THE EFFECTIVENESS OF

GOOGLE CLASSROOM AS A
VIRTUAL CLASS IN PHYSICS
LEARNING DURING PANDEMIC

Subhan Jaelani, Bunga Dara Amin, Khaeruddin

 INTRODUCTION

Problem
Technology
Google Classroom

Study Online
Effective
Whatsapp
 Formulation of the problem
1. How is the effectiveness of using google classroom assisted by video learning
in online learning physics in terms of student learning activities?
2. How is the effectiveness of using google classroom with video-assisted
learning in physics online learning in terms of the teacher's ability to manage
learning?
3. How is the effectiveness of using Google Classroom with the help of learning
videos in online learning of physics in terms of students' learning
completeness
4. How is the effectiveness of using google classroom with video-assisted
learning in physics online learning in terms of students' study time?
5. How is the effectiveness of using google classroom with video-assisted
learning in physics online learning in terms of the positive attitudes of
students?
 Research Purpose
1. Describes the effectiveness of using Google Classroom with the help of
learning videos in online physics learning in terms of student learning
activities.
2. Describes the effectiveness of using google classroom with video-assisted
learning in online physics learning in terms of the teacher's ability to manage
learning
3. Describes the effectiveness of using google classroom assisted by video
learning in online physics learning in terms of students' learning
completeness
4. Describes the effectiveness of using Google Classroom with the help of
learning videos in online physics learning in terms of students' learning time
5. Describe the effectiveness of using Google Classroom with the help of
learning videos in online physics learning in terms of the positive attitudes of
students
 Benefits of Research

x t er
Sc Ne rch
ho s ea
ol Re
Students Theoritical
Framework of Thinking
 RESEARCH METHODS
Types of Research
Research Variable
This research
Students used ateacher
Activities, descriptive study
ability obtained
in manage using a combination
learning, approach,
learning mastery
namely
Student qualitative
study time,and
andquantitative methods
attitude students
Research
Data Collection
time and
Technique
place
This research >>
Quantitative wasStudents
carried Activities,
out in the even semester
teacher ability of
in the 2020-2021
manage academic
learning, year
learning
in Tahfizhul
Mastery, Qu r'anstudy
students Statetime,
High and
School Imam students
attitude Asy-Syathiby Wahdah Islamiyah Gowa,
South Sulawesi: Resources
Qualitatative
Population and Samples
Research Instrument
The research
Populasi instrument
>> all students used
of thewas
9th-an observation
grade student ofsheet
SMASonTahfizhul
student Qur’an Imam
activities and Asy-Syathiby
student learning time, The observation sheet on the teacher's ability
W.I Gowa
toSampel
manage>> learning,
studentslearning mastery
of 11th-grade test consists,
students of maththe
andresponse sheetin 1.
science class
for students' positive attitude
Data Analysis Technique
Students Activities, teacher ability in manage learning, learning mastery
Student study time, and attitude students
𝐹
P= x 100 %
𝑁
Keterangan:
P = Percentage Number
F = Frequency aspect of observation
N = Aspects observed
100% = Fixed number
Data Analysis Technique
Learning Mastery
𝑿
𝐊𝐁 = 𝐱 𝟏𝟎𝟎 %
𝒀
KB = Individual learning mastery KK = Klasikal learning mastery
X = Student scores ∑P = Completed Student
Y = Maximum Score
∑N = Many Student
 RESULTS AND DISCUSSION
Effectiveness of Student Activities
Description of the Effectiveness of Teacher's Ability in Managing Learning process
Description of the Learning Completeness Effectiveness
The Description of the Student Study Time Effectiveness
Description of the Students' Positive Attitudes Effectiveness

POSITIVE SIKAP NEGATIF

81,2% 19%
 Resources

Do other activites
Internet Network

Not used to using Don’t like study

Google classroom
online
 CONCLUSION
1. The effectiveness of google classroom with the explanations videos on an online Physics
activity for student learning activities in 2nd, 4th, 5th, 6th, and 8th is in the effective category,
while meetings 1st, 3rd, and 7th are ineffective.
2. The effectiveness of using google classroom assisted learning video on online learning Physics
activity in terms of the teacher's ability to manage learning is in the very good category. The
learning process is carried out very well.
3. The effectiveness of google classroom assisted learning video on online physic learning
activity in terms of learning completeness is in the effective category.
4. The effectiveness of google classroom assisted learning video on online physical learning
activity in terms of student learning time for 2nd, 4th, 5th, 6th, and 8th meetings is in the
effective category, while 1st, 3rd, and 7th are in the ineffective category.
5. The effectiveness of google classroom assisted learning video on online physical learning
activity in terms of students' positive attitudes is in the effective category. It is due to
students' positive response in using video-assisted Google Classroom in learning physics being
more significant than the negative response
THANK YOU