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Humanities & Social Sciences Reviews
eISSN: 2395-6518, Vol 7, No 2, 2019, pp 240-246
https://doi.org/10.18510/hssr.2019.7227
240 |www.hssr.in © Alim et al.
THE EFFECTIVENESS OF GOOGLE CLASSROOM AS AN
INSTRUCTIONAL MEDIA: A CASE OF STATE ISLAMIC INSTITUTE OF
KENDARI, INDONESIA
Nur Alim1, Wa Linda2, Fahmi Gunawan3*, Mohd Shamsuri Md Saad4
1,2,3Institut Agama Islam Negeri Kendari, Indonesia.
4Universiti Teknikal Malaysia Melaka, Malaysia.
1nuralimbasri@gmail.com, 2walinda@gmail.com, 3*fgunawanp@gmail.com, 4shamsuri@utem.edu.my
Article History: Received on 07th January, Revised on 19th February, Published on 19th March 2019
Abstract
Purpose: This study aims to explore the effectiveness of Google Classroom in the learning process at the State Islamic
Institute of Kendari.
Methodology: The research method used in this study is a qualitative method, in-depth interview. Data collection was
done through interview sessions with students from the Faculty of Teacher Training and Education.
Main Findings: The findings showed that the use of Google Classroom was effective with various limitations: (1) not all
students got an account what was provided by the lecturers because they did not have a smartphone, (2) Wi-Fi
availability in the campus was limited and (3) the students did not have enough mobile data plan during the time of
online discussion and even some students submitted their assignments using their friends’ account.
Applications of this study: The study will allow future initiatives to take into consideration the issues and challenges
related to accessibility, connectivity and affordability among the users of the platform, in this case the students.
Novelty/Originality: This study provides valuable insights into the initiatives taken by the institutions of higher
education in Indonesia that lack a proper platform for implementing e-learning. Issues and challenges found in this study
contribute to making important strategic decisions when designing and implementing such initiatives in the future.
Keywords: Effectiveness, Google Classroom, Learning Media, State Islamic Institute of Kendari
INTRODUCTION
Advances in science and technology are increasing rapidly, especially in the field of technology. The dynamics of today's
technology achieve outstanding acceleration (Al-Emran, Elsherif & Shaalan, 2016; Jano et al, 2015). The educational
model has now proven that a majority of educational activities is inseparable from technological practices (Aagaard,
2017). Technological developments take part in supporting the learning process. Online media becomes a tool for
information and can be used as a learning resource (Evans, 2014). Hence, the learning resources can currently be
completed, which is not only coming from lecturers or teachers but information can also be obtained from the online
media. The use of online media as learning resources are deemed appropriate to produce global information without time
and distance limitation (Hamid et al, 2015).
The learning activities are educative message transformation process in the form of learning materials from learning
resources to learners. Learning resources in the learning activities are lecturers and the messages delivered are the
learning materials received by the receiver of the message, namely students. In the process of learning to communicate
the message of the lecturer to the students, the messages need to be received well to affect their understanding and induce
changes in their behavior (Anshari et al., 2017). Thus, the success of learning activities is dependent upon the
effectiveness of the communication process that occurs during the lesson (O'Flaherty & Phillips, 2015).
Approach to learning through Google classroom is a part of a strategy that uses technology to facilitate faculty and
students in the learning process (Ocampo, 2017). In Google Classroom, lecturers can provide materials on the subject
being taught. The lecturers can post some teaching materials, assign tasks for students, and upload the students’ grade, so
that they can immediately see the scores obtained in the course. In addition, Google Classroom can be an alternative to
postpone meetings when the lecturers are outside the city or are busy during class hours. Google Classroom also
minimizes the costs incurred due to the use of more affordable stationery and other materials, and can minimize time-
released energy (Inoue & Pengnate, 2018). In short, the time and energy spent by Google Classroom users will be lesser
than the usual. However, one of the significant barriers for realizing the effectiveness of learning from online classes is
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that not all students have an online account. In addition, there are also students who do not have smartphones or a data
plan for attending online discussion sessions. As a result, the use of Google Classroom by the faculty of teacher training
and education may not be optimally effective.
Review of literature on Google Classroom shows that several studies focus on the effectiveness of E-learning Moodle,
Google Classroom and Edmodo (Hakim, 2016), optimization of using Google Classroom as a learning media (Soni,
2018), Google classroom as an alternative way to enhance learning quality (Sewang, 2017), and Google Classroom as a
media for Improving Attainment of Graduate Attributes (Madhavi, Mohan & Nalla, 2018). The present study focuses on
ways in which Google Classroom can be used effectively as a learning medium. The effectiveness is analyzed from the
aspects of message receiver, content, communication media, format, source, and appropriateness or timing. Moreover,
the purpose of this study was to analyze the nature of Google Classroom utilization in the Faculty of Teacher Training
and Education at IAIN Kendari, Indonesia.
LITERATURE REVIEW
The Effectiveness of Communication
According to Hardjana (2003), communication effectiveness is measured by several components including receiver / user
(receiver), the message content (content), communication media (media), the message format (format), the source of the
message (source), and appropriateness (timing).
1. Recipient / user (Receiver)
A receiver / user of the message is said to be effective if the recipient of the message is someone who is expected to
receive the message. If the recipient of the message is in accordance with the intended recipient, it needs to measure the
quantity of information to find out how the recipient uses the media to meet the need for information.
2. Message content (Content)
The properties of content or information that is expected from a media that conveys messages / information effectively
include (a) Contents of the message must be accurate and prudent, starting from the accuracy of the spelling of the name,
number, date and age, information and facts encountered. Not only that, accuracy also means the right to give a general
impression, correct in view of the news achieved by the presentation of the details of the facts and by the pressure
exerted on facts. (b) Contents of the message must be full, fair and balanced. What is meant by fairness and balanced is
that a maker should provide information about what is really going on. Fair and impartial element in a message /
information may be just as difficult to achieve as well as accuracy in presenting the facts. (c) Contents of the message
must be objective. Message / Information objective refer to the message / information created which reflect reality, not
biased, and free from prejudice. This objective includes the obligation of a communicator in conveying information
about an event as a whole, not cut into pieces by a subjective tendency. (d) Contents of the message should be concise
and clear. Its presentation must be simple. In short, the content must be concise, clear and simple. The message should
not use a lot of words and must be direct and coherent.
3. Communication media
Selection of channel or media is very important in planning the message centered on the receiver. If the media has a high
credibility factor, then the media is able to disseminate information quickly, easily used or accessed, and also it displays
additional features of information to the recipient of the information
4. Message format
The properties of the format of the effective message/information are as follows: (a) It should be short and simple. Short
format refers directly to the subject matter (to the point) and is not wordy, while simple means that it always gives
priority to the selection of a word or phrase having most known and heterogeneous meaning in terms of the level of
intellectual and demographic characteristics and its psychographics. (b) It should be clear and easy to grasp the point. It
also has clear meaning and objectives. (c) It is able to generate interest and capture the attention of the recipients,
triggering their willingness to read.
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5. Source/information
The credibility of the source is essential to know whether the information presented is high quality or not credible. The
credibility of a source of information is a level which describes the extent to which these resources can be trusted by the
recipients.
6. Timing
The first thing that must be considered while using a social media is the target audience. The diversity of the audience
can be described as two sides of a coin. On the one hand it can be a positive thing for targeting wider market
opportunities, but on the other hand if it fails to target the right type of audience, it is quite likely the information will end
up in vain. Also, the target audience are active only during certain times. That is it is always important to know the right
time to post anything or any information on social media.
Google Classroom
Google Classroom is an internet-based service provided by Google as an e-learning system (Martínez-Monés et al.,
2017). This service was designed to help teachers create and distribute tasks to the students in a paperless way. Users of
this service must have an account in Google. In addition, Google Classroom can only be used by schools that have
Google Apps for Education. Google Classroom was used to facilitate the interaction of a professor or teacher with a
student or students in the virtual world (Liu & Chuang, 2016). Lecturers freely hand out a scientific assessment and
provide an independent assignment to the students (Wijaya, 2016). In addition, professors can also open space for online
discussion for students. Google Classroom utilization can be made through multiple platforms, i.e., through computers
and mobile phones. Lecturers and students can visit the website at https://classroom.google.com or download the app via
Play Store on android or iOS app store with keywords “Google classroom”. The LMS usage is free of charge, so that
utilization can be performed as needed.
Google Classroom education is one of the features provided by Google Apps for Education (GAFE) which was released
to the public on August 12, 2014. Google Classroom is an application that allows the creation of classrooms in
cyberspace. Google Classroom can be used as a means for the distribution of tasks, assignments submission as well as
assessment. Google Classroom can be downloaded without any charge by registering themselves on the Google account
application for education [19]. Google Classroom app is very useful for online teaching and learning, and can be
obtained for free of charge and can be used on any device. One of the sophistications of this application is that it can be
used collaboratively with other groups. There are so many advantages of using Google Classroom as one of the Learning
Management Systems (LSM) (Izenstark & Leahy, 2015).
1. Quick and convenient setting
The setup process of Google Classroom is very fast and convenient than having it installed or registered to local LMS or
LMS provider. Lecturers can access Google applications and can begin to share tasks and learning materials. Lecturers
can do this by adding a list of students or share a unique code that allows access to their online classes in Google
Classroom. Google Classroom is simple and easy to use, making it ideal for lecturers although the levels of e-Learning
experiences are diverse.
2. Time saving
Students no longer have to download a particular task by the lecturers. Lecturers just need to create and distribute files of
duty to their students online. Lecturers can also determine the ranking, provide feedback for all the tasks and assess them
using Google Classroom. Thus, there is the potential to save most of the time for both of them, both students and
lecturers. Everything is paperless, so that no time is wasted distributing physical documents and that students can
complete their tasks online on time, making it easier for them to meet the deadline and online learning can be tailored to
daily schedule.
3. Increase in cooperation and communication
One of the most important benefits of using Google Classroom is the very possibility to achieve an efficient online
collaboration. Lecturers can send notifications to their students to start an online discussion or tell them about certain
online learning activities. On the other hand, students have the opportunity to give feedback to their friends by posting
directly to the flow of discussions in Google Classroom. Thus, if they need help because they have difficulties to
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understand an assignment or want to learn more about a particular topic, they can get feedback directly from their virtual
classmates.
4. Centralized data storage
With Google Classroom, all participants including students and lecturers are located in one centralized location. Students
can view all their tasks in a specific folder, the lecturer can keep learning materials and activities for the academic year in
the cloud and all the scores/grades can be seen in this application. There is no need to worry about missing documents or
missing votes, because it is all stored in this free LMS.
5. Quick sharing of resources
Online facilitator/lecturer has the power to share information and resources directly online with their students. Instead of
having to update the e-Learning courses or sending individual emails to each student, they stay connected to Google
Classroom and distribute links to online resources and e-Learning materials enhancements that can benefit their students.
This gives students the opportunity to obtain timely updates related to the current lesson, so that they can better
understand the material and access multimedia equipment that can improve their eLearning experience (Anshari et al.,
2017).
METHODOLOGY
Data collection is an important step in scientific research. The method used in this research is descriptive qualitative
through interview sessions with students from the Faculty of Teacher Training and Education at the State Islamic
Institute of Kendari (IAIN Kendari). The data were collected through in-depth interview phase (Creswell & Creswell,
2017) to investigate the effectiveness of Google Classroom in the learning process. This interview was conducted with
the students’ consent. Furthermore, the obtained data were analyzed to describe the information collected so that the
information can be understood not only by the researchers but also by those who seek the results of this research. The
data were thematically analyzed to develop a communication effectiveness framework to understand the phenomena
being investigated. Data analysis was conducted after the interviews were completed and the researchers analyzed the
data thematically to explain the findings in accordance to the framework (Glaser, & Strauss, 2017).
FINDINGS
The faculty of teacher training and education is the oldest faculty at State Islamic Institute (IAIN) of Kendari. The faculty
also has more departments than other faculties. From this research, we can put forward some important points that will
be formulated from data obtained, both advantages and limitations as the important points in this discussion.
The Effectiveness of Google Classroom Learning
In order to measure the effectiveness of the utilization of Google Classroom, the researchers used previous theories about
the effectiveness of the communication presented by Hardjana (2003) among others: the message recipients, contents,
communication media, format, source, and timing.
1. Effectiveness of Message Recipients
Based on the interview responses from the students, the effectiveness of the message recipients of the online classes
following the Google Classroom can be analyzed. It has been found that the message recipient is in line with the intended
recipients. This means that when the lecturers want to a post material or provide a task, they post it directly on the
accounts of students who are bound by the learning process so that the students could immediately see the lecturer’s
posts as a conduit of information.
2. Effectiveness of Content
Based on the interview responses from the students, the content of the message / information delivered by the lecturers in
Google Classroom has been found to be quite complete but this information still required more explanation from the
lecturers, especially the statistics module. So that when the students do not understand the material posted, they
immediately commented and asked each other. Some students have also been asked by the professors to meet them
directly on campus.
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3. Effectiveness of Communication Media
Google Classroom learning communication is effectively used by the faculty of Teacher Training and Education.
However, there are some technical constraints caused due to several issues like some students of the study group do not
access the account provided by their concerned lecturers. In addition, there are also students who do not have a
Smartphone. Wi-Fi availability on campus is still limited. There are also students do not have an ideal data plan for
attending online discussions and even some students submit their assignments using friends’ account.
4. Effectiveness of Message Format
The level of effectiveness of online classes on the message format indicator shows that the format of the message that is
the lecture materials matches to the students as recipients of the message. However, the materials posted must fully meet
the needs of students effectively in addition to taking on Google Classroom materials; they are also looking for material
in the libraries or other sources. However, not all students can understand the material posted, they need further
explanation from the lecturer.
5. Effectiveness of Source
Based on the interview responses from the students, the effectiveness of the source of the message presented explain that
the lecturers who use Google Classroom for posting the material always post only PDF materials in the form of journals
and alumni thesis. There is also a lecturer who posts materials and resources in his own BlogSpot with complete sources
at the end of their writing. Then it can be concluded that the source of the message has a clarity that can be accounted for
truth.
6. Effectiveness of Timing
The level of effectiveness of Google Classroom on punctuality indicators indicate that the level is quite effective because
professors do not have a time limit for posting material on Google Classroom. However, the students may sometimes
submit their work assignments too late beyond the time specified by the lecturer due to lack of time or too much work. In
such cases, the lecturers will provide scores/grades to students who are late.
DISCUSSION / ANALYSIS
Google Classroom is very useful in improving the abilities and skills of each student. Students can learn by themselves
and through guidance. Students can find new things by demanding to actively learn through Google Class. While the role
of supervisor is very vital for students to absorb the knowledge taught, the students can easily obtain the competence of
the supervisor. However, the use of Google Class in learning must be supported by technological infrastructure. This
requires a set of computers and the internet so that the Google Class can run well. The lecturers must prepare the material
and upload them in Google Class so that students can access the material without any space and time constraint. The
material uploaded can be in the form of articles or text, images, audio, videos, and several other teaching materials.
Google Class provides facilities for the instructors to upload material. In addition, students’ submission of online
assignments can also be monitored in an orderly manner.
Lecturers and students can interact with each other through the chat facilities provided by Google Class. Interaction
through these facilities can be carried out in groups or privately so that the lecturer is able to monitor the development of
competencies among their students. The teacher can directly interact with an individual when he/ she experiences
problems or asks something personal. Chat facilities can basically improve students' ability to communicate and
collaborate. Video conference is an alternative choice if you want to invite speakers from outside. This can reduce the
budget and costs associated with inviting speakers from outside, especially from other countries. In addition, this facility
is used if it is not possible to have a face to face interaction in a classroom setting. Google Class is one of the choices for
doing video conferencing, because it already integrates with Google Hangout. Unlike the Google Class, Edmodo can also
be used for video conferencing that are integrated with Skype and BigblueButton which must be installed in advance so
that they can be used properly (Rochmah & Majid, 2018). The use of Google Class can improve the attitude of students
towards adopting new technologies. This is because the development of technology is getting faster, so that if students
are not able to adapt well it is feared that there will be a lag in technology. Changing the learning paradigm from being
teacher centered to student centered requires the use of technology. Students are more creative in exploring science and
can easily adapt to technological developments. Thus it is hoped that when working later on, the student is able to adapt
to the work environment. Good adaptability is very much beneficial for employees in order to survive and enhance their
career opportunities at the workplace.
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245 |www.hssr.in © Alim et al.
The current research is in line with the research conducted by Rochmah and Majid (2018) about building virtual classes
in Indonesia. In their research, they indicated that virtual classes can improve students' abilities, skills, and independence
in mastering the subject matter taught. Students can easily obtain the competence of the supervisor and access the
learning materials easily, and the mentor will be able to blend with the students. Virtual classes are in the form of
Moodle, Edmodo, Trello, Sophia, Remix Learning, Schoology, and Twiducate. In line with this research, Gunawan and
Sunarman (2018) in their research also revealed that Google Classroom has been adopted by 88% Indonesian Vocational
Schools. Learning with Google Classroom has the potential to enhance the problem solving skills of students. In
addition, at Daffodil International University, Bangladesh, Google Classroom provides a vital chance to promote blended
learning and professional development. The study can be effective in understanding and evaluating the perceptive to
teachers 'and learners' quality teaching and learning through Google Classroom (Iftakhar, 2016). In Pangasinan State
University, Lingayen Campus, Philippines, Google Classroom is recommended in teaching and learning processes
(Ventayen, Estira, De Guzman, Cabaluna, & Espinosa, 2018). In the United States, the researchers found that students
were very positive about Google Classroom and believed that they learned more from online classes than they would
have from the traditional classes (Dufresne, Gerace, Leonard, Mestre & Wenk, 1996). Finally, this study confirms that
Google Classroom is very useful and effective in improving students' skills, abilities, discipline, and independent
learning through teaching materials.
CONCLUSION
In conclusion, the use of this application is effective. However, there are some technical constraints caused by several
things including the students of any study group not able to access the account provided by the lecturers. In addition,
there are also students who have limited access to smartphones. Besides, Wifi availability on campus is still limited.
There are also students who do not have a suitable data plan for taking part in online discussions and some students even
submit their assignments from their friend's account.
LIMITATIONS AND STUDY FORWARD
This study has some limitations. Only students from the Faculty of Teacher Training and Education Faculty in IAIN
Kendari were interviewed. Future research could include students from other faculties and also lecturers in order to get
more comprehensive and meaningful findings.
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