Mobile learning activities design based on conceptual learning

The study aims to examine how digital learning activities based on conceptual learning would affect the fifth grader\´s learning yield to the "Campus Vegetation" unit in primary school, through which to analyze the student\´s conceptual changes, and to examine the students\´ attitude toward digital learning activities that would serve as references in developing digital learning activities. The study\´s conclusion is described in four parts. 1. The researcher\´s teaching design concept and process: The research anticipates that the student be able to observe the plant characteristics firsthand on campus, and be able to utilize a PDA to supplement their campus vegetation learning, coupled with researching plant information via the Internet, in anticipation of excelling the student\´s plant knowledge and computer aptitude through such experience. 2. The students\´ campus plant segment learning achievement and performance: The experiment group\´s undergoing the campus vegetation segment\´s digital learning activity and assessed by SPSS independent sample T assessment finding, where F - 46.956 that indicates reaching a significant level, is indicative that the experiment group\´s learning yield is ominous superior than that of the control group. 3. The impact to the students by using a PDA to aid the campus vegetation learning: The students are indeed interested in the PDA-aided learning experience, which has somewhat enhanced their learning motivate, if not for the PDA\´s high cost and less prevalent usage that have relatively diminished the student\´s learning time. 4. the student\´s learning feedback following the teaching experience: as the schoolchildren on the experiment group have demonstrated ominous differences in their campus vegetation conceptual learning, which suggests that the PDA-aided campus vegetation digital learning activity will tend not to create negative impact to the schoolchildren\´s conceptual learning.