THE EFFECTIVENESS OF USING LMS SIPDA COMPARED WITH THE GOOGLE CLASSROOM LMS IN THE DEPARTMENT OF COMMUNITY EDUCATION UNIVERSITY OF THE STATE OF MEDAN

This study aimed to investigate the students’ perception of using Google classroom and the challenges they faced during the COVID-19 Pandemic lockdown. This researcher used quantitative approach; the instrument used for survey is questionnaire and was prepared by Google Form and distributed via social media such as Telegram, Facebook and Whatsapp. Sample for the study comprised of 133 secondary school students from a district in Johor. The students were 13-17 years old with intermediate English language proficiency. The findings revealed that the students find Google classroom was easy and convenient to use. However, the findings indicated that they lack knowledge of the usefulness of the features. The instability of internet connection and financial issue in paying for the internet connection were challenges reported by the students and these issues affect the implementation of the online teaching and learning process. The findings from this study are important for both teachers and stakeholders in implementing and enhancing Google classroom learning in schools. Evidently, the students accept the online learning positively, however considerations on the effectiveness of the implementation of Google classroom is required and conflicts related to internet connection need to be addressed.

The Covid-19 pandemic in Indonesia affects the educational aspect, the learning process shifts from conventional (face-to-face) learning in the classroom to online learning. One of the important elements of implementing online learning is the availability of LMS. Google Classroom is one of the LMS that can be used in the online learning process. This LMS is supported by various features that can be elaborated to support the learning process. In this study, students' perceptions were analyzed and interpreted on the use of Google Classroom in the learning process during the Covid-19 pandemic. Data was collected by providing research instruments in the form of a questionnaire consisting of 10 statements and equipped with 5 answer options to each student via google form. Analysis and interpretation showed that, 44.98% of students felt happy in the integrated learning process of google classroom in the learning process during the Covid-19 pandemic, 51.14% of students felt happy with the acquisition of grades during the process, google classroom assisted learning, 52.97% feel happy in doing independent assignments given through the LMS google classroom, 53.20% feel excited about the implementation of google classroom 52.05% students feel neutral (normal) about the tasks given by the teacher during the learning process assisted by google classroom, 36.30% students feel interested in implementing google classroom as an LMS in the learning process, 39.73% feel enthusiastic about the google classroom assisted learning process, 40.41% students think that the google classroom assisted learning process is normal, 20.32% students think that the teacher the implementation of google classroom in the learning process is in the easy category, and 41.78% of students understand how to implement google classroom in the learning process after being explained by the teacher. Keywords: Covid-19, Google Classroom, LMS

The ‘Google Classroom’ is one of the technologies used for the teaching and learning process. This paper explores the possibilities of how Google Classroom may be brought into use by educators for the effective teaching-learning process. The study’s main objectives are to understand ‘Google Classroom’ technology and find out the use of Google Classroom by the educators of India particularly during the COVID-19 pandemic situation. The study is quantitative research in nature. The data collected through Google form contains 18 questions. A sample of 1050 educators was collected to know the usage of Google classroom in the teaching-learning process. The result indicated that most of the respondents are using Google Classroom for teaching purposes which is good in terms of Ease of access, perceived usefulness, tracking the progress of students, communication and interaction between the teachers and the students. Results also show the effective use of google classroom by the librarians to provide e-library services to their users when physical access to libraries is not available. The study recommends that the Google Classroom may be used to enhance quality in imparting teaching and learning activities at all levels of education, especially during the Pandemic.

In this 4.0 industrial revolution, teachers are currently guided to have skills in the field of technology in making online learning media, especially the Miftahul Jannah Islamic Boarding School in the observation village. In the survey village, they did not know how to make online-based learning media, namely google classroom and google form. The purpose of this community service activity is to increase the knowledge and skills of teachers at the Sanawiyah and Aliyah levels in making google classroom-based learning media so that it can improve the learning outcomes of santri at the Miftahul Jannah Village Islamic boarding school by using online media. The benefits of this training activity are: Increase understanding of the creation of learning media, especially Google Classroom and Google Forms, Can or can create Google and Google Classroom and Google Forms accounts and can create classes in Googlee Classroom and Google Forms so that they can be applied and implemented in the learning process teaching, the method of implementing this training is to provide and explain material, question and answer, discussion and practice of making online-based learning media

During the COVID-19 pandemic, popular applications used by lecturers were applications provided by the campus as well as third-party applications such as Whatsapp, Google Classroom, or Webex. The use of the Google Classroom application has several weaknesses, among others, it can only be accessed by a Google account and there is no notification that the material submitted has been read in full by students so that the effectiveness of Google Classroom is still in doubt. This study aims to analyze the effectiveness of online learning through Google Classroom to improve achievement. learning entrepreneurship for fifth grade elementary school students. This type of research is quantitative research with quantitative descriptive data analysis. The population of this research is 70 students of public elementary school. The data collection technique used is a questionnaire. The hypothesis testing technique uses simple linear analysis, regression linearity and the coefficient of determination. The results showed that online learning through google classroom was effective in improving the entrepreneurship learning achievement of fifth grade elementary school students. This means that it is known that 60% of online learning through google classroom is effective for improving entrepreneurial learning achievement, while the remaining 40% of online learning through google classroom is not effective from other factors not examined in this study.

The background of this research was the presence of the covid-19 virus which is spreading rapidly throughout Indonesia, the number of people infected has made the government dismiss students, teachers, college students, lecturers, and workers. One of the activities that are obstracted due to this pandemic is the learning process. Therefore, the government has established an online teaching and learning system policy to stop the spread of covid-19. This alternative makes google classroom one of the media that can be used to assist teachers and students in carrying out online teaching and learning activities. The aim of this research was to know the effectiveness of online learning through Google Classroom on Chemistry Subject at State Senior High School 2 Singingi. The technique of collecting data in this research was online survey method with google form. The sample of this research was XI MIA 1 class that is consisted of 30 students based on purposive sampling technique. The questionnaire instrument in this research used the QAIT model indicators according to Slavin. Based on the research findings, the mean percentages of each effectiveness indicator showed that the online learning that is carried out is enough to replace face to face learning during the pandemic, the students also feel that the goals of online learning activities can be achieved well using Google classroom as a media. In addition, supporting data in the form of daily test results showed that the percentage of complete learning is 96,66% of students can achieve the standard of minimum criteria of mastery learning (KKM). Then, there is the effectiveness of online learning through google classroom on chemistry subject at state senior high school 2 Singingi. Keywords: Learning Effectiveness, Google Classroom, Colloid, Online Learning

The global crisis brought on by the COVID-19 pandemic paved the way for a new normal. As a result, the higher education system has opted for a delivery model based on flexible learning. To help with the implementation of flexible learning, Google Classroom was used. Google Classroom, as learning management system, is part of the online Google Apps for Education suite of productivity applications for teachers and students in flexible learning. The goal of this study is to assess the perception and satisfaction of college education students on Google Classroom as a teaching and learning tool. This research employed a descriptive method, with the students responding to an online survey questionnaire. The sample for this study was drawn using stratified random sampling and Slovins' formula was used to determine the number of samples drawn from the total population, which consisted of 321 students enrolled during the first semester of the school year 2021–2022. In order to answer research questions frequency count, average, percentile, and inferential statistics such as the independent-samples t-test and one-way ANOVA were used. The findings from the survey showed that majority of the college education students agreed that Google Classroom is easy to access, useful, supports communication and interaction and instruction delivery in flexible learning. When asked about their level of satisfaction, the respondents were very satisfied with the Google Classroom as instructional medium for teaching and learning. Moreover, results revealed that Google Classroom supports flexible language learning through the following: (a) assists them in completing their assignments on time; (b) helps them to be interactive in participating and engaging in fruitful discussion; and (c) motivates students to manage time. Therefore, it occurs that Google Classroom, as an educational interactive tool, has the potential to contribute to the effective delivery of flexible language teaching and learning. Furthermore, an independent sample t-test revealed that there is no statistically significant difference of the respondents’ perceptions on the utilization of Google Classroom when grouped according to their profile. In addition, one-way Anova analysis of the data revealed no statistically significant differences in student perceptions and satisfaction when classified by profile. On the other hand, when the respondents' courses are taken into consideration, there is a statistically significant difference in their satisfaction with Google Classroom. This study concludes that Google Classroom as instructional medium for teaching and learning contributes to effective flexible learning. It is recommended that professional development and capacity-building programs in college majors and courses should be tailored to the current teaching and learning environment and also to help the transition into other learning management systems used in higher education, undergraduate students should be exposed to free web-based learning applications like Google Classroom.

The unstable condition of Covid-19 pandemic caused teachers be innovative in combining both online learning and face to face learning. Nevertheless, the application of digital media during hybrid learning is still a big issue for teachers in SD Adhyaksa, Medan City, North Sumatra Province. In consequence, it is necessary to hold community service by means of socialization of application digital media for hybrid learning. This service aims to socialize and offer training related to the use of online study through Google Classroom and Google Form to teachers and employees at Elementary School. The methods used to carry out this service activity were lecturing method and direct practice. It started from providing material introduction and direct practice of using Google Classroom and Google Form for teachers. With a variety of features it has, Google Classroom can be used to demonstrate or visualize concept of lessons with no face to face needed. From this service activity the teachers who tried Google Classroom and Google Form got good results. They understood how to apply digital media either in online learning or in offline learning. After getting materials and practices for applying digital media, Google Classroom and Google Form, teachers are accustomed to use these online media for hybrid learning.

The aim of this study was to find out the effectiveness of using Google classroom during online learning toward students' elementary Interest in math learning. The study adopt descriptive quantitative Which focus on students' interest during online learning. the partisipant for the study were elementary student on Banten province that were using Google classroom during online learning. The students were choose by Random sampling technique. The instrument to collect the data was using quesioner on google form. Data was analysis by using prosentase uji. The results of the study showed that online learning using google classroom on interest in learning mathematics in elementary school students has been effective. This is indicated by the acquisition of an average score for indicators of interest in learning mathematics using Google Classroom (61%), the use of Google Classroom features (72%) and the effectiveness of online learning using Google Classroom (62%). Although there are still students disagree that online learning is not effective (4.4%).

Online learning is one of the new policies in the education sector due to the global pandemic, namely COVID-19. This online learning policy is expected to continue to support the achievement of educational goals. Effectiveness in learning is often measured as a standard for achieving educational goals. Google classroom as a digital-based education platform is considered capable of being a learning link between teachers and students. The implementation of this research is to determine the effectiveness of online teaching and learning activities using Google Classroom at SMA Negeri 1, SMA Negeri 3, SMA Negeri 7 and SMA Negeri 8. This research is quantitative descriptive. The population used in this study were students in grades X, XI, and XII and high school teachers in the city of Samarinda. Data retrieval was carried out using google forms, learning outcomes documents, and interviews, then the analytical technique used was the interactive model of analysis by comparing the results of the google form questionnaire, learning outcomes, and interviews. The results of the study illustrate that online geography learning using google classroom ranges from 51% -75% only and is considered less effective due to several factors, namely network constraints, quota costs and and google classroom used in this study is not optimal. In addition, when face-to-face learning using google meet only 30% - 50% of students who follow it and some teachers do not carry out face-to-face for fear of burdening students. As a result, teachers only provide materials, media, videos, and assignments in Google Classroom, even though the average student learning outcomes are above the KKM. The conclusion in the study shows the use of google classroom when learning geography online is less effective.

The purpose of the study was to determine the differences in learning outcomes of Islamic education subject using Google Classroom and conventional class in grade VII SMP Negeri 8 Kota Bengkulu. The research method used was a quasi-experiment. The experimental class was given treatment used Google Classroom, while the control class still used conventional method. The populations were 211 students and the samples were 70 students that consist of two classes. Data were collected through tests, in terms of pre and posttests. The data analysis were conducted by using descriptive statistics and t-test. The result of the study was that the use of the Google Classroom model was considered as satisfactory with average score of 83.66 so it gave positive results. Then, the use of conventional class result was relatively low with an average score of 76.54. Based on the Independent Sample T-test obtained by Sig. (2-tailed) values of 0.000 < 0.05, it can be concluded that there was a difference in the average student learning outcomes between the Google Classroom and the conventional model.

During the covid-19 pandemic, the researcher needs to assess online learning by using Google classroom for English for Foreign Language students. Since online learning differs from face-to-face learning, the researcher is interested in doing this study. Online learning is learning process that students and the teacher is not in one classroom in the same place but in one medium in different place. The aim of the research is about online learning for English for Foreign Language students during the covid-19 pandemic at Sekolah Tinggi Bahasa Asing (STBA) Persada Bunda. In this study, descriptive research was carried out. The questionnaire, which was provided in Google form, was filled up by 21 English for Foreign Language students at random. To collect data, the students were requested to complete a questionnaire with 20 questions. After that, the researcher analyzed the data using a questionnaire regarding online learning by using Google classroom in the Covid-19 pandemic. The result of the research was in positive response of choosing “strongly agree” and “agree”. In conclusion, using Google classroom was one of the effective medium in online learning since there were some benefits to solve the learning process even though online learning by using Google classroom was less effective than face-to-face learning.

This study aims to determine the implementation process and the obstacles experienced during online learning. This type of research uses qualitative research with a case study design. Data collection techniques used are observation, interviews and documentation. The results show that 1) the process of implementing online learning has been going well using several media, namely Google Classroom, Google Form, Whatsapp, Zoom and several websites. The process begins with scheduling at the beginning of the semester, implementing the learning process and ending with an evaluation; 2) Constraints that occur during online learning at SMKN 3 Sukoharjo come from internal and external factors. Internal factors are laziness and addiction to playing games. While external factors are limited signal and internet quota used to access learning, lack of teacher knowledge or mastery of IT related to the media used during online learning; 3) The solution applied to internal factors for students is that the teacher always provides motivation at the beginning of the learning process by giving points each student can answer questions from the teacher, the solution that can be given to teachers is to provide training and coaching for teachers related to online learning. Then for external factors, namely providing free quota assistance to students, delivering material through media that does not drain internet quota too much, scheduling that has been neatly arranged so that students can know when to find a place to get a strong signal during the learning process.

The Covid-19 pandemic has changed the order of learning that has been carried out by lecturers at universities. Learning shifted from traditional to online. Online learning is one of the main strategies that must be carried out by lecturers in order to ensure that the learning process continues. The study aims to determine students’ responses and feedbacks during online learning in English courses during Covid - 19. The research method used descriptive quantitative method. Data were taken using questionnaires and interviews. The questionnaire was prepared through Google Form and a link was sent to students, and lecturers via WhatsApp. The population and sample in this study were students of the DIII TLM study program, S1 Pharmacy, S1 PGSD and S1 ARS at Universitas Megarezky who took English courses. The instrument used is a response questionnaire and student feedback during online learning. Based on data processing and analysis that online learning carried out by lecturers in English courses has been effective, efficient, varied, helping students understand the material, forming independent learning, and increasing student active participation in learning. There are several important findings regarding online learning during the COVID-19 pandemic. Zoom, WhatsApp and Google Classroom are the most widely used applications as learning media. There are several obstacles experienced by teachers and students during the implementation of online learning related to internet access and quotas. Both students and teachers long for face-to-face learning activities directly in the classroom. Both students and teachers long for face-to-face learning activities directly in the classroom. Zoom, WhatsApp and Google Classroom are the most widely used as learning media. There are several obstacles experienced by teachers and students during the implementation of online learning related to internet access and quotas. Both students and teachers long for face-to-face learning activities directly in the classroom.

One of the issues facing the education world today is the impact of the Covid-19 pandemic that is now starting to infiltrate the education world. The government is trying to close all educational institutions. In addition, the government has restricted human movement outside the home to limit the number of people, aiming to break the chain of transmission of Covid-19. With this policy, schools can implement teaching and learning activities through distance or online learning. This study aims to (1) find out feedback in the google classroom to improve learning outcomes in science lessons in class V Elementary School, (2) find out feedback in google classroom to increase student motivation in science lessons in class V elementary schools. The method in this study uses quantitative research methods. While the type of research used is quasi-experimental. The research design used a non-equivalent control group design. The sample in this study is there are 2 elementary schools, namely from class V Public Elementary School Bendar as the experimental class and Public Elementary School Pekuwon as the control class. The experimental class was given learning by using feedback in google classroom, the control class was given treatment by learning using google classroom. The research instrument used learning outcomes tests and questionnaires for student motivation. The data analysis techniques used in this research are data description, normality test, homogeneity test, and hypothesis testing using t-test and N-Gain. Based on the results of the study, shows that there is an effect of feedback in the google classroom on the learning outcomes of class V elementary school in Gugus Dewi Sartika, Juwana District, material for the human digestive system. Based on the results of the t-count of 3.872 while the t-table with df = 38 of 2.0243 then arithmetic > t-table or 3.872 > 2.0243, so H0 rejected and Ha accepted. This means that there are differences in the learning outcomes of fifth-grade elementary school students on human respiratory organs using feedback in Google Classroom. Based on the output of the independent sample t-test, the value of t-count = 8.394 > t-table = 2.02108, and the value of Sig. (2-tailed) of 0.000 <0.05, it can be concluded that there is a difference in the average student motivation of the two groups, where the average of the experimental group is more than the average of the control group. The use of feedback in google classroom can be effective in improving learning outcomes and learning motivation because the feedback applied can increase activity and increase students’ knowledge of the subject matter so that it can encourage learning outcomes and student learning motivation.