The use of Google classroom as ICT literacy to improve physics students collaboration skill in industrial revolution 4.0

Henukh, Anderias; Astra, I Made

doi:10.1063/5.0041660

Cited by 9 publications

(13 citation statements)

References 15 publications

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“…for example post, sharing and comments section, these features were helpful for their communicative learning with their friends and the teacher. In line with Henukh and Astra (2021) that Google Classroom also can improve the students collaboration skills. Based on the benefits of the application, it is inevitable to use the application for English teaching and learning process.…”

Section: Introductionmentioning

confidence: 59%

“…In this study, the ease of accessing application and the enjoyable activities was the factor that made the GC was easy to use. While this study contrasted with the study conducted by Henukh and Astra (2021), that was claimed that Google Classroom could support collaborative learning with the students and lecturer. In fact, this study shows that the GC could not support the English communicative and collaborative skills.…”

Section: The Effect Of Learning Activities In the Gc To Improve Stude...mentioning

confidence: 70%

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An Analysis of the Students’ Perception on Using Google Classroom for Learning English

Apriliaswati²,

Surmiyati³

2022

Journey

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This study investigated the students' peception on using Google Classroom (GC) for learning English at SMAN 2 Sungai Raya. This research was a descriptive study with a quantitative approach; survey method involving 146 eleventh grade students at SMAN 2 Sungai Raya. The data were analyzed using descriptive statistics for the close-ended questions, which calculated the mean score of the questions and thematic analysis for the open-ended questions. The findings were presented the total mean score of five indicators of close-ended questions and distribution frequency table based on the theme of open-ended questions. The result presented that the total mean score of each indicators showed positive responses. Those were the usefulness of GC features (M=3.72), the ease of use of the features to motivate the students (M=3.71), Students’ participation (M=3.66), and students’ satisfaction (M=3.54). These can be approved by the students’ statements that learning English using GC was fun and improved their English reading and writing skills. The result showed that students had positive perceptions towards the use of GC. It facilitated them with the usefulness features, ease of use, and satisfied them with the accessibility. However, the GC had some limitations in terms of the communication and collaborative learning English.

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Section: Introductionmentioning

confidence: 59%

Section: The Effect Of Learning Activities In the Gc To Improve Stude...mentioning

confidence: 70%

An Analysis of the Students’ Perception on Using Google Classroom for Learning English

Apriliaswati²,

Surmiyati³

2022

Journey

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“…e use of technology in the current era is critical to master science materials at this secondary school level [38][39][40]. Teachers can improve various competencies relevant to the 21st century by utilizing technologies such as critical thinking skills [41][42][43], creativity [44,45], and collaboration [46,47]. e data obtained show that almost all efforts are activities to provide an Internet quota.…”

Section: Discussionmentioning

confidence: 99%

The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

Sulisworo

Drusmin

Kusumaningtyas

et al. 2021

Education Research International

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During the COVID-19 pandemic, almost all regions of Indonesia, including Sikka, East Nusa Tenggara, and Indonesia, have implemented e-learning. However, this method has not been conducted in all schools due to the problem of uneven Internet access. Disconnection from the Internet makes it difficult to conduct this process effectively even though students have smartphones. Furthermore, the expectation of education quality improvement in sciences also gets higher with the development of today’s world technology, and this cannot be avoided. Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. Therefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. This research was an action research approach. While considering this problem, the intervention of teachers’ behavior and perception was conducted through training and workshops on the use of augmented reality for science learning using a one-shot case study research design. This program had four stages: need identification, strengthening the understanding of using AR, training and workshop implementation, and evaluation. The participants of this program were 24 science teachers from 10 schools at junior high schools in Sikka Regency, Indonesia (17 females, 7 males). The marker-based AR was developed based on learning media need assessment provided by teachers. Teacher optimism was measured using a questionnaire with a Likert scale. The program’s implementation led teachers to understand the use of AR in learning, significantly to develop HOTs (higher-order thinking skills) in science learning. After experiencing training and workshops, the teachers showed high optimism to use AR in science learning. The results of this study imply for the development of school policies to establish digital learning media used without the Internet on various learning issues in rural areas.

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“…Information and communication technology literacy includes all knowledge and skills in utilizing technology. The sophistication of technology coupled with high ICT literacy has an essential role in facilitating online learning during this pandemic [8]. These two things make online learning more effective, facilitate communication between students and teachers, and encourage positive technology that promotes responsible social ethics.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Using Quizizz in Fundamental Physics Learning in the Era of the Covid-19 Pandemic

Henukh

Astra

Supriyadi

et al. 2022

J. Phys.: Conf. Ser.

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This study describes the effectiveness of using Quizizz in fundamental physics online learning activities regarding learning outcomes and student responses. The research was conducted at Musamus University in the odd semester 2020/2021 academic year. This type of research used a mixed method. The subjects in this study were 59 students who took fundamental physics courses. The instruments used in this study were multiple-choice questions, student response questionnaires, and interview guide sheets. This study indicates that the percentage of students’ complete learning outcomes in fundamental physics courses is 79,24%. In addition, 14.3% of students said they strongly agree that Quizizz is effective in learning, and 85.7% say that they agree. The learning outcomes obtained are also supported by interviews, which state that students are pleased and motivated in participating in fundamental physics learning. Because learning basic physics using Quizizz makes them feel that learning is exciting and increases their interest in listening to basic physics learning materials. Thus, it can be concluded that the use of Quizizz in learning Basic Physics in the era of the Covid-19 pandemic has very high effectiveness.

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The use of Google classroom as ICT literacy to improve physics students collaboration skill in industrial revolution 4.0

Cited by 9 publications

References 15 publications

An Analysis of the Students’ Perception on Using Google Classroom for Learning English

An Analysis of the Students’ Perception on Using Google Classroom for Learning English

The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

The Effectiveness of Using Quizizz in Fundamental Physics Learning in the Era of the Covid-19 Pandemic

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