Students' perceptions of Google Classroom as an LMS during the Covid-19 Pandemic. The Covid-19 pandemic has an impact on the educational aspect, the learning process has changed from conventional to online learning. One important element of implementing online learning is the availability of an LMS. Google classroom is an LMS that can be used in the online learning process. This LMS is supported by various features that can be elaborated to support the learning process. In this study, students' perceptions were analyzed and interpreted regarding the use of google classrooms in the learning process during the Covid-19 pandemic. The data were collected by providing a research instrument in the form of a questionnaire consisting of 10 statements and completed with 5 answer options for each student. Analysis and interpretation show that 39.19% feel very excited about the implementation of google classroom in the learning process during the Covid-19 pandemic, 41.89% of students feel very happy with integrating of google classroom, 47.30% of students are happy with the acquisition of grades, 41.89% of students felt that they were not burdened by the assignments has been given by google classroom, 51.35% felt normal in doing independent assignments given through google classroom, 39.19% of students feel interested in the implementation of google classroom, 36.49% are enthusiastic and 40.54% feel interested in the learning process assisted by google classroom, 56.76% of students feel that the use of google classroom is ease to use, and 70.27% of students are understood how to implemented the google classroom in the learning process after being explained by the teacher.

Practicum is an important element in chemistry. In chemistry learning with practical methods students are given the opportunity to be creative, find, or prove a phenomenon that he experienced and the concepts his learned. Therefore, it is important to develop the learning method using practicum to accommodate the progress and needs of the times so that learning is close to students so that learning becomes meaningful. In this research, the development of digital integrated chemistry practicum modules based on simple practice is carried out. The research sample consisted of 248 students and 26 chemistry teachers, and was validated by 3 expert judges. In the initial stage, the module developed is validated by expert judges. The validation results show that the module is categorized as valid in terms of content eligibility, language feasibility, and presentment eligibility with an average score of 3.81 (scale 4). In the final stage, a module testing is conducted for chemistry students and teachers in the form of collecting responses. Chemistry teacher response results indicate that the module is feasible to be used as a source of student learning on chemistry practicum class XI high school even semester with an average score of 3.78 (scale 4). The results of the students' responses showed that the module was appropriate for them to use as a source of learning on chemistry practicum with an average score of 3.79 (scale 4). The results of student responses on the presentment eligibility aspect showed the highest value of 3.98 (scale 4), the module developed was presented digitally integrated which can be accessed online.

The use of modules has an effect on students' motivation and students' learning outcomes. Based on the analysis of learning outcomes data using paired sample t-test SPSS 21 shows that tcount (4.872)> ttable (2.354) at significance α = 0.05, which means that there are differences in students' learning outcomes taught using chemistry practicum e-modules and practicum modules conventional. Students' learning outcomes by utilizing the chemistry practicum e-modules are higher than students' learning outcomes by utilizing conventional practicum modules. 93.24% of students have very strong motivation to study in the laboratory by utilizing the chemistry practicum e-module while by utilizing conventional practicum modules by 72.98%. Meanwhile, the Pearson Correlation test is 0.613 at significance α = 0.05, which means that there is a strong relationship between learning motivation and student learning outcomes.

This study aimed to determine the difference of students' learning outcomes with project based learning using handout and sway Microsoft 365. The sample was selected using purposive sampling into experimental group I and experimental group II with 64 students. The experimental group I used the project based learning using sway Microsoft 365, while the experimental group II used the project based learning using handout. The difference test between experimental group I and experimental group II student tcount (5.411) > ttable (2.425) at significance α = 0.05, it concluded that there was the difference of students' learning outcomes used project based learning using handout and sway Microsoft 365.

Collaborative learning is a learning model that guides students to gather ideas and data to solve common problems. In this study, collaborative learning was integrated with Exe-media on reaction rate and salt hydrolysis to improve prospective teacher generic science skills. Specifically, this study aims to investigate Exe-media effectiveness to improve prospective teacher generic science skill. This study employed methods of a quasi experiment with a nonequivalent control group design. The subject of this research are prospective teachers of class Kim’B as experiment class and Kim’C as control class of Department of Chemistry Education, Faculty of Mathematic and Natural Science, Universitas Negeri Medan. Experiment class received treatment in form of learning used collaborative learning using Exe-media. Control class received treatment in form of learning used conventional model using power point as media. Data was collected through pretest and posttest results from prospective teacher in both classes. A t-test was used and it is found that level of significance is 0.002 (sig. < 0.05) proving that collaborative learning using Exe-media is effective to improve prospective teachers’ generic science skill.