Abstract
The purpose of this study was to investigate the effect of the Google Meet media-assisted lecture method on building student knowledge and learning outcomes while learning from home (SFH). A quasi-experimental in the form of pretest-posttest control group design was used in this study. The sample was 96 first-year students (70 girls and 26 men; aged between 18-20) in the elementary school teacher education study program at the University of Trunojoyo Madura in the academic year 2019/2020. Researchers involved three intact classes; 1 class randomly selected as an experimental group and 2 classes as a control group. Knowledge Building Test (TMP) and Cognitive Learning Outcomes Test (THB) are administered as a pretest and posttest. The results of the two-way MANOVA revealed that students taught using the Google Meet media-assisted lecture method have posttest scores building knowledge and learning outcomes higher than comparison groups. Therefore, it can be concluded that the method of lectures assisted by Google Meet media has a significant influence on building knowledge and student learning outcomes in lecturing learning strategies in elementary schools.
Highlights
The lecture method using the media help of google meet group is more effective than Whatsapp groups and Schoology groups in terms of building knowledge
The process of learning through Google Meet involves audio and visual aspects where the lecturer delivers the material directly through the media. This is shown during the learning process where students and lecturers communicate with each other about the material and ask questions about what is not yet understood and can be heard directly by other students so that the process of building student knowledge is higher than Whatsapp groups and Schoology groups
This research includes one method in learning, while it is known that there are many methods in learning that can be used in building student knowledge and learning outcomes
Summary
Lecture is a method commonly used by educators in learning activities to build student knowledge and learning outcomes. The lecture method offers advantages through educator control in learning and shortcomings in the form of passive students and educators as dominant speakers (Paris, 2014). The lecture method provides an advantage for educators in managing classes with many students in one study (Stearns, 2017). The lecture method is more dominant in teaching the delivery of learning material, question and answer between educators and students as part of the process of building knowledge and learning outcomes (Van der Steen dan Van Frissen, 2017). One of the supports in the lecture method is the process of reading in which reading is a supporting factor for students in building knowledge and learning outcomes (Fisher, Ros & Grant, 2010)
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