Using blended learning with the help of google classroom and whatsapp in learning of solid substance physics
DOI:
https://doi.org/10.23971/eds.v11i2.4702Keywords:
Blended learning, Google Classroom, WhatsappAbstract
This study aims to determine the effect of blended learning assisted by Google Classroom and WhatsApp on students' cognitive abilities in solid substance physics lectures. This research is pre-experimental research with a one-group pretest-posttest design. The research sample was 30 students who were taken with the probability sampling technique. Data collection was done using tests and non-tests. The data analysis technique used was descriptive statistics. The analysis showed that students' cognitive abilities reached good criteria, with an average pretest score of 40.13. In contrast, students' cognitive skills on the posttest amounted to 71.17, with an average n-gain of 0.52. The results of student responses to the implementation of blended learning assisted by Google Classroom and WhatsApp, most students gave a positive response; this can be seen from the acquisition of an average percentage value of 73.30%.References
Abdullah, W. (2018). Blended learning model in improving learning effectiveness', Fikrotuna, 7(1), pp. 855-866.
Bawaneh, S.S. (2011). The effects of blended learning approach on students' performance: Evidence from a computerized accounting course', International Journal of Humanities and Social Science, 1(6), pp. 63-69.
Dihamri, D., Haimah, H., Sugandi, W., Zairin, Z., & Srifitriani, A. (2021). blended learning alternative learning in higher education in the new normal era. Georafflesia Journal: Scientific Articles on Geography Education, 6(1), 1-10.
Gunawan, I. and Palupi, A.R. (2016). Bloom's taxonomy - revised cognitive domain: a framework for learning, teaching, and assessment', premiere educandum: Journal of Basic Education and Learning [Preprint]. doi:10.25273/pe.v2i02.50.
Hadi, B. (2016). Utilization of whatsapp application in blended learning-based learning at SMK N 1 Sragen', in Proceedings of the National Seminar on Educational Technology.
Haka, N. B., Anggita, L., Anggoro, B. S., and Hamid, A. (2020). The effect of blended learning assisted by Google Classroom on creative thinking skills and learning independence of learners. Edu Sains Journal of Science & Mathematics Education, 8(1), pp. 1-12.
Husni, A., Juanda, E.A. and Hamidah, I. (2010). Web-assisted cooperative learning model on static fluid material to improve high school students' concept understanding', in Proceedings of National Seminar on Physics 2010, pp. 451-458.
Indriani, T.M., Fathoni, T. and Riyana, C. (2018). Implementation of blended learning in distance education programs at the vocational secondary education level', Educational Technology, 2(2), pp. 129-139.
Inggriyani, F., Hamdani, A. R., & Dahlan, T. (2019). Student learning interest by using blended learning through Google Classroom in learning basic concepts of elementary Indonesian. Journal of Education, Teacher Training, and Learning Sciences, 3(1), 29.
Juhanda, H. and Sari, P.K. (2014). Analysis of the Quality of the nugraha ekakurir line (JNE) website using the webqual approach and importance-performance analysis according to online seller perceptions', Proceedings of Management, 1(3).
Kartikawati, S. and Pratama, H. (2017). The effect of using whatsapp messenger as mobile learning integrated with group investigation method on critical thinking skills, JUPITER (Journal of Electrical Engineering Education), 2(2), pp. 33-38.
Kurniasari, W., Murtono, M., & Setiawan, D. (2021). Increasing student learning interest using a blended learning model based on Google Classroom. Journal of Education FKIP UNMA, 7(1), 141-148.
Kurniawati, M., Santanapurba, H. and Kusumawati, E. (2019). Application of blended learning using the flipped classroom model assisted by Google Classroom in junior high school mathematics learning, EDU-MAT: Journal of Mathematics Education, 7(1).
Lusiana, R., Krisdiana, I. and Aisyah, S. (2018). Analysis of grade VII students' concept understanding based on Bloom's taxonomy because of cognitive ability. Journal of Mathematics and Science Education, 6(2), pp. 60-69.
Mahaputri, N.L.P. and Dantes, N. (2013). Development of learning achievement tests based on Anderson and Krathwohl's taxonomy on the basic competencies of physics class X odd semester in singaraja city. Indonesian Journal of Educational Research and Evaluation, 3(1).
Mahmudi, I. S., Mas'ula., and Purnamawati. (2022). Effectiveness of learning management with blended learning methods through Moodle and Google Classroom post covid-19 networks. Journal of Technology-Assisted Education Innovation, 2(2): 165-174.
Melton, B., Graf, H. and Chopak-Foss, J. (2009). Achievement and satisfaction in blended learning versus traditional general health course designs. International Journal for the Scholarship of Teaching and Learning, 3(1), p. n1.
Martorejo, T. N. (2020). Covid-19 pandemic: threat or challenge for the education sector. Binus Journal, 7(1), 1-15.
Novia, H., Rusdiana, D. and Kaniawati, I. (2013). Difficulty analysis of crystal structure concepts in solid-state physics lectures for prospective physics teachers. In Proceedings of the 8th National Seminar on Science and Science Education, Faculty of Science and Mathematics, UKSW, Salatiga, pp. 922-2087.
Nurhayati, V., Suyanto, E. and Suana, W. (2018). Design of blended learning tools assisted by learning management system on dynamic fluid material', Journal of Physics Education, 6(1), pp. 21-33.
Nurkholis, N. (2020). The Impact of the novel coronavirus disease (Covid-19) pandemic on psychology and education and government policy. Journal of PGSD, 6(1), pp. 39-49.
Pakpahan, R. and Fitriani, Y. (2020). Analysis of the use of information technology in distance learning amid the Covid-19 coronavirus pandemic. Journal of Information System, Applied, Management, Accounting and Research, 4(2), pp. 30-36.
Prastiyo, W. and Purnawan, P. (2018). Development of YouTube integrated google classroom-based e-learning media for the lightweight vehicle engineering vocational high school. Journal of Vocational Education, 8(1), pp. 53-66.
Purbaningrum, K.A. (2017). High-level thinking ability of junior high school students in mathematics problem-solving in terms of learning style', JPPM (Journal of Mathematics Research and Learning), 10(2).
Sabara, E. and Sabran, S. (2019). Blended learning through google classroom', in LP2M UNM National Seminar.
Saputra, R., Yuniarti, R., & Gunawan, G. (2021). Student perceptions of the implementation of blended learning at Universitas Muhammadiyah Bengkulu. Journal of Science And Social Research, 4(3), 283-290.
Setiaji, B. and Dinata, P.A.C. (2020). Analysis of the readiness of students majoring in physics education to use e-learning in a Covid-19 pandemic situation. Journal of Science Education Innovation, 6(1), pp. 59-70.
Sholihatin, T., Suana, W. and Sesunan, F. (2019). The effect of mobile instant messaging utilization on learning Newton's law material on higher level thinking ability. Tarbawi: Journal of Education Science, 15(1), pp. 1-10.
Sugiono. (2016). Quantitative, qualitative, and R&D research methods. Bandung: Alfabeta.
Downloads
Published
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
