Strategy for Implementing Blended Learning With Google Classroom during the COVID-19 Pandemic Era in Higher Education
- DOI
- 10.2991/assehr.k.201017.124How to use a DOI?
- Keywords
- blended learning, Google classroom, learning independence, critical thinking, learning achievement
- Abstract
This paper explains the strategy of implementing blended learning with Google Classroom in the Covid-19 pandemic era in improving the learning independence and critical thinking skills of students in the PPKn (civic education) Lesson Planning course in Higher Education. The research subjects were the first-semester PPKn students of class 2018/2019, University of Muhammadiyah Malang. Data were collected using questionnaires, observation, documentation, assignments, and tests. The framework used was classroom action research with the Kemmis-Taggart cycle model. The study stages were divided into three cycles, with each cycle consisting of four steps: planning, implementing actions, observing, and reflecting—data analysis using qualitative descriptive analysis. The research findings resonate closely with other researchers in developed countries, which shows that the application of blended learning with Google Classroom has proven successful in increasing the students’ learning independence and critical thinking. Students’ ability to learn independently before blended learning was 17.14%, and after the last cycle, it increased to 90.027%. Initially, students’ critical thinking skills were 25.29%, which rose to 90.37% after blended learning.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Nurul Zuriah PY - 2020 DA - 2020/10/20 TI - Strategy for Implementing Blended Learning With Google Classroom during the COVID-19 Pandemic Era in Higher Education BT - Proceedings of the International Conference on Community Development (ICCD 2020) PB - Atlantis Press SP - 559 EP - 563 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201017.124 DO - 10.2991/assehr.k.201017.124 ID - Zuriah2020 ER -