Effectiveness of learning and motivation to use google classroom on critical thinking skills

Abstract

The effectiveness of learning is said to be successful if all learning can be fulfilled. One of them is learning motivation. Learning that can increase the effectiveness of learning and student motivation towards critical thinking skills is electronic learning with the google classroom application. E-learning can measure students' motivation to learn and their critical thinking skills. Students are considered successful when they achieve their learning goals. But in reality, students have not shown motivation and critical thinking skills. This is what makes learning activities less effective and efficient. Students tend to be lazy to think and express their opinions. During the learning process, students need to be motivated to be interested in learning, thinking and understanding the material. It is the responsibility of the lecturer to always innovate in the learning process in order to stimulate motivation and critical thinking skills. The purpose of this study was to determine whether there was an effect of learning effectiveness and motivation using google classroom on critical thinking skills in educational research methods courses. This type of research is a quasi-experimental research (quasi-experimental). The design used is the non-equivalent group design. The research population was all students of the fifth semester of Biology Education, which amounted to 65 students which were divided into 2 classes, while the sample was class A, which amounted to 35 people. The method of collecting data on the effectiveness of learning and motivation uses a questionnaire while the ability to think critically uses a test. Then the data were analyzed using the anacova test. Based on the results of the research through the anacova test, it can be concluded that the effectiveness of learning and motivation using google classroom has an influence on the critical thinking skills of the fifth semester students of FKIP UMB for the 2020/2021 academic year.

Analysis of the correlation between critical thinking and metacognitive skills of senior high school students in biology Jeneponto Regency, South Sulawesi, Indonesia

“…Individuals with high critical thinking skills are more likely to address practical issues effectively (Hakim et al, 2018). Critical thinking skills refer to intellectual rigor involving the dynamic conceptualization utilization, analysis, evaluation, and communication of information derived from various sources, including experience, observation, reflection, and reasoning (Herlina & Syahfitri, 2022).…”

“…The utilization of metacognitive skills has the potential to mitigate challenges encountered during the learning process. Additionally, critical thinking can offer thoughtful criticism as a component of the learning cycle, thereby enhancing students' capacity to resolve problems, identify influential factors, assess diverse possibilities, and arrive at informed decisions (Herlina & Syahfitri, 2022).…”

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

“…Previous studies have shown that general self-efficacy and learning approaches play a crucial role in developing critical thinking skills [34]. Digital learning tools such as Google Classroom can also influence critical thinking through self-regulated learning and learning motivation [35,36]. General self-efficacy may alter learning goals and self-assessments [37].…”

“…learning and learning motivation [35,36]. General self-efficacy may alter learning goals and self-assessments [37].…”

“…H6 is confirmed, indicating that a positive influence of learning motivation on critical thinking awareness. Previous research has demonstrated that increased motivation for learning is associated with higher levels of critical thinking, whereas decreased motivation for learning is linked to lower levels of critical thinking [35], meanwhile, intrinsic learning motivation drives student engagement in academic activities [146,147]. When students are interested and motivated to learn, they actively participate in class, engage in additional reading, and enthusiastically join discussions.…”