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This study aims to describe the characteristics of M-learning that are effective in supporting flipped classroom in high school chemistry learning using the scientific approach and describe the feasibility of M-learning developed in terms of content validity, pedagogy, media and technology, and readability by the user. This research is focused on making an M-learning prototype on the chemistry topic of class X high school. The M-learning prototype was developed using the Luther model and its formative evaluation adapted the formative evaluation of Dick & Carey. Data were collected by questionnaire method and analyzed by descriptive qualitative and quantitative descriptive analysis techniques. The output of this research is the study of indicators and the scope of material for 6 chemistry topics in high school class X and Mlearning prototypes for one chemical topic that has fulfilled the feasibility of content, pedagogy, media design, technical and individual trials. M-learning can be accessed by users who can be positioned as teachers or students. The results showed that: the characteristics of M-learning were presenting ionic and covalent bonding material, the strategies used were felipped classroom, learning directed to follow the steps of the scientific approach starting from observing, asking, gathering information, associating, and communicating, and each M-learning meeting contains material, videos, student worksheets, and chats, M-learning products according to content experts are quite good with a value of 72.31, learning media experts and learning design experts give their respective scores 96 , 92 and 95.00 with very good criteria, chemistry subject teachers give a value to M-learning products of 96 and have very good criteria, and individual trials of three low, medium, and high students show good results with average score of 82.86. It can be concluded that M-Learning with a flipped classroom strategy can support scientific approaches in chemical learning.

Mobile-Learning Development for Supporting Scientific Approaches in Chemical Learning Using Flipped Classroom Strategy