The Effectiveness of Online Learning Through Google Classroom to Improve the Learning Achievement
DOI:
https://doi.org/10.23887/ijee.v6i2.45368Keywords:
Online learning, Google Classroom, Social SciencesAbstract
During the COVID-19 pandemic, popular applications used by lecturers were applications provided by the campus as well as third-party applications such as Whatsapp, Google Classroom, or Webex. The use of the Google Classroom application has several weaknesses, among others, it can only be accessed by a Google account and there is no notification that the material submitted has been read in full by students so that the effectiveness of Google Classroom is still in doubt. This study aims to analyze the effectiveness of online learning through Google Classroom to improve achievement. learning entrepreneurship for fifth grade elementary school students. This type of research is quantitative research with quantitative descriptive data analysis. The population of this research is 70 students of public elementary school. The data collection technique used is a questionnaire. The hypothesis testing technique uses simple linear analysis, regression linearity and the coefficient of determination. The results showed that online learning through google classroom was effective in improving the entrepreneurship learning achievement of fifth grade elementary school students. This means that it is known that 60% of online learning through google classroom is effective for improving entrepreneurial learning achievement, while the remaining 40% of online learning through google classroom is not effective from other factors not examined in this study.
References
Anderson, J. R., Zhang, Q., Borst, J. P., & Walsh, M. M. (2016). The discovery of processing stages: Extension of Sternberg’s method. Psychological Review, 123(5), 481–509. https://doi.org/10.1037/rev0000030.
Aswir, A., Hadi, M. S., & Dewi, F. R. (2021). Google Meet application as an online learning media for descriptive text material. Jurnal Studi Guru Dan Pembelajaran, 4(1), 189–194. https://doi.org/10.30605/jsgp.3.3.2020.533.
Azlan, C. A., Wong, J. H. D., Tan, L. K., A.D. Huri, M. S. N., Ung, N. M., Pallath, V., Tan, C. P. L., Yeong, C. H., & Ng, K. H. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic – A case study from Malaysia. Physica Medica, 80, 10–16. https://doi.org/https://doi.org/10.1016/j.ejmp.2020.10.002.
Budiman, A., Samani, M., Rusijono, R., Setyawan, W. H., & Nurdyansyah, N. (2020). The Development of Direct-Contextual Learning: A New Model on Higher Education. International Journal of Higher Education, 10(2), 15. https://doi.org/10.5430/ijhe.v10n2p15.
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367.
Dewantara, J. A., Hermawan, Y., Yunus, D., Prasetiyo, W. H., Efriani, E., Arifiyanti, F., & Nurgiansah, T. H. (2021). Anti-corruption education as an effort to form students with character humanist and law-compliant. Jurnal Civics: Media Kajian Kewarganegaraan, 18(1), 70–81. https://doi.org/10.21831/jc.v18i1.38432.
Farozin, M., Kurniawan, L., & Irani, L. C. (2020). The Role of Guidance and Counseling in Character Education. 462(Isgc 2019), 112–116. https://doi.org/10.2991/assehr.k.200814.025.
Gaol, R. L., & Sitepu, A. (2020). The Influence of Used Good-Based Learning Media on the Value of Chracter Education and Student’s Motivation to Study. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(4), 1696–1703. https://doi.org/10.33258/birle.v3i4.1299.
Gorghiu, G., Drăghicescu, L. M., Cristea, S., Petrescu, A.-M., & Gorghiu, L. M. (2015). Problem-based Learning - An Efficient Learning Strategy in the Science Lessons Context. Procedia - Social and Behavioral Sciences, 191, 1865–1870. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.04.570.
Heggart, K. R., & Yoo, J. (2018). Getting the most from google classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 140–153. https://doi.org/10.14221/ajte.2018v43n3.9.
Igwe, P. A., Okolie, U. C., & Nwokoro, C. V. (2021). Towards a responsible entrepreneurship education and the future of the workforce. The International Journal of Management Education, 19(1), 100300. https://doi.org/https://doi.org/10.1016/j.ijme.2019.05.001.
Isotani, S., & Te-, A. S. (2022). Systematic map and review of Google Classroom usage during the Covid-19 pandemic : an analysis by data clustering approach. 2021, 20–49. https://doi.org/10.5753/rbie.2022.2204.Lima.
Kurniawan, D. A., Astalini, A., Darmaji, D., & Melsayanti, R. (2019). Students’ attitude towards natural sciences. International Journal of Evaluation and Research in Education, 8(3), 455–460. https://doi.org/10.11591/ijere.v8i3.16395.
Lima, D. A., & Isotani, S. (2021). Constraints, effectiveness and solutions in using Google Classroom as a Learning Management System during Covid-19 pandemic: a systematic literature review. 2021 XVI Latin American Conference on Learning Technologies (LACLO), 38–43. https://doi.org/10.1109/LACLO54177.2021.00012.
Lobe, B., Morgan, D., & Hoffman, K. A. (2020). Qualitative Data Collection in an Era of Social Distancing. International Journal of Qualitative Methods, 19, 1609406920937875. https://doi.org/10.1177/1609406920937875.
Martono, M. (2019). Improving Students Character Using Fairy Tales. JETL (Journal Of Education, Teaching and Learning), 4(1), 180. https://doi.org/10.26737/jetl.v4i1.993.
Mawarni, I. T. A., Ratnasari, N., Handayani, A. N., Muladi, M., Wibowo, E. P. A., & Untari, R. S. (2020). Effectiveness of Whatsapp in Improving Student Learning Interests During The Covid-19 Pandemic. 2020 4th International Conference on Vocational Education and Training (ICOVET), 248–252. https://doi.org/10.1109/ICOVET50258.2020.9230031.
Njui, H. W. (2017). Education Reforms Towards 21st Century Skills: Integrating Character Education in Teacher Education Curriculum. European Journal of Education Studies, 3(12), 234–254. https://doi.org/10.5281/zenodo.1119107.
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. https://doi.org/10.1007/s10639-018-9693-7.
Pratama, G. S., & Retnawati, H. (2018). Urgency of Higher Order Thinking Skills (HOTS) Content Analysis in Mathematics Textbook. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012147.
Prestiadi, D., Maisyaroh, Arifin, I., & Bhayangkara, A. N. (2020). Meta-Analysis of Online Learning Implementation in Learning Effectiveness. Proceedings - 2020 6th International Conference on Education and Technology, ICET 2020, 109–114. https://doi.org/10.1109/ICET51153.2020.9276557.
Rusilowati, U., & Wahyudi, W. (2020). The Significance of Educator Certification in Developing Pedagogy, Personality, Social and Professional Competencies. 409(SoRes 2019), 446–451. https://doi.org/10.2991/assehr.k.200225.095.
Saputra, M. D., Joyoatmojo, S., Wardani, D. K., & Sangka, K. B. (2019). Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model. International Journal of Instruction, 12(1), 1077–1094. https://doi.org/10.29333/iji.2019.12169a.
Setiadi, P. M., Alia, D., Sumardi, S., Respati, R., & Nur, L. (2021). Synchronous or asynchronous? Various online learning platforms studied in Indonesia 2015-2020. Journal of Physics: Conference Series, 1987(1). https://doi.org/10.1088/1742-6596/1987/1/012016.
Siahaan, W. U., Sipahutar, H., & Edi, S. (2021). The Analysis of Students’ High Level Thinking Ability on Motion Systems Material on Covid Pandemic 19 at Madrasah Aliyah Medan City. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 4(2), 730–739. https://doi.org/10.33258/birle.v4i2.1836.
Silalahi, T. F., & Hutauruk, A. F. (2020). The Application of Cooperative Learning Model during Online Learning in the Pandemic Period. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(3), 1683–1691. https://doi.org/10.33258/birci.v3i3.1100.
Sindi, H., Nour, M., Rawa, M., Öztürk, Ş., & Polat, K. (2021). A novel hybrid deep learning approach including combination of 1D power signals and 2D signal images for power quality disturbance classification. Expert Systems with Applications, 174, 114785. https://doi.org/https://doi.org/10.1016/j.eswa.2021.114785.
Sugiyono, H. (2016). Metode kualitatif dan kuantitatif. Cetakan Ke-23. Alfabeta, Bandung.
Sulistyaningsih, D., Purnomo, P., & Aziz, A. (2018). Development of Learning Design for Mathematics Manipulatives Learning based on E-learning and Character Building. International Electronic Journal of Mathematics Education, 14(1), 197–205. https://doi.org/10.29333/iejme/3996.
Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., Pramono, R., Purwanto, A., Purba, J. T., Munthe, A. P., Juliana, & Harimurti, S. M. (2020). COVID-19 pandemic and home online learning system: Does it affect the quality of pharmacy school learning? Systematic Reviews in Pharmacy, 11(8), 524–530. https://doi.org/10.31838/srp.2020.8.74.
Urh, M., Vukovic, G., Jereb, E., & Pintar, R. (2015). The Model for Introduction of Gamification into E-learning in Higher Education. Procedia - Social and Behavioral Sciences, 197, 388–397. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.07.154.
Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5). https://doi.org/10.5430/jnep.v6n5p100.
Widodo, B., & Al Muchtar, S. (2020). The Optimization of Civic Education in Building the Harmony of Religious Life Through Religious Humanism Approach. 418(Acec 2019), 57–61. https://doi.org/10.2991/assehr.k.200320.011.
Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, 26(4), 281–290. https://doi.org/10.1108/OTH-04-2017-0016.
Zhang, B., Zhang, L., Mu, C., Zhao, Q., Song, Q., & Hong, X. (2019). A most influential node group discovery method for influence maximization in social networks: A trust-based perspective. Data & Knowledge Engineering, 121, 71–87. https://doi.org/https://doi.org/10.1016/j.datak.2019.05.001.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Lisbet Novianti Sihombing, Prini Desima Evawani Ambarita
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the International Journal of Elementary Education agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
