Case-Based Optical Physics Teaching with Mobile Microlearning Integration: Determining Student Readiness Levels

Background/purpose. The students have difficulty understanding abstract concepts that are sometimes difficult to visualize in optics and physics, so learning innovations are needed to overcome these problems. Case-Based Learning (CBL) optical physics learning integrated with mobile microlearning offers an innovative approach to improving the quality of learning. This study explores students' readiness to implement Case-Based Learning (CBL) optical physics learning integrated with mobile microlearning.

Methods. The research method used was quantitative analysis by collecting data through questionnaires that measured several indicators of student readiness, including skills in using computers/smartphones, understanding of CBL learning integrated with mobile microlearning, readiness to receive material through mobile microlearning, and a positive attitude towards information and communication technology (ICT).

Results. The results showed that the students were well prepared to carry out CBL-based optical physics learning integrated with mobile microlearning, as seen in the average scale score of 4.25. All readiness indicators are in the ready category, indicating that students understand and can use technology well and show a positive attitude toward applying ICT in learning.

Conclusion. These findings imply that students are ready to adopt this innovative learning approach in learning optical physics, which can increase the effectiveness and flexibility of the learning process.

Keywords: Optics physics, Mobile microlearning, Case-based learning, Student readiness to learn

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