Classroom Applications Research Articles

Utility of Google classroom application: Views of Students teacher

Utility of Google classroom application: Views of Students teacher

Utility of Google classroom application: Views of Students teacher

Utility of Google classroom application: Views of Students teacher

Restorative practices: The application of restorative circles in a case study school

To understand the factors that impact classroom application of restorative practice circles, this study asks, (1) how do educators apply restorative practices? and (2) what supports and barriers emerge during the daily application of restorative practices in schools? Guided by ecological systems theory and a mixed-methods approach, we use correlation analysis, ethnographic fieldnotes and interviews to demonstrate (1) significant associations between teacher circle constructs and how it impacts student circle constructs and overall circle quality, (2) the development of multifaceted support approaches for teachers, and (3) barriers in the daily minutia of restorative practices.

PENGENALAN FLIPPED CLASSROOM PADA BLENDED LEARNING UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SMA DI TEHORU

The implementation of this community service aims to help school teachers adapt to technology in learning during Distance Learning activities and the preparation of Face-to-face Learning at Senior High Schools in Tehoru District, where the problems faced are related to Teacher Pedagogic Competence Improvement. The object of this activity is all high school teachers in Tehoru District. In general, the problems are: (1) The teachers' pedagogic ability is still low in delivering interesting materials for students; (2) Teachers find obstacles in adapting technology, especially in the era of online learning; (3) Not yet optimal video content or teaching materials provided by teachers to students during Distance Learning; and (4) The limited ability to make learning videos. Based on the problems faced, the Service team offers solutions, namely: (1) Introducing and identifying various platforms and applications that can be used by teachers for learning and assessment according to the subjects being taught; (2) Maximizing the use of Youtube, WhatsApp and Google Classroom applications for learning and assessment; (3) Integrating learning platforms and applications with features in Google Classroom; (4) Introduction of Flipped Classroom for online learning; (5) Assignment of making lesson plans with the flipped classroom method for online learning. The results of filling out teacher questionnaires before and after being given training were generally satisfied and understood the material presented. Thus, the teacher's pedagogic competence increases after applying Flipped Classroom in this Blended learning. This activity went smoothly and the teachers were very enthusiastic to apply these skills in teaching activities in schools during blended learning

The Effectiveness of Google Classroom Applications on Elementary School Students’ Cognitive Learning Outcomes

The purpose of this study was to identify the learning interest of elementary school students following online learning (blended learning) using the google classroom application. This study uses a qualitative method with a descriptive design. The population in this study were fifth grade students in the 2021/2022 academic year. Sampling by purposive sampling is class V which consists of 20 participants from a total population of 48 students. Data collection techniques using triangulation, namely the pretest, posttest, gain, N-gain instruments on cognitive learning outcomes equipped with interview and observation instruments to confirm student learning perceptions. The results showed that the average cognitive learning outcomes of elementary school students pretest was 66.42, posttest results averaged 78.25; the average gain is 11.83 while the N-gain is 0.57 with a percentage increase of 57% which indicates that the use of the application is quite effective in improving the cognitive learning outcomes of elementary school students. While the results of interviews and observations of students and teachers showed a positive response. Students' interest in learning increases with the variants of thematic learning offerings with the Google Classroom application. Meanwhile, the teachers showed a positive attitude that showed an openness to new approaches to learning using digital platforms, especially the Google Classroom learning application.

The Use of Google Classroom in the Maharah Qiroah Learning in the Time of Covid 19 Eight Grades at Islamic High School

Researches are doing the google classroom application study of the maharah qiroah at the covi 19 of 8th grades at the SMPIT Darul Fikri Sidoarjo. The covid 19 made department decide that the study has been online since March 2020 to break the chain of infection. One is the application and one of the best platforms on e-learning is google classroom. The type of research used by researches is qualitative research. Data collection techniques used by researches are observation, interview, and documentation. While in data analysis techniquesuse interactive analysis techniques, researchers use three part interactive abalysis tehcniques of data reduction, data presentation, and conculasions. The result of this study :1)Maharah Qiroah learning using google classroom during covid 19 can help student were encourge to studying maharah qiroah, 2)Some contributing in the application of google classroom in the maharah qiroah learing during covid 19 are given more interesting materials and the flexibility of time to do the job, 3)Some of the inhibiting factors are the lack of steady internet connections as well as the inadequate student media.

Inclusive pedagogy: Embracing diversity in a virtual class

This study analysed literature on inclusive pedagogy and its application in a virtual classroom. One of the major consequences of the Covid 19 Pandemic was a sudden paradigm shift from traditional modes of delivering instruction to modern technologically compliant modes such as e- learning and multimodal instruction. The issue of concern is whether or not the different categories of learners have their pedagogical needs adequately met in a virtual classroom. The researcher carried out a literature review analysis using search engines such as Google Scholar, Ebsco and others. For the past few decades there has been great emphasis on inclusive education. However, the preponderance of literature available focuses on special needs learners or learners with some disability. The major theories that inform the study are Howard Gardner’s theory of Multiple Intelligences, Fleming and Mills’ VARK theory and The Universal Design for Learning. The findings from readings and practice revealed that in a virtual class the students may be placed into 4 major categories. Each of these categories has unique characteristics. It is only when educators understand each category of learners then they are able to develop inclusive pedagogic strategies to optimize learning for each category. This study used an inclusive pedagogy conceptual frame work cycle. This conceptual framework comprises of 3 key phases; Cognitive preparedness, curriculum preparedness and classroom practice understanding the learner. As the cyclic process continues the quality of inclusion becomes better refined and no learner is left behind. The study recommends that educators strive to know their learners, deliberately plan for their unique and diverse needs then finally educators need to engage the learners according to their uniqueness utilizing variety of pedagogical strategies of both lesson delivery and assessment of learning. These may include blended learning, multimodal instruction using both synchronous and asynchronous sessions, self-assessments, peer assessments as well as teacher assessments.

Fungsi Manajemen Kelas dalam Pembentukan Karakter dan Motivasi Belajar Siswa

This study aims to find out how the classroom management implemented and implicated in shaping students' character and learning motivation at MA Plus Nurul Islam Sekarbela. The research method used is descriptive qualitative. The subjects in this study were Mathematics subject teachers and class X students, totaling 54 students which were divided into 2 majors, namely Science and Religion majors. Data collection techniques used were observation, interviews and documentation. The results of the study reveal that: 1) The classroom management in shaping students' character and learning motivation at MA Plus Nurul Islam Sekarbela was implemented by mathematics teachers starting from managing the classroom environment, enforcing classroom discipline, controlling students' behavior, carrying out conflict management in the classroom. in the classroom, applying classroom management approaches, and doing literacy habits for 15 minutes. During the Covid-19 pandemic period, the teachers also made teaching materials in the form of PDF and PPT files, simulation videos or tutorials. The teachers also utilize Google Classroom application, Group WA and Telegram to convey information and interact and apply entertaining methods. 2) The implication of the implementation of classroom management in shaping the students’ character and learning motivation is that their character appears to be increasingly disciplined, independent, hard working and has a high curiosity. The students become more enthusiastic in participating in the learning process, do not give up easily, like to solve problems and are independent in completing assignments. Students look focused and enthusiastic during the learning process.

The EFL Learning Process: An Examination of the Potential of Social Media

Social media as a technological tool has recently come to support learning in both academic and public use. Students typically use social networks to enhance their education by discussing and exchanging academic content. However, its impact that needs carefully study to the vast inroads that social media has made into the academic sphere. Therefore, the purpose of this study is to examine its impact on the process of learning English language in English as a Foreign Language (EFL) contexts. It also aims to determine the impact of employing a social media platform in the Saudi classroom on the learning of EFL students. This study explores the role of social media by giving a panoramic view of the types of social media and social networking sites, the use of social medias in education, social media in learner engagement, social media and students' achievement, social media application in the EFL classroom and finally, social media research in the Saudi higher education scene, and the challenges of each of these. This study concludes that students can benefit the most from these media when they are encouraged to use their mobile devices as learning tools. This conclusion echoes earlier findings in the Saudi context that showed the positive impact of social media applications in boosting students' English language learning. Based on a review of the literature gathered from diverse sources, it is recommended to investigate the inclusion of social media applications, platforms and sites in the English language course descriptions at Saudi universities.

Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports

Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined interventions may be challenging to novice teachers. This article presents guidance for teacher educators to address combined reading and engagement support interventions in the context of a university reading methods course and applied fieldwork setting. The article outlines the importance of engagement to reading instruction and offers a framework for training teachers to implement reading interventions with embedded engagement supports, toward the overall goal of maximizing effectiveness of the reading instruction. Resources, tools, and sample activities are presented to further illustrate these concepts and facilitate their application in classrooms.

Art-Based Kindergarten Practices and Their Coherence with Art Curriculum Objectives

Kindergarten teachers use art-based activities and practices because they are useful and functional in learning processes and they help learning in other subject areas. While teachers allocate great deal of classroom time for art practices, an art curriculum is not required or enforced at kindergarten level. The objective of this study was to examine kindergarten curriculum, and to clarify at what extent curriculum objectives and learning outcomes met art education learning outcomes specified for elementary level art education state standards. Document content analysis and descriptive survey questionnaire were used to collect information. Content analysis method was also employed to examine classroom applications and practices. Kindergarten curriculum and visual arts curriculum were also compared and analyzed in relation to teacher responses. The study clarified a need for an art integrated approach to kindergarten. Kindergarten activities majorly consist of art-based practices, therefore kindergarten curricula should be designed based on an art-based comprehensive understanding of educational interventions.

A screen-based or physical computing unit? Examining secondary students’ attitudes toward coding

In recent years there has been a growing emphasis placed on access to computational thinking (CT) instruction for every K-12 student in the United States (U.S.). Concurrently, calls for integrating CT concepts within authentic science, technology, engineering, and mathematics (STEM) contexts have also increased. This is reflected by the inclusion of CT in the Next Generation Science Standards and the Standards for Technological and Engineering Literacy. However, methods for teaching CT concepts within secondary level STEM courses vary drastically. Physical computing, the design and programming of physical systems or devices using computational thinking skills, has become increasingly popular in the U.S. in attempts to integrate CT within authentic STEM problem-solving contexts. Despite this rise in popularity, there remains a limited but growing body of research investigating physical computing pedagogy and student learning. A mixed methods design was used in this study to examine 170 middle school students’ attitudes toward coding and after participating in either a screen-based or physical computing unit. The results indicated that students who completed the screen-based unit reported statistically greater attitudes toward the classroom applications and career/future use of computing concepts. Students in the treatment group believed that physical computing made learning computing concepts more difficult, but they preferred the hands-on learning opportunities provided by physical computing. Furthermore, male students reported higher attitudinal ratings than females regarding the influence computing would have on their future academic and career choices. This study provides implications for improving physical computing instruction and integration within STEM education contexts.

Science teachers’ perceptions of pedagogical learning theories in relation to their classroom practices

Following up previous studies on the theory-practice gap in science teaching, this study examined teachers’ perceptions of pedagogical learning theories and their classroom applications. Using a science teachers pedagogical learning theory survey (STPLTS) consisting of one subscale on theories and another on these theories’ relationships to classroom practices–the study was conducted with a nationally representative sample of science teachers (n=350) randomly selected from grade 5 to 10 classrooms in Oman. Results indicated that the teachers had moderate to high perceptions on both subscales of the STPLTS with female teachers’ perceptions being significantly more positive compared to male teachers. Perceptions were also more positive for teachers with less teaching experience (1-9 years) compared to those with more experience (≥10 years). Furthermore, teachers with diplomas had more positive perceptions for the second subscale compared to teachers with bachelor’s degrees. This study may contribute to the literature on the classroom practices of science teachers in Arab-speaking countries.

EXPLORING TEACHERS’ VIEWS ON EMOTION TRANSFER IN VIRTUAL CLASSROOMS DURING EMERGENCY REMOTE TEACHING

The present study explored emotion transfer-related views of teachers holding online classes in emergency remote teaching during the COVID-19 pandemic. We carried out the study with 630 teachers, the majority of whom were primary school teachers, serving at public and private K-12 schools. This was a descriptive survey study as it described the teachers’ views as they were. The data were collected using the “Emotional Presence in Online Learning Scale” (EPOLS) and analyzed using descriptive statistics, independent sample t-test, and one-way analysis of variance (ANOVA). The findings revealed that the majority of teachers used the EBA Virtual Classroom application in emergency remote teaching while a small number of them utilized other virtual classroom applications. In addition, the teachers reported using messaging applications effectively, but it was not the case for social media. The private school teachers found virtual classroom applications efficient in transferring (conveying and receiving) emotions compared to public school teachers. The scores on the EPOLS and receiving emotions subscale pointed out that the female teachers found virtual classroom applications more effective than their male counterparts. Moreover, it was found that the preschool teachers and classroom teachers found virtual classroom applications more effective in receiving emotions than the high school teachers and middle school teachers, respectively. Finally, those with undergraduate and postgraduate education recognized emotion transfer in virtual classrooms more efficient than the teachers with an associate degree.

INNOVATION OF KEMUHAMMADIYAH AL – ISLAM LEARNING AT MUHAMMADIYAH MOYUDAN SMP DURING THE COVID-19 PANDEMIC

The purpose of this study was to find out the innovations of Al Islam and Kemuhammadiyahan learning that were applied at SMP Muhammadiyah 1 Moyudan during the covid-19 pandemic. In the process of this research using descriptive qualitative techniques, with interviews, observations, photos and other learning platforms. The results show that there are several innovations applied by educators in the teaching and learning process during the pandemic. The innovations implemented at SMP Muhammadiyah 1 Moyudan are the presentation of learning with multimedia that utilizes the google classroom application, learning media videos and WAG, giving challenges to students and parents with the method of connecting paragraphs or letters, and implementing activity-based learning evaluations by creating independent and adaptable to new situations. The obstacles experienced during the learning process during the COVID-19 pandemic, among others, lack of understanding of ICT for parents and students, internet network problems, difficulties for educators to monitor the overall progress of students and delays in collecting assignments.

Perbedaan Prestasi Belajar Siswa Melalui Pembelajaran Daring Menggunakan Aplikasi Whatsapp Group dan Google Classroom

This study aims to determine the difference in learning achievement of class VIII students of SMP Negeri 4 Mataram through online learning using the WhatsApp Group and Google Classroom applications for the 2020/2021 academic year. This research is an experimental study with a posttest-only non-equivalent group design used . Determination of the sample using probability sampling technique with the sample being class VIII 2 students receiving online learning using the WhatsApp Group application as an experimental class 1 and class VIII 3 students receiving online learning using the Google Classroom application as an experimental class 2. The instrument used in this study was an instrument The test is in the form of a post-test on the Pythagorean theorem and constructing flat-sided spaces. Data analysis was used using t-test. The results showed that there was no difference in learning achievement between students who received online learning using the Whatsapp Group and Google Classroom applications.

Implementasi Google Clasroom Pada Mata Pelajaran Fikih Kelas VII 2 di MTs. Ma'arif Sidomukti

There are two impacts for the continuity of education caused by the covid- 19 pandemic. The learning process in schools is the best public policy tool as an effort to increase knowledge. But now the activities taking place at the school have stopped suddenly due to the Covid-19 disruption, therefore the school has shifted the function of the online learning process so that there is no direct interaction between each other. Then the school decided to use the google classroom application which was used as a forum for the process of teaching and learning activities. The purpose of this research is expected. The goal is that this research can be used as a reference for further research on the implementation of learning using e-Learning, besides that for prospective teachers, they can find out how fiqh teachers innovate in implementing google classroom-based learning in MTs. Ma'arif Sidomukti. The research method using interviews and observation. The results of the study concluded that, google classroom is a useful application for online learning and can be followed by many people and can be used for free. The advantage of using the Google Classroom application is that it can add insight and knowledge in Information and Technology (IT) and students can adapt to the virtual world and the problems it faces. The obstacles include internet interference material, there are also students who do not have data, and teachers cannot be optimal in controlling assignments.

A Pragmatic Approach to Flipping the Classroom for 170 Medical Students

Employing a flipped classroom is an excellent way to increase student engagement, integrate material, and elevate learning from memorization to application. This case highlights the design, development, implementation and evaluation of a flipped classroom approach for a large group of medical students at a US military medical school. We discuss the specific learning problems and challenges that formed the team and rationale for the design. We then describe the thought process used to develop the flipped classroom application, including format, content and implementation of digital learning tools. Finally, we reflect on findings from implementation of the design in an 8-week Neuroscience module, including improvements in student-faculty interaction, student engagement, learning climate and unexpected benefits.

Elementary School Students Intention to Use Google Classroom Application: Extended TAM Model

Online learning during the pandemic has required teachers and students to utilize the existing technology. This research aims to determine students' perceptions of Google Classroom usage during the COVID-19 pandemic based on the TAM model by adding an external variable, e.g., motivation. Google Classroom can make online learning much easier to be used. Additionally, Google Classroom helps motivate pupils to learn online. However, it has not been any detailed research that investigated the use of Google Classroom in Elementary School based on the TAM Model. This quantitative study uses a survey design and technology acceptance model approach to measure students' interest in using the Google Classroom application. The data was collected through a questionnaire for grade IV students, as many as 90 students. The research findings were analyzed using Partial Least Square Structural Modeling (PLS-SEM) approach in the testing model, and the hypothesis testing reveals that generally, students like Google Classroom during COVID-19. Most elementary school students agree that Google Classroom is easy to use and effective in learning. Students were driven to use Google Classroom throughout the pandemic. Google Classroom helps them absorb lessons. Using Google Classroom can enhance students' motivation to study during the Google Classroom epidemic.

PENINGKATAN EFEKTIVITAS DAN HASIL BELAJAR PENDIDIKAN JASMANI, OLAHRAGA DAN KESEHATAN MELALUI PENERAPAN APLIKASI GOOGLE CLASSROOM SISWA KELAS VIII-C SMP NEGERI 6 MATARAM TAHUN PELAJARAN 2021/2022

The purpose of this study was to determine: the application of the Google Classroom application in increasing the effectiveness of learning PJOK in class VIII-C students of SMP Negeri 6 Mataram in the 2021/2022 academic year.The study used a classroom action research design that included the components of planning, action, observation and reflection, by taking the subjects of class VIIIC students of SMP Negeri 6 Mataram as many as 35 people consisting of 24 boys and 11 girls. The data were analyzed with Learning Management, learning effectiveness and student learning outcomes.The results show that: the application of the Google Classroom application can increase the effectiveness of learning PJOK in class VIII-C students of SMP Negeri 6 Mataram in the 2021/2022 academic year