AoEJ: Academy of Education Journal

Vol. 14 No. 1 Tahun 2023

STUDENTS’ PERCEPTION OF THE EFFECTIVENESS OF USING GOOGLE

CLASSROOM APPLICATION AS AN INTEGRATION OF DISTANCE

LEARNING TECHNOLOGY

Annisa Putri Octaviani

dan Ine Rahayu Purnamaningsih

1, 2

English Study Program Facuty of Teacher Training and Education University of

Singaperbangsa Karawang

Jl. HS.Ronggo Waluyo, Puseurjaya, Teluk Jambe Timur, Karawang, Jawa Barat 41361

Email: [email protected]

Email: [email protected].id

ABSTRACT

Distance learning during a pandemic like this is enough to make it difficult for some students to

participate in learning activities. Google Classroom is an application that can be used as distance

learning. Therefore, this study aims to obtain an overview of students’ perceptions of the

effectiveness of using the Google Classroom application as an integration of distance learning

technology. This research uses a qualitative method. With data collection techniques based on

observations, interviews and filling out forms. With involving 30 students who have or are

currently using the Google Classroom application as an integration of distance learning technology.

The result of the study show that: (1) Students already have the basic facilities needed to participate

in distance learning; (2) Distance learning using the Google Classroom application has flexibility in

its implementation and is able to create independent learning and motivation to be more active in

learning.

Keyword: distance learning; google classroom; technology integration

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

INTRODUCTION

Distance learning media innovation is currently one of the solutions in the

educational environment, Popkova, Ragulina and Bogovis (2018) say that today's society

has a tendency related to 'digitalization'. According to Hwang, Lai and Wang (2015), in the

concept of education, of course this has a considerable change impact, there is a lot of

emphasis on integrating technology in the classroom through innovative teaching that

focuses on students in achieving the desired learning goals. By using technology

involvement to improve students (Northey, Bucic, Chlynski & Govind, 2015) which is

very important in achieving learning objectives (Bolkan, 2015).

Meanwhile, Ghorbani, Jafari and Sharifian (2018) explain that 21

century teachers

must educate students in a way they can learn today. Darling Hammond (2006) also stated

that teachers in the 21

century must not only teach and organize classroom activities

effectively, but also must be able to build effective relationships between students by using

technology to support the quality of learning. At this time students’ are indeed using e-

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learning, especially using the google classroom application as a learning medium used in

lectures (Nurre and Sharkey, 2013).

This study focuses on students’ perceptions of the effectiveness of using google

classroom as a medium of distance learning innovation. With the aim of research to

determine student perceptions of the effectiveness of using google classroom in Indonesia.

Technology is very important for the younger generation. The widespread use of

technology today has increased interest for researchers to explore what teachers do to

improve learning for students. One application that can be used as a medium for distance

learning education innovation is Google Classroom whose users are increasing every day.

Researchers hope that the results of this study can provide evidence to students about the

effectiveness of Google Classroom.

To understand the meaning of google classroom, the author gives several

perceptions. Google classroom was launched in 2014, Shaharanee, Jamil, & Rodzi (2016)

analyzed google classroom as an active learning activity, and they argued that google

classroom performance was good in the areas of communication, interaction, usability,

ease of use and overall student satisfaction. Likewise, (Espinosa, Estira, & Ventayen,

2017) conducted a study to evaluate the function of google classroom as collaborative

learning through assignments is seen as very effective for increasing student engagement.

Meanwhile Liu & Chuang (2016) conducted research in Taiwan using google

classroom which resulted in positive perceptions and learning objectives were also

achieved by using the google classroom application. Based on Martínez-Monés et al

(2017) argue that learning with google classroom because they believe that it is a tool that

emerges from the main limitation. So far all research conducted involving the Google

Classroom application has shown positive responses from students. None of the studies

focused on considering students' perceptions of the effectiveness of the google classroom.

The role of students in obtaining new learning methodologies should not be ignored

because students are also included in the central figure in the transformation of educational

innovation practice.

Based on Machado & Chung (2015) showed the same findings, they studied the role

of students in the process of technology integration during distance learning. The findings

reveal that the lack of technical training and student competencies prevents technology

integration. Samy et al (2008) argue that students are an important factor besides teachers

in the effective use of technology during distance learning. The role of the administrator

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Vol. 14 No. 1 Tahun 2023

can be to facilitate teachers as well as students. However, in the end it is teachers and

students who must increase the use of technology in distance learning.

Therefore, the role of the teacher is very important even though technology is

present. The main purpose of this study was to determine the students' perspective on the

Google Classroom application as an integration of distance learning technology. Blair

(2012) mentions two elements in providing an environment for technology integration.

First, teachers need to put technology into students' hands carefully in choosing the right

media. Second, technological tools must be constantly evolving to enhance innovation and

problem solving, decision making and teamwork. Based on this, the research focused on

students' perceptions of the effectiveness of using the Google Classroom application.

RESEARCH METHOD

In this study using descriptive research. This research first conducted a survey to

students regarding the implementation of distance learning. The survey was carried out

using a google form by distributing the link through the whatsapp application. There were

30 students who gave responses to the survey conducted. The results of this survey were

then grouped based on 3 categories of student responses: (1) agree with the effectiveness of

implementing the Google Classroom application as an integration of distance learning

technology; (2) disagree with the effectiveness of implementing the google classroom

application as an integration of distance learning technology; (3) doubts about the

effectiveness of implementing the google classroom application as an integration of

distance learning technology. As for the design, the researcher uses a case study.

According to Rahardjo (2017) a case study is a collection of scientific activities carried out

intensively, in detail, either individually or in a group, to gain in-depth knowledge of the

event.

Research participants are high school students who have or are currently using the

Google Classroom application for at least one semester, and are selected based on the

category of student responses obtained from the survey results. There were a total of 5

participants, 2 of whom were male and 3 were female. With data collection is done through

interviews via telephone. The aspects that were asked during the interview were: (1) the

facilities owned by the students to support the implementation of distance learning; (2)

Student responses regarding the effectiveness of the Google Classroom application as an

integration of distance learning technology. Analysis of research data using the analysis

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model of Miles & Huberman (1994) which consists of three stages, namely data reduction,

data display and conclusion drawing and verification.

FINDING AND DISCUSSION

1. Students Have Adequate Facilities to Implement Distance Learning

In this modern era, the increasing use of the internet in Indonesia is strongly

influenced by the rapid development of information and communication technology.

A total of 62.41% of the Indonesian population owns a cellular phone and 20.05% of

households own a computer, in 2018 (BPS, 2019). This data is very relevant to the

results of research which shows that even though students do not have laptops,

almost all high school students in one of the senior high schools in Indonesia already

have a smartphone. The results of a survey conducted at the beginning of the study

showed that of 30 respondents17 stated that they had laptops and smartphones, while

13 other students stated that they only had smartphones.

There are many studies investigating the use of technology such as laptops and

smartphones in learning. The ability of smartphones and laptops to access the

internet allows students to participate in learning that is carried out in the form of

video conferencing or using applications available online such as Google Classroom

(Kay & Lauricella, 2011; Gikas & Grant, 2013; Chan, Walker, & Gleaves, 2015 ).

Laptops and smartphones that have an economical dimension provide guaranteed

mobility that allows students to take school lessons anywhere.

Meanwhile, distance learning also has its own challenges, one of which is the

availability of internet services. According to research data, it shows that most

students access internet services using cellular services, while a small proportion use

WiFi services. Based on BPS data (2019) as of 2018 there are 66.13% of Java island

with cellular services with strong signal reception strength, 27.22% areas with weak

signal reception strength, and 6.64% of areas still not covered by cellular services. At

this time distance learning policies are implemented in Indonesia, some of them

admit that it is difficult to participate in distance learning because not all areas,

especially their village areas, get a cellular signal, even if there is a very weak signal.

Things like this make students sometimes late in getting learning information and

collecting school assignments.

In addition to the availability of internet services, another challenge faced is

cost constraints. Students said that to take distance learning, they had to pay more to

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buy internet quota. According to students, learning carried out in the form of video

conferencing consumes a very large quota, while online discussions through instant

messaging applications or other applications such as Google Classroom do not

require a lot of quota, although the use of technology can support the distance

learning process, there are several things that must be considered. , including the

possible negative impact of misuse and excessive use of technology. Students admit

that apart from learning, they also access social media. According to Lau (2017) said

that social media has entered the lives of young adults. Students use social media to

express themselves, opinions and build friendships (Kim, Wang & Ohm 2016). This

raises concerns about the negative effects of using technology and social media such

as the possibility of being exposed to wrong information and not paying attention

during learning due to playing social media (Shiddiqui & Singh, 2016).

2. The Effectiveness of the Google Classroom Application as an Integration of Distance

Learning Technology

Distance learning implemented in high schools in Indonesia as an effort to

suppress the spread of Covid-19 is carried out using learning applications, one of

which is the Google Classroom application which can be accessed using internet

network services. In general, students are satisfied with the flexibility of the current

distance learning implementation. Students are not pressured by time because they

can set their own schedule and place where they want to take part in learning.

Through distance learning, teachers provide lessons through class but in a virtual

way that can be accessed anywhere and anytime. This allows students to freely

choose which courses to follow and which assignments to do first. Sun et al., (2008)

revealed that the flexibility of time, place and distance learning methods affects

student satisfaction with learning.

In this finding there is one interesting thing, students feel more comfortable to

ask questions and express opinions in this remote learning forum. Studying from

home makes them not feel the peer pressure they usually feel when studying together

in face-to-face classes. The teacher's physical absence made them feel less awkward

in expressing their opinions. This is supported by the absence of physical barriers

and the limitations of space and time making it easier for students to communicate

(San et al., 2008). In addition, distance learning eliminates awkward feelings so that

students can more easily express their thoughts and can ask questions freely.

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Distance learning using learning applications such as Google Classroom. This

is very easy considering that Google Classroom can be accessed anytime and

anywhere. Teachers can use this application during distance learning, for example by

providing material or assignments to be given to students. The services offered by

Google Classroom are quite adequate and make it easier for both teachers and

students themselves. This can make students more independent and quite effective

during distance learning. According to Kuo et al., (2014) stated that distance learning

like this is student centered, of course this can lead to responsibility for students in

learning. Distance learning using the Google Classroom application can require

students to prepare their own learning, organize and evaluate and maintain their

learning motivation (Sun, 2014).

But on the other hand distance learning using the Google Classroom

application also has its own challenges. This happens because between teachers and

students who are separated when carrying out learning makes teachers unable to

directly monitor student activities during the learning process. There is no guarantee

that all students really pay attention or read the explanatory material that has been

given by the teacher. According to Szpunar, Moulton, & Schacter (2013) said that

students fantasize more often during distance learning than during face-to-face

learning. So Khan (2012) suggested that distance learning should be implemented in

a short time because students have difficulty maintaining concentration if distance

learning is carried out for more than one hour. But on the other hand distance

learning using the Google Classroom application also has its own challenges. This

happens because between teachers and students who are separated when carrying out

learning makes teachers unable to directly monitor student activities during the

learning process. There is no guarantee that all students really pay attention or read

the explanatory material that has been given by the teacher. According to Szpunar,

Moulton, & Schacter (2013) said that students fantasize more often during distance

learning than during face-to-face learning. So Khan (2012) suggested that distance

learning should be carried out in a short time because students have difficulty

maintaining concentration if distance learning is carried out for more than one hour.

The research data also shows that many students have difficulty in

understanding the subject matter given through the google classroom, because the

explanation is quite minimal where the subject matter is mostly in the form of

reading material that cannot be understood thoroughly by each student. Students also

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assume that reading the material and doing assignments is not enough, they need a

direct or verbal explanation from the teacher regarding some complex material.

Communication with the teacher through the discussion column provided by the

Google Classroom application is not able to provide a more comprehensive and

comprehensive explanation of the material being discussed. Based on research

conducted by Garrison & Cleveland-Innes (2005) researched and engineered teacher

involvement in distance learning. In a classroom where teacher involvement is very

little, or does not indicate a deep and meaningful learning, only by providing notes

and assignments to be done in the Google Classroom application.

CONCLUSION

Through this study, we can see in general how students' perceptions of the

effectiveness of using the Google Classroom application as an integration of distance

learning technology are carried out in senior high schools in Indonesia today. That way we

can know that students already have the basic facilities needed to take distance learning.

However, there are some things that need to be considered, including the availability of

internet services and additional fees required by students.

Distance learning using the Google Classroom application received a very good

response from students, especially regarding the flexibility of its implementation. This

learning method is also able to trigger the emergence of independent learning and

encourage students to be more active in participating in learning. However, interactions in

distance learning using the Google Classroom application have limitations so that it is not

possible for teachers to directly monitor student activities during learning. Students also

have difficulty understanding subject matter delivered remotely or online. The limited

communication between teachers and students through the discussion column provided by

the Google Classroom application is not enough for students.

The implementation of distance learning allows students to participate in learning

from their respective homes. This encourages an integration of technology for the world of

education where technology continues to change with the times. Students' perceptions of

the effectiveness of using the Google Classroom application as an integration of distance

learning technology have two sides to its use. However, this can be a lesson for all of us to

always take something positive in this research so that we can become the nation's

successors who understand the integration of distance learning technology today.

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