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PRE-SERVICE STUDENT TEACHERS’ PERCEPTION OF USING GOOGLE CLASSROOM IN A BLENDED COURSE
Corresponding Author(s) : Muhammad Luthfi Hidayat
Humanities & Social Sciences Reviews,
Vol. 7 No. 2 (2019): March
Abstract
Purpose of the study: The strategic and learning media course in the Informatics Engineering Education department for pre-service student teachers apply a blended learning method. The purpose of this method is to integrate between face-to-face meetings in the classroom and distance learning by using internet-based Learning Management System (LMS) media. This study aims to determine the perceptions of the informatics’ pre-service student teacher, which utilize the Google Classroom LMS.
Methodology: The research method used online questionnaires and divergent questionnaires were analyzed with the Technology Acceptance Model (TAM) approach and descriptive statistics. The factor analysis included the ease of access, perception of usefulness, communication and interaction, a perception of lecture delivery, student comfortability, and the effectiveness of the Google Classroom LMS.
Main Findings: The results showed that most students felt the ease and improvement of the quality of the blended lectures using Google Classroom, although several notes needed further improvement and evaluation.
Practical Implications: The findings suggest that the stakeholders of teacher training and education faculty could measure the level of perceivers and readiness of their pre-service student teachers on using Google Classroom in a blended-setting course. Further, the pre-service student teachers have experience in using this LMS so that they could apply this learning model for their students.
Novelty/Originality of this study: This article found that students feel the satisfaction of using Google Classroom as an active and independent learning tool. This study also demonstrated consistency based on observations, surveys, and analysis of college students’ perceptions that the design of blended learning by using Google Classroom is still beneficial to the success of reaching the course outcomes.
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- Ahmad, I. (2018). Digital learning process in the age of the industrial revolution 4. 0 era technology disruptions. Ministry of Research, Technology and Higher Education, 1-13.
- Bell, B. K. (2015). Teacher ’ s guide to google’s classroom. Shake Up Learning, LLC, 1–45
- Davis, FD (1986). A technology acceptance empirically testing new models for end-user information systems: Theory and results. Management, PhD. (April), 291. https://doi.org/oclc/56932490
- Dewi, K. C., Ciptayani, P. I., Surjono, H. D., & Priyanto. (2018). Critical success factor for implementing vocational blended learning. Journal of Physics: Conference Series, 953(1). https://doi.org/10.1088/1742-6596/953/1/012086 DOI: https://doi.org/10.1088/1742-6596/953/1/012086
- Geer, R. (2009). Strategies for blended approaches in teacher education. Effective Blended Learning Practices, 39–61. https://doi.org/10.4018/978-1-60566-296-1.ch003 DOI: https://doi.org/10.4018/978-1-60566-296-1.ch003
- Hidayat, ML (2018). The modification of lms quipperschool to improve senior high school students' concept mastery of biology subject, topic: human reproduction health. Journal of Educational Science and Technology (EST), 4 (1), 32-38., 4 (1), 32-38. DOI: https://doi.org/10.26858/est.v4i1.5215
- Iftakhar, S. (2016). Google classroom: what works and how? Journal of Education and Social Sciences, 3 (1), 12-18. Retrieved from http://jesoc.com/wp-content/uploads/2016/03/KC3_35.pdf
- Juniati, D.,et.al. (2017). Implementing google apps for education as learning management system in math education. IOP Conf. Series: Journal of Physics: Conf. Series 895 (2017) 012053, 895. https://doi.org/10.1088/1742-6596/895/1/012053 DOI: https://doi.org/10.1088/1742-6596/895/1/012053
- Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Journal Research in Learning Technology, 20 (1), 1-18. https://doi.org/10.3402/rlt.v20i0/14406 DOI: https://doi.org/10.3402/rlt.v20i0.14406
- Kumar, J. A., & Bervell, B. (2019). Google classroom for mobile learning in higher education : Modelling the initial perceptions of students. Education and Information Technologies, 1793–1817. https://doi.org/https://doi.org/10.1007/s10639-018-09858-z DOI: https://doi.org/10.1007/s10639-018-09858-z
- LaRose, R., & Eastin, MS (2004). A social cognitive theory of internet uses and gratification: toward a new model of media attendance a social cognitive theory of internet uses and gratification: toward a new model of media attendance. Journal of Broadcasting & Electronic Media, 48 (3), 358-377. https://doi.org/10.1207/s15506878jobem4803 DOI: https://doi.org/10.1207/s15506878jobem4803_2
- Lee, Y., Kozar, KA, & Larsen, KRT (2003). The technology acceptance model: past, present, and future. Communications of the Association for Information Systems, 12 (50), 752-780. https://doi.org/10.1037/0011816 DOI: https://doi.org/10.17705/1CAIS.01250
- Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: a dangerous idea? Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001 DOI: https://doi.org/10.1016/j.iheduc.2012.12.001
- Nasir, M. (2018). Improving the quality of vocational education in the era of industrial revolution 4.0. Kemenristek Higher Education.
- Newhouse, C. P., Williams, P. J., & Pearson, J. (2006). Supporting mobile education for pre-service teachers, 22(3), 289–311. DOI: https://doi.org/10.14742/ajet.1288
- Nizal, I., Shaharanee, M. Jamil, JM, Syamimi, S., & Rodzi, M. (2016). The application of google classroom as a tool for teaching and learning. Journal of Telecommunication, Electronic and Computer Engineering, 8 (10), 8-11. DOI: https://doi.org/10.1063/1.4960909
- Ramdhani, N. (2009). Model behavior using ict "NR2007" development of the technology acceptance model (tam). Psychology Bulletin, 17 (1), 17-27. https://doi.org/10.22146/bpsi.11478
- Sayekti, F., & Putarta, P. (2016). Application of the technology acceptance model (tam) in acceptance testing model of regional financial information system. Journal of Theory and Applied Management, 9 (3), 196-209. DOI: https://doi.org/10.20473/jmtt.v9i3.3075
- Sorbie, J. (2015). Exploring teacher perceptions of blended learning. ProQuest Dissertations and Theses, 251.
- Stiglitz, J. (2016). Google apps in classrooms and schools.
- Sumintono, B. & W. Widhiarso. (2014). Rasch model application for social science research. Yogyakarta: Trim komunikata ISBN: 978-602-14371-1-7
- Tondeur, J., Siddiq, F., Scherer, R., & Baran, E. (2017). Exploring the link between pre-service teachers’ ICT-related profiles and their TPACK
References
Ahmad, I. (2018). Digital learning process in the age of the industrial revolution 4. 0 era technology disruptions. Ministry of Research, Technology and Higher Education, 1-13.
Bell, B. K. (2015). Teacher ’ s guide to google’s classroom. Shake Up Learning, LLC, 1–45
Davis, FD (1986). A technology acceptance empirically testing new models for end-user information systems: Theory and results. Management, PhD. (April), 291. https://doi.org/oclc/56932490
Dewi, K. C., Ciptayani, P. I., Surjono, H. D., & Priyanto. (2018). Critical success factor for implementing vocational blended learning. Journal of Physics: Conference Series, 953(1). https://doi.org/10.1088/1742-6596/953/1/012086 DOI: https://doi.org/10.1088/1742-6596/953/1/012086
Geer, R. (2009). Strategies for blended approaches in teacher education. Effective Blended Learning Practices, 39–61. https://doi.org/10.4018/978-1-60566-296-1.ch003 DOI: https://doi.org/10.4018/978-1-60566-296-1.ch003
Hidayat, ML (2018). The modification of lms quipperschool to improve senior high school students' concept mastery of biology subject, topic: human reproduction health. Journal of Educational Science and Technology (EST), 4 (1), 32-38., 4 (1), 32-38. DOI: https://doi.org/10.26858/est.v4i1.5215
Iftakhar, S. (2016). Google classroom: what works and how? Journal of Education and Social Sciences, 3 (1), 12-18. Retrieved from http://jesoc.com/wp-content/uploads/2016/03/KC3_35.pdf
Juniati, D.,et.al. (2017). Implementing google apps for education as learning management system in math education. IOP Conf. Series: Journal of Physics: Conf. Series 895 (2017) 012053, 895. https://doi.org/10.1088/1742-6596/895/1/012053 DOI: https://doi.org/10.1088/1742-6596/895/1/012053
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Journal Research in Learning Technology, 20 (1), 1-18. https://doi.org/10.3402/rlt.v20i0/14406 DOI: https://doi.org/10.3402/rlt.v20i0.14406
Kumar, J. A., & Bervell, B. (2019). Google classroom for mobile learning in higher education : Modelling the initial perceptions of students. Education and Information Technologies, 1793–1817. https://doi.org/https://doi.org/10.1007/s10639-018-09858-z DOI: https://doi.org/10.1007/s10639-018-09858-z
LaRose, R., & Eastin, MS (2004). A social cognitive theory of internet uses and gratification: toward a new model of media attendance a social cognitive theory of internet uses and gratification: toward a new model of media attendance. Journal of Broadcasting & Electronic Media, 48 (3), 358-377. https://doi.org/10.1207/s15506878jobem4803 DOI: https://doi.org/10.1207/s15506878jobem4803_2
Lee, Y., Kozar, KA, & Larsen, KRT (2003). The technology acceptance model: past, present, and future. Communications of the Association for Information Systems, 12 (50), 752-780. https://doi.org/10.1037/0011816 DOI: https://doi.org/10.17705/1CAIS.01250
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: a dangerous idea? Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001 DOI: https://doi.org/10.1016/j.iheduc.2012.12.001
Nasir, M. (2018). Improving the quality of vocational education in the era of industrial revolution 4.0. Kemenristek Higher Education.
Newhouse, C. P., Williams, P. J., & Pearson, J. (2006). Supporting mobile education for pre-service teachers, 22(3), 289–311. DOI: https://doi.org/10.14742/ajet.1288
Nizal, I., Shaharanee, M. Jamil, JM, Syamimi, S., & Rodzi, M. (2016). The application of google classroom as a tool for teaching and learning. Journal of Telecommunication, Electronic and Computer Engineering, 8 (10), 8-11. DOI: https://doi.org/10.1063/1.4960909
Ramdhani, N. (2009). Model behavior using ict "NR2007" development of the technology acceptance model (tam). Psychology Bulletin, 17 (1), 17-27. https://doi.org/10.22146/bpsi.11478
Sayekti, F., & Putarta, P. (2016). Application of the technology acceptance model (tam) in acceptance testing model of regional financial information system. Journal of Theory and Applied Management, 9 (3), 196-209. DOI: https://doi.org/10.20473/jmtt.v9i3.3075
Sorbie, J. (2015). Exploring teacher perceptions of blended learning. ProQuest Dissertations and Theses, 251.
Stiglitz, J. (2016). Google apps in classrooms and schools.
Sumintono, B. & W. Widhiarso. (2014). Rasch model application for social science research. Yogyakarta: Trim komunikata ISBN: 978-602-14371-1-7
Tondeur, J., Siddiq, F., Scherer, R., & Baran, E. (2017). Exploring the link between pre-service teachers’ ICT-related profiles and their TPACK