The Implementation of Google Platform-Assisted E-Learning to Improve Students’ Mathematical Understanding on Junior High School

Riki Candra; Heris Hendriana; Tatang Supriatna

doi:10.22460/jiml.v8i4.29743

Authors

Riki Candra IKIP Siliwangi, Cimahi, Indonesia
Heris Hendriana IKIP Siliwangi, Cimahi, Indonesia
Tatang Supriatna IKIP Siliwangi, Cimahi, Indonesia

DOI:

https://doi.org/10.22460/jiml.v8i4.29743

Keywords:

E-learning , Google Meet , Google Forms , Mathematical Understanding , Junior High School

Abstract

The rapid development of digital technology has transformed the educational landscape, encouraging the integration of online learning platforms in classroom instruction. In mathematics education, e-learning tools offer opportunities to enhance students’ conceptual understanding through interactive and accessible digital media. This study aims to determine the improvement in students’ understanding of mathematical concepts through the implementation of Google Platform-assisted e-learning using Google Meet and Google Forms at SMP Negeri 2 Seruway. The research employed a quantitative approach with a pre-experimental method and a One Group Pretest–Posttest design. The population comprised all eighth-grade students (58 students), with class VIII-A consisting of 16 students selected as the sample. Learning activities were conducted using Google Meet for synchronous sessions and Google Forms for formative assessments on probability material. Data were collected through pretest and posttest instruments, and the results were analyzed using descriptive statistics and correlation tests. Findings revealed an increase in the average score from 53.94 before the treatment to 74.25 after. The hypothesis test used the t-test formula, obtaining a t-count value of 8.26, which was greater than the t-table value of 2.13 at a significance level of α = 0.05. These results indicate a significant improvement in students’ mathematical understanding after implementing e-learning through Google Meet and Google Forms. In conclusion, the use of Google-based e-learning effectively supports students’ conceptual understanding and promotes a more engaging mathematics learning experience.

References

Anggoro, B. S. (2015). Sejarah teori peluang dan statistika. Jurnal Pendidikan Matematika, 6.

Apriyono, A. (2013). Analisis overreaction pada saham perusahaan manufaktur di Bursa Efek Indonesia (BEI) periode 2005–2009. Jurnal Nomina, 2(2).

Batubara, H. H., & Ariani, D. N. (2016). Workshop penggunaan Google Form sebagai media evaluasi pembelajaran pada dosen-dosen Fakultas Studi Islam. Jurnal Al-Ikhlas, 2(1).

Elyas, A. H. (2018). Penggunaan model pembelajaran e-learning dalam meningkatkan kualitas pembelajaran. Jurnal Warta, 56, 1829–7463.

Hanum, N. S. (2013). Keefektifan e-learning sebagai media pembelajaran (Studi evaluasi model pembelajaran e-learning SMK Telkom Sandhy Putra Purwokerto). Jurnal Pendidikan Vokasi.

Hendriana, H., et al. (2018). Hard skills dan soft skills. Bandung: PT Refika Aditama.

Iswara, et al. (2018). Pengaruh bahan ajar muatan lokal mengenal potensi Bengkulu terhadap hasil belajar siswa. Jurnal PGSD, 1(1), 1–7.

Kobayashi, M. (2015). Students’ evaluation of Google Hangouts through a cross-cultural group discussion activity. Journal of Distance Education, 16, 1302–6488.

Lestari, et al. (2018). Penelitian pendidikan matematika. Bandung: Refika Aditama.

Mardiana, T., & Purnanto, A. W. (2017). Google Form sebagai alternatif pembuatan latihan soal evaluasi. University Research Colloquium, Universitas Muhammadiyah Magelang.

Nasution, E. (2016). Pengaruh metode SAVI dan metode inquiry terhadap prestasi belajar matematika siswa kelas VIII SMP Muhammadiyah Medan. Jurnal EduTech, 2(1).

Nasution, S. (2017). Variabel penelitian. Jurnal Program Studi PGRA, 5(2).

Purtranto, A. (2012). Perancangan sistem e-learning berbasis web pada World Vision Indonesia. ComTech, 3(1).

Riyanto, S., & Hatmawan, A. A. (2020). Metode riset penelitian kuantitatif: Penelitian di bidang manajemen, teknik, pendidikan dan eksperimen. Yogyakarta: Budi Utama.

Rohmah, L. (2016). Konsep e-learning dan aplikasinya pada lembaga pendidikan Islam. Jurnal An-Nur, 3(2).

Sadiman, A. S., et al. (1986). Media pendidikan. Jakarta: CV Rajawali.

Sawitri, D. (2020). Penggunaan Google Meet untuk work from home di era pandemi Coronavirus Disease 2019 (COVID-19). Jurnal Prioritas: Jurnal Pengabdian Masyarakat, 2(1).

Seok, S. (2008). The aspect of e-learning. International Journal on E-Learning, 7(4).

Sholichah, A. S. (2018). Teori-teori pendidikan dalam Al-Qur’an. Jurnal Pendidikan Islam, 7.

Sugiyono. (2018). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Sumiharsono, M. R., & Hasanah, H. (2017). Media pembelajaran. Jember: Pustaka Abadi.

Susilana, R., & Riyana, C. (2019). Media pembelajaran. Bandung: CV Wacana Prima.

Tafonao, T. (2018). Peranan media pembelajaran dalam meningkatkan minat belajar mahasiswa. Jurnal Komunikasi Pendidikan, 2(2).

Wahidmurni. (2017). Pemaparan metode penelitian kuantitatif. Jurnal Penelitian Kuantitatif, 3.

Wijaya, U. U. T., Destiniar, & Mulbasari, A. S. (2018). Kemampuan pemahaman konsep matematis siswa dengan menggunakan model pembelajaran Auditory Intellectually Repetition (AIR). Seminar Nasional Pendidikan Universitas PGRI Palembang, 7, 978–602–52451.

Yusuf, A. M. (2017). Metode penelitian: Kuantitatif, kualitatif dan penelitian gabungan. Jakarta: PT Fajar Interpratama Mandiri.

Yusuo, F. (2018). Uji validitas dan reliabilitas instrumen penelitian kuantitatif. Jurnal Ilmiah Kependidikan, 7.