Case Study Of The Use Of Google Classroom Apps By Teachers At SDIT Mathlaul Anwar

This research aimed to find out the students’ attitude towards the use of Google Classroom in English learning at the Eighth Grade of SMPN 27 Surakarta 2022 / 2023 Academic Year. This study was conducted in the eighth grade of SMPN 27 Surakarta 2022 / 2023 Academic Year. The researchers utilize descriptive research which was conducted from June until July. The students of VIII-E were the subject of this research with totally of 30 students. Questionnaires to the students, interviewing the English teacher, and observing the class were the data collected by the researchers. To analyze the data, the researchers used qualitative data. The result of the research showed that the use of Google Classroom in learning English provides advantages and disadvantages for students. Using Google Classroom is quite effective for use in online learning. However, the use of Google Classroom in learning English is not good if it is applied continuously because it will make students difficult to learn English and improve their English skills. Most of the students also disagree that using Google Classroom is more flexible than face-to-face learning. Could be concluded that learning English using Google Classroom is quite helpful in learning during the pandemic, but the use of Google Classroom is not recommended to be used continuously in learning English. Keywords: Students’ Attitude, Google Classroom, English Learning

The COVID-19 pandemic has caused the learning process initially done in class to turn into online learning. It causes teachers to need media to support online learning. The current problem is the limited student network due to geographical conditions. The students were also confused about operating Google Classroom under certain conditions due to a lack of knowledge about using the pedagogical platform. This study aimed to analyze students' perceptions of the use of google classroom in online English learning in rural high schools. This research was designed using a qualitative study. Data was collected through 2 instruments, namely questionnaires and interviews. Then, Miles and Huberman's theory is used in analyzing data where data analysis consists of four parts: data collection, data reduction, data presentation, and conclusion drawing/verification. The study results are. First, students' perceptions of Google Classroom as an online learning medium are categorized as positive. Second, the obstacles faced by students during the implementation of Google Classroom in online learning are limited interaction between students because students focus on interacting with teachers, and students consider Google Classroom ineffective because it cannot adapt to applications as seen from student responses when some of them do not understand about features in Google Classroom. Third, students have complaints when accessing Google Classroom where students cannot join classes because they do not have cellular data, which means they cannot access Google Classroom and cannot study online courses. Fourth, students are late submitting assignments because they are waiting for cellular and internet data. It can be concluded that the use of google classroom in learning experiences several obstacles, so it needs to be considered.

Along with the rapid advancement of digital technology, the use of media in learning has also undergone a significant transformation. Learning media is no longer just a visual or printed aid, but has developed into an interactive medium that bridges communication between educators and students. Advances in information and communication technology (ICT) also have a positive impact on language learning. Language, which is often referred to as the window to the world, is an important means of understanding and accessing global knowledge. Through the use of ICT, the language learning process becomes more interesting, interactive, effective, and efficient. The technology that is often used is Google Classroom. This study aims to explore students' views on the use of Google Classroom in learning English and identify the benefits and challenges faced by students when using Google Classroom in class XI SMAN 21 Makassar. This study uses a Quantitative method to explore students' views on the use of Google Classroom in English learning and identify the benefits and challenges faced by students when using Google Classroom in class XI SMAN 21 Makassar in 2025. The analysis in this study with Data Reduction, Categorization, Data Interpretation with a sample size of 46 respondents in class XI SMAN 21 Makassar. The data collection technique in this study used quaster random sampling in all classes XI SMAN 21 Makassar with a minimum of 6-10 respondents from various classes with data collection using a survey. The results of the study showed that there were 42 (0.92%) students with a positive view of the use of Google Classroom in Class XI SMAN 21 Makassar in 2025 and there were 4 (0.08%) students with a positive view of the use of Google Classroom in Class XI SMAN 21 Makassar in 2025, the benefits of using Google Classroom in the learning process, the majority answered More flexible access to materials and ease of collecting writing assignments were each chosen by 16 respondents (34%) in class XI SMAN 21 Makassar in 2025, the obstacles experienced by 46 respondents in using Google Classroom as a learning medium, the data above As many as 21 respondents (46%) stated that they did not experience any interference, which shows that most students feel comfortable and do not face significant obstacles in learning using Google Classroom in class XI SMAN 21 Makassar in 2025, As many as 19 respondents (41%) want more variety of materials in class XI SMAN 21 Makassar in 2025. 2025.

This study aimed to investigate the students ‘perception and challenge in learning by using Google Classroom especially in the current pandemic of Covid-19. The present study used a literature review as the design to collect the data. Related studies about students ‘perception and challenge on Google Classroom in teaching and learning were analyzed to be described in the present study. The finding of this study showed that students have positive perception toward the use of Google Classroom in learning and it was useful in teaching. However, students ‘accessibility and connectivity were the most challenging in learning through Google Classroom during the pandemic.

This study investigates the students’ use of Google Classroom in English language learning. The data were derived from Likert Scale questionnaires including open-ended questions distributed to 119 English Education students. There were five aspects covered in the questionnaire: access to Google Classroom, perceived usefulness, communication and interaction, instructional delivery and students’ satisfaction. Meanwhile, open-ended inquired students’ real experiences. The result showed the mean score with the following distribution: 4,49 for easy access to GC, 3,93 for perceived usefulness, 3,63 for communication and interaction, 4,10 for instructional delivery, and 3,82 for students’ satisfaction. Some students shared their experiences in using Google Classroom. Some of them said that Google Classroom brought their courses to their face so that they can participate and continue work on their classes beyond the working hours. Even many of them still worked and uploaded their assignments till midnight. In spite of these positive findings, the study revealed that some students fell into serious addiction to social media technology.

This study aimed to investigate the students ‘perception and challenge in learning by using Google Classroom especially in the current pandemic of Covid-19. The present study used a literature review as the design to collect the data. Related studies about students ‘perception and challenge on Google Classroom in teaching and learning were analyzed to be described in the present study. The finding of this study showed that students have positive perception toward the use of Google Classroom in learning and it was useful in teaching. However, students ‘accessibility and connectivity were the most challenging in learning through Google Classroom during the pandemic.

Google Classroom allows teachers to spend more time with their students and less time on the paperwork, and it is now even better. This study assessed the Undergraduates’ Perceived Ease of Use and perceived usefulness of Google Classroom for Learning and the influence of gender on their perception. This research was a descriptive research method of the survey type. The population of this study was all undergraduates in Kwara state. Students were randomly selected from each of the faculties listed to bring the total number of samples to 400. Percentage, mean, and t-test were used for the analysis. The findings established that Undergraduates have a positive perception of the ease of use of Google Classroom for learning with a grand mean score of 3.50; Undergraduates have a positive perception of the usefulness of Google Classroom for learning with a grand mean score of 3.39; There was no significant difference between male and female Undergraduate Students Perceived the Ease of Use of Google Classroom for Learning and There was no significant difference between male and female Undergraduate Students’ Perceived Usefulness of Google Classroom for Learning. The study concluded that undergraduates have a positive perception of the ease of use and usefulness of Google Classroom for learning. This implies that if Google Classroom is adopted in our schools, there will be a tremendous improvement in the academic performance of undergraduates irrespective of their gender and specializations. It was however recommended that the educational authorities and the school system should encourage the use of Google Classroom for learning.

This study used a case study methodology to find out and collect information relating to the use of Google Classroom in learning in previous research articles. Based on the results of the information obtained are made in the form of table with the aim to determine the effectiveness of the use of Learning Management System based on Google Classroom in learning and the feasibility of Learning Management System based on Google Classroom as a learning media. Data from previous research results that have been obtained can be concluded that learning used Google Classroom is very effective,, because Google Classroom gets a lot of positive responses from students and other users. The feasibility of Google Classroom as a learning media shows of excellent validation results, so it can be said to be feasible as a learning media

Google Classroom is one of the contemporary popular online learning media. Through this platform, students can continue to carry out online learning. Google Classroom can be used for assignments and information, submitting assignments, and providing assessments. This study was conducted to determine whether the use of Google Classroom is effectively used to teach students' reading skills. This study uses quantitative research methods with pre-experimental design. The sample of 11 students from second semester students of English Education Department in an Indonesian university. Samples were taken using purposive sampling technique. In this study, data collection was used using tests. This study uses statistical calculations using IBM statistics 28.00 to determine the significance value. The result of the calculation is that the significance value of 0.039 is smaller than 0.05, so it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. This means that there is a significant effect after using Google classroom to teach reading. Thus, it can be concluded that the use of Google Classroom in learning to read for first year tertiary students is effective.

The study investigated students’ perception and their attitudes toward the use of Google Classroom in Osun State University. The study is a descriptive study; a sample of 360 students from in Osun State University formed the participants for the study. The instrument for data collections was inventory and questionnaire and was structured by the researcher for data collection and reliability level was 0.78. Data collected were analyzed using mean, descriptive statistics (frequency count and simple percentage), t-test and correlation. The findings of the study revealed that students' perceived the usefulness of Google Classroom for learning process in Osun State University, students have positive attitude towards the use of Google Classroom for learning in Osun State University, difficulties associated with the use of google classroom in Osun State University as lack of ICT tools in campus, epileptic electricity power supply, cost of data, lack of class management in google classroom, learning schedule do not allow for google classroom for learning, insufficient number of ICT facilities, insufficient Internet bandwidth or speed, amongst others and there is no significant difference in the students’ perception of the use of Google Classroom for learning in Osun State University differ based on student’s gender. The following recommendations were made such as: academic institutions should apply Google Classroom as it will assist both students and lecturers to connect, work together, create assignments, grade students and post lecture notes, academic institutions should continue to promote and provide quality ICT infrastructures upgraded computer units, laptops, tablets, and most importantly school-wide wifi access for all the stakeholders, training should also be given to facilitators of learning and students on how to maximize the use of Google Classroom for effective teaching and learning and academic institutions are encouraged to make Google Classroom an avenue to promote e-learning among the students.

This study will delineate and complete prior research gaps in the context of Papuan EFL students developing speaking abilities using Google Classroom. The main objective of this study is to investigate the impact of utilizing Google Classroom to develop speaking skills digitally. This study employed a qualitative descriptive approach, with data gathered through offline interviews and online observations of Tadris English students who developed speaking subjects. Then, interpretive thematic analysis is used to analyze the data throughout the process which consists of data collection, reduction, interpretation, presentation, and drawing conclusions. The results showed that students experienced several impacts from the use of Google classroom in learning speaking skills. The impact of using Google classroom is to save time and money, train student discipline in managing study time, make students more independent and proactive in accessing learning resources, trigger vocabulary changes, make students more difficult to get corrective feedback, limit student interaction directly, make students feel insecure, confused, and anxious, affecting student learning outcomes, understanding of the material delivered is not maximum. As a consequence, instructors should think more on the numerous preparations and instructional tactics utilized in teaching virtual speaking abilities. Of course, further study on the usage of Google Classroom for language skills other than speaking is required to enhance the conclusions of existing research. So that the guide for utilizing the learning platform in English learning is more detailed.

This study will offer and fill the gap of prior research in the context of acquiring speaking skills using Google Classroom as a Learning Management System by EFL students in Papua during Covid-19. This study aimed to explore the processes and students' strategies to face online learning speaking skills using Google Classroom during the covid-19 pandemic. This study applied a qualitative descriptive design involving participants from students of Tadris English who took speaking subjects through Google Classroom. Furthermore, data were collected through offline interviews and online observations. Then, analyzed qualitatively based on the theory of John W Creswell. The results showed that the process of acquiring speaking abilities using Google Classroom proves to be difficult for students who want to improve their English speaking skills. Because they have recently introduced Google Classroom in the learning process and learning is taking place for the first time in a fully online learning setting. As a result, students are more inclined to prioritize studying Google Classroom above mastering English competency itself. More research is needed to investigate Google Classroom from the lecturer's point of view in the context of teaching English in Papua in order to provide more full references and information about the usage of Google Classroom in English classrooms in Papua.

The aims of this study were to determine: (1) student learning outcomes through the use of Google Classroom and Class Dojo with the discovery learning model and (2) the effectiveness and efficiency of using Google Classroom and Class Dojo with the discovery learning model for class X. Multimedia students at SMKN 7 Poor. This research is a quasi-experimental research with quantitative and qualitative methods with the design of "Pre-test Post-test Nonequivalent Control Group". Data collection techniques by conducting interviews, giving treatment during learning, and student response questionnaires. The hypothesis is obtained from efficiency test data and effectiveness test. The results obtained from this study are: (1) the implementation of learning using Google Classroom and Class Dojo with the discovery learning model has increased learning outcomes and (2) the use of Google Classroom and Class Dojo with the discovery learning model provides efficient and effective results. In terms of efficiency and effectiveness, learning using Class Dojo with the discovery learning model is more efficient and effective compared to Google Classroom.

This study aimed at finding out college students’ point of view on the use of Google Classroom for Emergency Remote Learning during COVID-19 outbreak. A survey research design was employed by the researcher for this research. The respondents were 209 students of Poltekkes Kemenkes Malang, Indonesia, coming from various departments, namely: nursing, midwifery, occupational health and safety, and blood bank technology. The online questionnaire consisted of 31 items was distributed to the respondents as the research instrument to collect the primary data. Once all the data were collected, then they were explained in descriptive manner, tabulated, and analyzed. The results showed that the students of Poltekkes Kemenkes Malang got positive perspectives on the use of Google Classroom in all aspects during the emergency online learning and only a very small percentage of students (below 10%) showed negative response regarding the use of Google Classroom. According to them, Google Classroom did not help them mastering the English materials and improving their achievement. Based on the findings it can be concluded that Google Classroom for ermergency remote learning gained positive perceptions from the students but there are still few constraints dealing with the use of Google Classroom for emergency remote learning, so the teachers need to evaluate the utilization of this platform to get more benefits and minimize the drawbacks, particularly for ESP context.

<p>This study aims to analyze the use of Google Classroom in online learning for class V at SD Negeri Kranggan in the Covid-19 era. This research uses a qualitative approach with a case study method. The data sources of this research were students and teachers of class V and the principal of SD Negeri Kranggan. Data collection techniques used are observation and interviews. Data analysis using triangulation techniques and sources. The results showed that the percentage of use of Google Classroom in online learning for class V was 81% with a good category. There are 5 of 7 Google Classroom features that have been used in online learning for class V SD Negeri Kranggan with the implementation of learning applying aspects of theexisting six aspects. This study concludes that the use of Google Classroom has utilized the five available features including assignment, grading, mobile application, privacy, and time-cost by implementing aspects of using Google Classroom including creating accounts, organizing classrooms, managing topics in the classroom, uploading materials, developing questions and make assessments.</p>