion could touch upon any challenges faced by teachers during the adoption of mobile learning applications, as well as potential strategies for overcoming these challenges.Overall, the goal would be to provide a comprehensive understanding of how teachers' interest and utilization of mobile learning applications contribute to their professional development and the effectiveness of their teaching practices.According to (Aryanti & Azhar, 2022) when used, mobile learning applications have a positive impact so that learning goals can be achieved for students.With the advancing world of technology, there has been a global surge in the use of mobile devices, especially smartphones.This trend is also evident in the field of education.The development of learning through the utilization of mobile and handheld technology, now widely recognized as mobile learning, promises true independence in terms of time and place.The

Agung Nanda 6 , Destriani 7 , Samsul Azhar 8 , Dewi Motik 9
Assistance using mobile learning applications to improve skills physical education teacher in the 4.0 era

Volume 13 Number 2 December 2023
.0, it has been implemented in the world of education so that it has undergone changes, namely with the presence of technology.
e-ISSN: 2721-7175 Jurnal Maenpo : Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi p-ISSN: 2089-2341 industrial revolution 4landscape of Lahat.Addressing this gap holds the promise of not only enhancing teachers' awareness but also revolutionizing the pedagogical approaches used in physical education and health, fostering a more dynamic and engaging learning environment for students.Based response to this research problem, there is an inclination to initiate the implementation of Mobile Learning Applications with Physical Education Teachers in Lahat.The incorporation of mobile learning is anticipated to assist students in comprehending the material by diversifying its presentation, thereby addressing the existing gap in the current teaching methods.

Table 1 .
) descriptive research is conducted to determine the values of independent variables, either one or more, without making comparisons or linking them to other variables.In other words, it is aimed at understanding and describing the independent variables without establishing comparisons or associations with other variables.The sample for this research was 38 Physical Education and Health Teachers in Lahat.This research was carried out at Lahat 5 Junior High School on 1-30 September 2023.The Questionnaire Instrument distributed to Physical Education Teachers in Junior High Schools is as follows: Questionnaire Pre-test Assistance in Using Mobile Learning Applications

Agung Nanda 6 , Destriani 7 , Samsul Azhar 8 , Dewi Motik 9
Assistance using mobile learning applications to improve skills physical education teacher in the 4.0 era

Table 2 .
Post-Test Assistance in Using Mobile Learning Applications

Table 3 .
The Pre-Test results are as follows:

Table 4 .
The Post-Test results are as follows:

Silvi Aryanti 1 , Hartati 2 , Destriana 3 , Ahmad Richard Victorian 4 , Edi Setiyo 5 , Fitri Agung Nanda 6 , Destriani 7 , Samsul Azhar 8 , Dewi Motik 9
Based on the table 4, the results this implies that the mobile learning application has a 100% effectiveness in assisting 38 physical education teachers in Lahat in utilizing instructional media.For a more detailed understanding, please refer to the following graph: Graph 2. Post-Test Results