Analysis of the Effectiveness of Online Learning Based on Google Classroom on High School Students' Learning Achievement
Abstract
Purpose of the study: This study employs a qualitative descriptive approach using a systematic literature review. Data were collected from scientific journal articles published between 2020 and 2022. The analysis follows the framework of data reduction, data display, and conclusion drawing to synthesize findings on the impact of Google Classroom on students' learning outcomes.
Methodology: This study employs a qualitative descriptive approach using a systematic literature review. Data were collected from scientific journal articles published between 2020 and 2022. The analysis follows the framework of data reduction, data display, and conclusion drawing to synthesize findings on the impact of Google Classroom on students' learning outcomes.
Main Findings: The findings indicate that Google Classroom significantly enhances students' academic performance, motivation, and engagement. The platform provides flexibility in accessing learning materials, facilitates student-teacher interactions, and supports independent learning. Additionally, Google Classroom fosters active participation, improves discipline in assignment submission, and enhances digital literacy among students.
Novelty/Originality of this study: This study contributes to the existing body of knowledge by providing a comprehensive review of Google Classroom's effectiveness in online learning. It highlights the platform's role in fostering student engagement and improving learning outcomes while addressing the challenges of digital education. The findings serve as a valuable reference for educators and policymakers in optimizing online learning strategies.
References
A. Faizal, “Upaya Peningkatan Keaktifan Siswa Melalui Implementasi Blended Learning pada Pembelajaran Biologi Kelas XI Smait Nur Hidayh Kartasura,” 2011.
M. Ginsburg, “Improving educational quality through active-learning pedagogies: A comparison of five case studies,” Educ. Res., vol. 1, no. 3, pp. 62–74, 2010.
E. Lavrov, V. Logvinenko, O. Siryk, and V. Kyzenko, “Method for assessing the information content of factors forming the cognitive independence of students,” in Journal of Physics: Conference Series, 2021, vol. 1840, no. 1, p. 12066.
P. Redmond, “From face-to-face teaching to online teaching: Pedagogical transitions,” 2011.
D. Benta, G. Bologa, S. Dzitac, and I. Dzitac, “University level learning and teaching via e-learning platforms,” Procedia Comput. Sci., vol. 55, pp. 1366–1373, 2015.
A. T. Priantoro, I. Y. Listyarini, L. D. Handoyo, and R. H. S. Catarina, “Identification of biological learning challenges and strategies during the emergency response of the Covid-19 pandemic,” in AIP Conference Proceedings, 2023, vol. 2556, no. 1.
N. Berutu and A. Hanana, “Using Learning Platforms to Support Online Learning in Junior High School,” J. Geogr., vol. 15, no. 1, pp. 100–111, 2023.
M. Rohman, F. Baskoro, and L. EndahCahyaNingrum, “The effectiveness and efficiency of google classroom as an alternative online learning media to overcome physical distancing in lectures due to the covid-19 pandemic: Student perspectives,” in 2020 third international conference on vocational education and electrical engineering (icvee), 2020, pp. 1–6.
M. Agustini, “Meningkatkan aktivitas dan hasil belajar siswa menggunakan model flipped classroom melalui aplikasi google classroom,” Indones. J. Educ. Dev., vol. 2, no. 2, pp. 280–289, 2021.
D. P. Budiyasa, “Meningkatkan hasil belajar tentang sel melalui implementasi pembelajaran daring aplikasi google classroom pada siswa kelas XI IPA. 1 SMA Negeri 1 Tegallalang,” SULUH Pendidik. J. Ilmu-Ilmu Pendidik., vol. 19, no. 1, pp. 53–68, 2021.
M. Jannah and N. Nurdiyanti, “Pengaruh Pembelajaran Online Berbantuan Google Classroom Terhadap Hasil Belajar Peserta Didik Pada Materi Sistem Peredaraan Darah Pada Manusia Kelas XI SMA Buq’atun Mubarakah Makassar,” J. Ris. dan Inov. Pembelajaran, vol. 1, no. 1, pp. 75–84, 2021.
O. Liunsanda, H. J. Lawalata, and A. A. Maramis, “Pengaruh penggunaan aplikasi google classroom dalam pembelajaran biologi terhadap hasil belajar siswa di SMA Negeri 2 Tondano,” JSPB BIOEDUSAINS, vol. 2, no. 1, pp. 17–22, 2021.
M. Ara, P. I. Lestari, and N. Nurhidayah, “Pengaruh Penggunaan Aplikasi Google Classroom Pada Materi Sistem Ekskresi Terhadap Hasil Belajar Siswa,” J. Binomial, vol. 4, no. 1, pp. 15–25, 2021.
A. Suhidi, R. Hasan, and T. Hidayat, “Kemampuan Hasil Belajar dan Berpikir Kritis Siswa dengan Menggunakan Model Pembelajaran Inkuiri Melalui Google Classroom,” BIOEDUSAINS J. Pendidik. Biol. dan Sains, vol. 4, no. 2, pp. 393–401, 2021.
N. U. R. L. Diamayanti, “Penggunaan Aplikasi Google Classroom Untuk Meningkatkan Hasil Dan Keaktifan Belajar Biologi Siswa Kelas XI IPA. 1 SMA Negeri 1 Kapongan Pada Masa Pademi COVID 19: SMA Negeri 1 Kapongan,” Mitra Pendidik., vol. 3, no. 1, pp. 62–69, 2022.
N. Fadhilah, A. M. A. Mukhlis, and S. Sukaryanto, “Hasil Belajar Siswa yang Dibelajarkan Secara Online Menggunakan Google Classroom,” BIODIK, vol. 8, no. 1, pp. 183–190, 2022.
R. Rikizaputra and H. Sulastri, “Pengaruh E-Learning dengan Google Classroom terhadap Hasil dan Motivasi Belajar Biologi Siswa,” Lect. J. Pendidik., vol. 11, no. 1, pp. 106–118, 2020.
S. Sriwiyati, “Pengajaran Daring untuk Meningkatkan Partisipasi Siswa dan Ketuntasan Belajar pada Mata Pelajaran Biologi di SMA dengan Platform Google Classroom,” Edumaspul J. Pendidik., vol. 5, no. 1, pp. 1–8, 2021.
Y.-M. Huang, L. M. Silitonga, and T.-T. Wu, “Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills,” Comput. Educ., vol. 183, p. 104494, 2022.
M. I. Rasheed, M. J. Malik, A. H. Pitafi, J. Iqbal, M. K. Anser, and M. Abbas, “Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying,” Comput. Educ., vol. 159, p. 104002, 2020.
A. Henukh, M. Loupatty, and S. Supriyadi, “Pengembangan bahan ajar fluida statis terintegrasi google classroom untuk meningkatkan belajar mandiri peserta didik,” Musamus J. Sci. Educ., vol. 4, no. 2, pp. 34–44, 2022.
J. A. Kumar, B. Bervell, and S. Osman, “Google classroom: insights from Malaysian higher education students’ and instructors’ experiences,” Educ. Inf. Technol., vol. 25, no. 5, pp. 4175–4195, 2020.
A. Iswanto and E. Widayati, “Pembelajaran pendidikan jasmani yang efektif dan berkualitas,” MAJORA Maj. Ilm. Olahraga, vol. 27, no. 1, pp. 13–17, 2021.
U. Mahadi, “Komunikasi pendidikan (urgensi komunikasi efektif dalam proses pembelajaran),” JOPPAS J. Public Policy Adm. Silampari, vol. 2, no. 2, pp. 80–90, 2021.
V. Fernandez, L. F. Tunnisa, N. R. Aulia, and N. Hidayati, “Minat belajar siswa terhadap pembelajaran biologi dengan menggunakan media Powerpoint,” Didakt. Biol. J. Penelit. Pendidik. Biol., vol. 5, no. 1, pp. 17–22, 2021.
N. Nirfayanti and N. Nurbaeti, “Pengaruh media pembelajaran google classroom dalam pembelajaran analisis real terhadap motivasi belajar mahasiswa,” Prox. J. Penelit. Mat. dan Pendidik. Mat., vol. 2, no. 1, pp. 50–59, 2019.
L. Parnabhakti and N. D. Puspaningtyas, “Penerapan Media Pembelajaran Powerpoint melalui Google Classroom untuk Meningkatkan Hasil Belajar Siswa,” J. Ilm. Mat. Realis., vol. 1, no. 2, pp. 8–12, 2020.
I. H. Mu’minah and A. A. Gaffar, “Pemanfaatan e-learning berbasis google classroom sebagai media pembelajaran biologi,” in Prosiding Seminar Nasional Pendidikan, 2020, vol. 2, pp. 800–816.
A. Permata and Y. B. Bhakti, “Keefektifan virtual class dengan google classroom dalam pembelajaran fisika dimasa pandemi covid-19,” JIPFRI (Jurnal Inov. Pendidik. Fis. Dan Ris. Ilmiah), vol. 4, no. 1, pp. 27–33, 2020.
A. Rozak and A. M. Albantani, “Desain perkuliahan bahasa arab melalui google classroom,” Arab. J. Pendidik. Bhs. Arab dan Kebahasaaraban, vol. 5, no. 1, pp. 83–102, 2018.
S. Ghory and H. Ghafory, “The impact of modern technology in the teaching and learning process,” Int. J. Innov. Res. Sci. Stud., vol. 4, no. 3, pp. 168–173, 2021.
D. Tavangarian, “Is e‑Learning the Solution for Individual Learning?,” Electron. J. E-learning, vol. 2, no. 2, pp. pp265-272, 2004.
K. E. Tangirov, D. M. Jomurodov, and S. K. Murodkasimova, “The importance of e-learning and e-learning resources in individualized learning,” Asian J. Multidimens. Res., vol. 10, no. 3, pp. 464–469, 2021.
K. El Kharki, K. Berrada, and D. Burgos, “Design and implementation of a virtual laboratory for physics subjects in moroccan universities,” Sustain., vol. 13, no. 7, pp. 1–28, 2021, doi: 10.3390/su13073711.
A. Kumi-Yeboah, Y. Kim, and Y. E. Armah, “Strategies for overcoming the digital divide during the COVID-19 pandemic in higher education institutions in Ghana,” Br. J. Educ. Technol., vol. 54, no. 6, pp. 1441–1462, 2023, doi: 10.1111/bjet.13356.
Copyright (c) 2025 Selvina Doranggi, Ardiana Rizka
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
