USING GOOGLE CLASSROOM ON INQUIRY BASED LEARNING
TO IMPROVE STUDENTS’ LEARNING PARTICIPATION

Abd. Ghofur
STKIP PGRI Lamongan
Email: ghofurkita@yahoo.com

ABSTRACT
The purpose of this study is to increase student learning participation in the learning
process, because Google Classroom has a wide and unlimited discussion space, where
educators can create collaborative classes in interactive relationships with other
students. Google Classroom has several features that can be used in the learning process,
including the main page that can display the assignments of students, compilation of
classes in accordance with the wishes of educators, storage on Google Drive, accessible
via smartphone, can accommodate all types of files, and can add images profile. Apart
from that there are other features that educators can use in developing material namely
Reusost, Createquestion, Create assignment, and Createannouncement. In addition,
Google Classroom is one of the learning media based on inquiry learning methods,
because Google Classroom can involve students’ abilities to the maximum in finding,
understanding, investigating, analyzing and formulating learning outcomes. The research
method used is a qualitative research method in the form of field research. The results
of the use of Google Classroom media were applied to the design of lectures on learning
strategy courses which consisted of two aspects namely lecture material and lecture
methods. Lecture material is presented in an organized and structured manner, while the
lecture method developed is divided into two, namely group and individual. The results
of this study are an increase of 80% of student participation as measured by the Likert
scale.
Keywords: Google Classroom, Inquiry
ABSTRAK
Tujuan dari penelitian ini adalah meningkatkan partisipasi belajar peserta didik dalam
proses belajar, karena Google Classroom memiliki ruang diskusi yang cukup luas dan
tanpa batas, dimana pendidik dapat menciptakan kelas kolaboratif dalam hubungan
interaktif dengan peserta didikyang lain. Google Classroom memiliki beberapa fitur
yang dapat digunakan dalam proses pembelajaran antara lain halam utama yang dapat
menampilkan tugas peserta didik, penyusunan kelas yang sesuai dengan keinginan
pendidik, penyimpanan di Google Drive, dapat diakses melalui smartphone, dapat
menampung semua jenis file, dan dapat menambahkan gambar profil. Selain itu ada fitur
lain yang dapat digunakan pendidik dalam mengembangkan materi yaitu Reusepost,
Createquestion, Createassignment, dan Createannouncement. Selain itu Google Classroom
merupakan salah satu media pembelajaran yang berbasis metode pembelajaran inkuiri,
karena Google Classroom dapat melibatkan kemampuan peserta didik secara maksimal
dalam mencari, memahami, menyelidiki, menganalisis dan merumuskan hasil belajar.
Metode penelitian yang digunakan adalah metode penelitian kualitatif dalam bentuk
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Jurnal Penelitian Pendidikan, Volume 10, Nomor 2, Desember 2018, hlm. 1503-1509

penelitian lapangan. Hasil pemanfaatan media Google Classroom diaplikasikan ke
dalam desain perkuliahan mata kuliah strategi pembelajaran yang terdiri dari dua aspek
yaitu materi perkuliahan dan metode perkuliahan. Materi perkuliahan yang disajikan
secara terorganisir dan terstruktur, sedangkan metode perkuliahan yang dikembangkan
terbagi menjadi dua yaitu secara kelompok dan individu. Hasil penelitian ini adalah
meningkatnya partisipasi peserta didik sebanyak 80% yang diukur menggunakan skala
likert.
Kata kunci: Google Classroom, Inkuiri
Education is the most important part of
life, because education is a long-term investment
that is able to improve the quality of human
resources (HR). Improving the quality of human
resources in education in addition to doing the
learning process in the classroom can also be done
outside the classroom or outside the study hours,
for example students can study in city parks, in
libraries, even students can learn through the
internet. In the field of education, the internet
is established as a learning media that supports
the school curriculum system (Statistics, 2017).
The internet is established as a support for
the school curriculum because the internet is one
of the learning media whose learning process can
help educators to develop and improve students’
competencies. The Central Bureau of Statistics
conducted a survey of productive age, as many
as 40.96 percent of students aged 5-24 years
who accessed the internet during the last three
months were relatively high (Statistics, 2017).
in the classroom.
Limitations of space and time of learning
can be overcome by utilizing applications
that are on the internet, one of which is an
application provided by Google. There are
several applications provided by Google in the
field of education, including Google Drive,
Google Translated and Google Classroom.
Google Classroom is a set of free productivity
tools that includes email, documents and storage
(Google, 2019). Google Classroom is specifically
designed and collaborative with educators to
help educators save time, organize classes and
improve communication with students.
Google Classroom is one of the learning
media that can create class groups for each class
and sub group for several groups in the class,
making assignments, creating quizzes, discussion
rooms, assessment, and copies of material and
tasks that are automatically stored in Google

Drive (Google, 2019). Google Classroom is also
very useful for education in the face of advances
in technology. The ease of activation process of
Google Classroom is by visiting the site https://
classroom.google.com.
The benefits of Google Classroom for
educators are that they can be prepared easily,
can save time and paper, can manage better,
can improve communication and input, can
function with applications that are educative to
use, affordable and safe (Classroom, 2019). The
presence of Google Classroom has a positive
impact on education because the application
has several features that can be used to actively
help students learn more actively and are very
organized in the storage of learning documents.
Based on the results of the preliminary
study conducted in the student learning process
for the 2017 class of learning strategy subjects,
it was found that there were enough obstacles to
hinder the teaching and learning process in the
classroom. The constraints in question are the
lack of participation of students in the learning
process. The intended participation is when
students are doing the learning process, there are
still many students who feel insecure to discuss
directly with educators.
The course of learning strategy is a
theoretical subject. This course requires a
deeper understanding of the theory, as well as
the practice of applying learning strategies
in various classroom situations and active
discussions. The process of understanding the
application of learning strategies can be done in
the classroom according to the time specified,
but when the implementation process takes place
then there will be discussion between educators
and students. This discussion process requires
a separate space that has no time limit when
students express their opinions.

Abd. Ghofur, Using Google Classroom ...

Based on the problems that occur in the
learning process, a solution is needed that can
increase student participation when learning.
The solution presented was the use of Google
Classroom media based on inquiry learning in
learning strategy courses. The reason for choosing
the Google Classroom media is in accordance
with the benefits of Google Classroom, which
states that there is an unlimited discussion space,
where educators can create collaborative classes
in interactive relationships with students.
The second reason is that Google
Classroom is one of the learning media based
on inquiry learning methods, because Google
Classroom can involve students’ abilities
to the maximum in finding, understanding,
investigating, analyzing and formulating
learning outcomes. Basically inquiry learning
method is a process of instilling the basics of
thinking scientifically in students, and placing
students in a role that requires initiative to find
important things for themselves.
Iru & Arihi (2012) argue that inquiry
contains higher-level mental processes and is
student-centered. Maximum involvement of
students in the process of learning activities,
and directional activities to the maximum in
the learning process and students can develop
an attitude of trust in themselves about what is
found in the inquiry process (Kurniasih & Sani,
2015). Educators in the inquiry learning process
only act as administrators who are responsible
for all learning activities in the classroom.
RESEARCH METHODS
The research method used is a qualitative
research method in the form of field research.
The learning strategy courses in the lecture
process are carried out by utilizing Google
Classroom media by two classes namely the
economic education study program class and
the PKn education study program at the STKIP
PGRI Lamongan. The teaching and learning
process consists of 10 meetings using Google
Classroom four times in class presentations and
two meetings for UTS and UAS. Each meeting
at Google Classroom requires an active learning
time of 2 hours 45 minutes, but there is still free
time for discussion outside the specified learning

1505

hours if the discussion time is determined to be
lacking.
Each class is divided into 4 (four) groups
of 5 (five) students. Each group will be given
different assignments in the process of applying
learning strategies. The course of learning
strategies is a theoretical subject. To test the
theory that exists in the course, students need
direct observation in the field, so that each group
will first reset according to the task given. There
are four groups with four different tasks.
RESEARCH RESULTS AND DISCUSSION
The use of Google Classroom media
in the learning process has been designed by
educators according to the needs of students.
Google Classroom is an application that gives
educators the freedom to explore students
according to their knowledge. Educators are also
more flexible in providing group assignments
and independent assignments to all students. In
addition, educators can also open a discussion
room for students online, so that students are
more flexible in expressing their opinions.
Google Classroom is an application that
requires internet access, because all Google
Classroom processes are done online. Only
students who are members of the Google
Classroom can use this application. Classes
at the Google Classroom are real classes in
lectures. Google Classroom combines gmail,
documents and google drives to help educators
in creating virtual classes that are more efficient,
fast and easy. Herman (2014) explains that this
application uses classes available to anyone who
has Google Apps for Education, a series of free
productivity tools including gmail, documents
and drives (Garczynski, 2014).
Google Classroom is an environmentally
friendly media because it does not need paper in the
learning process and the task collection process.
The technique of using the Google Classroom is
fairly easy because in addition to this application
it can be accessed through computers and laptops
also through an Android-based smartphone.
Google Classroom has a feature in the form of a
Home that contains notifications from educators
relating to lecture material, besides that there
are deadline assignment features that can be
determined by educators so that students are

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Jurnal Penelitian Pendidikan, Volume 10, Nomor 2, Desember 2018, hlm. 1503-1509

The subject matter of the learning strategy
is presented in an organized and structured
manner, where the educator starts the lecture by:
1.
Deliver the semester lecture plan to
students for one semester with the
allocation of 10 meetings and 4 face-toface meetings in class.
2.
Educators divide students into each group
consisting of 4 groups each class and each
group contains 5 (five) people.
3.
Educators as well as dividing groups also
provide individual assignments to each
Lecture Materials
student.
this application uses classes available to anyone who has Google Apps for Education, a series 4.
Every meeting conducted through Google
of free productivityThe
tools including
and drives
(Garczynski, in
2014).
use ofgmail,
thedocuments
Google
Classroom
the
Classroom media, students in groups or
Google Classroom is an environmentally friendly media because it does not need
learning
is considered
paper in course
the learningofprocess
and the strategies
task collection process.
The technique very
of using the
individuals will report assignments and
Google
Classroom
fairly available
easy because
in addition
to Google
this application
can be accessed
this application
usesisclasses
to anyone
who has
Apps for it
Education,
a series
effective
allthrough
learning
objectives
can
through
computerstools
andbecause
laptops gmail,
also
anand
Android-based
smartphone.
Google
of free productivity
including
documents
drives
(Garczynski,
2014).be
present them both directly and online
Classroom
has Classroom
a feature in
of a Home to
that
contains
notifications
educators
Google
isthe
an form
environmentally
friendly
media
because it from
does
not need
presented
and
delivered
the
maximum.
But
relating
material,
besides
thatask
there
are deadline
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be
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learning
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and the
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and
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addition
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students
also
still
need
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EducatorsFigure
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present
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can also
Classroom
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from educators
The subject
matter of the learningat
strategy
is presented
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each
of inthese
meetings
improve to
communication
between
educators
andare
students
better,
this means
that students
relating
lecture material,
besides
that there
deadline
assignment
features
that canwill
be
manner, where the educator starts the lecture by:
done
according
duties.
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active
in have
understanding
the material
provided
bytoucators.
There
are two lecture
determined
by educators
so that
students
are more
disciplined
intheir
collecting
assignments
and
1. Deliver the semester
lecture
plan
to
students
for
one
semester
with
the
allocation
of 10
aimed at testing the level of understanding
designs for
learning
strategy
courses
using
Google
namely:
educators
can
provide
values
directly
by using
yourClassroom,
work feature.
meetings and 4 face-to-face meetings in class.
According
to
Rozak
&
Albantani
(2018)
the
use
2. Educators divide
students into each
consisting oflecture
4 groups each
class and each
In addition to time discipline in the learning process Google Classroom can also
of students
in group
receiving
material.
group contains 5 (five) people.
Lecture
Materials
improve of
communication
between educators
and students better,
this means
that students
the internet
has provided
a new
concept
to will
3.
Educators
as
well
as
dividing
groups
also
provide
individual
assignments
to
each student.
use in
of understanding
the Google Classroom
in the
course by
of educators.
learning strategies
considered
be moreThe
active
the material
provided
There areis two
lecture
4. Every meeting conducted through Google Classroom media, students in groups or
cooperate
with
each
otherClassroom,
inbecombining
very
effective
because
all
learning
objectives
can
presented
delivered to the
designs
for
learning
strategy
courses
using
Google
namely: and various
Lecture
Method
individuals
will report
assignments and present them both directly and online through the
maximum. But students also still need real face-to-face meetings by educators in order to application.
human
resources, infrastructure, and capital to &
present the
observations they have done according to their duties. According to Rozak 5.
Lecture
Materials
Educators will also provide quizzes and assignments at each of these meetings aimed at
Albantani
(2018)
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of creation
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internet hasin
a new
concept
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enable
ofprovided
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other in
combining
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to enable
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because
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objectives
can be presented
delivered
to the
Method
learning strategy courses in the form
exposure.
of a culture
of unlimited
maximum.
But
students exposure.
also still need real face-to-face meetings by educators in order Lecture
to Classroom
Design the lecture method on Google Classroom learning strategy courses in the form
present the observations they have done according to their duties. According to Rozak &
of discussion.
of discussion.
Albantani (2018) the use of the internet has provided a new concept to cooperate with each
more disciplined in collecting assignments and
educators can provide values ​​directly by using
your work feature.
In addition to time discipline in the
learning process Google Classroom can also
improve communication between educators and
students better, this means that students will
be more active in understanding the material
provided by educators. There are two lecture
designs for learning strategy courses using
Google Classroom, namely:

other in combining various human resources, infrastructure, and capital to enable the creation
of a culture of unlimited exposure.

Figure 1. The Google Classroom main page

Figure 1. The Google Classroom main page

3. Discussion ofof
material
discussion discussion
Figure 3.Figure
Discussion
material

Google Classroom is a learning system that gives educators the freedom to design and
deliver material according to their wishes.
The discussion starts from the discussion of the results of the material report for each
Figure 1. The Google Classroom main page
group that has received the task at the beginning of the lecture contract. Before the discussion

Google Classroom is a learning system
The discussion starts from the discussion
conducted, each group is obliged to upload the results of the group (material) into the
that
gives
educators the freedom to design and isGoogle
no later thanof
3 (three)
before the discussion
begins.
The each
aim is so
Google Classroom is a learning system that gives educators the freedom to design and
of Classroom
the results
thehours
material
report
for
that other students can read in advance about the material to be discussed and the discussion
deliver material
according
to their wishes.
deliver
material
according to their wishes.
willgroup
feel more alive
and has
active. received the task at the beginning
that
The learning process of students in Google Classroom is a learning strategy course
based on inquiry, where educators technically will apply the learning process to individual

Figure 2. Lecture Materials

of the lecture contract. Before the discussion is
conducted, each group is obliged to upload the
results of the group (material) into the Google
Classroom no later than 3 (three) hours before
the discussion begins. The aim is so that other
students can read in advance about the material
to be discussed and the discussion will feel more
alive and active.
The learning process of students in Google
Classroom is a learning strategy course based on

The fourth stage is collecting data, the data in question is data relating to existing
problems and the data will be used to support the problem solving. The fifth stage is to test
the hypothesis where students will determine the answers that are in accordance with existing
data and can be justified. The sixth stage is formulating conclusions where students together
with educators form conclusions based on hypotheses and existing data.
While the inquiry process in groups is divided into four stages, namely the group
formation stage that has been determined by the educator or in accordance with mutual
agreement, the introduction of the problem topic to all groups formed, the stage of making
Abd. Ghofur, Using Google Classroom ...
1507
policies or special rules relating to the topic of the problem that will discussed and the stage
of formulating problems according to related topics. In addition to the implementation of the
inquiry learning process in the learning strategy course, the educator also disciplines the
collection of tasks.

inquiry, where educators technically will apply
the learning process to individual and group
inquiry models based on Kurniasih & Sani
(2015). The learning process individually has 6
(six) stages, namely the first stage is conducting
an orientation where the educator will provide
an understanding of the topic, objectives and
learning outcomes that must be achieved by
the students and provide an understanding of
the main activities to be carried out by students
Figure
Task Gathering
of Students
Figure
4.4.Task
Gathering
of Students
to achieve the goals and educators also give
motivation to students.
Collection
of tasks
havethis time
Collection of tasks
also have time deadlines
that theyalso
have to upload,
will be able
to train students to be more disciplined in doing the task and facilitate educators to directly
The second stage is learning to formulate
deadlines
that
they
have
to
upload,
this
will
be
correct the results of the assignments of students and immediately provide value. The value
a problem, where students will be given
that students
will get
the endstudents
of the lectureto
comes
a setdisciplined
of values that have
able
to atrain
be from
more
inbeen
accumulated before.
assignments in the form of small scale resets. The
doing the task and facilitate educators to directly
assignment given will challenge students to be
correct the results of the assignments of students
more active in collecting some evidence related
and immediately provide value. The value that
to the reset. The third stage is to formulate a
students will get at the end of the lecture comes
hypothesis. The hypothesis is a temporary
from a set of values that have been accumulated
answer to a problem being studied. Because the
before.
hypothesis is a provisional conjecture, it must
be tested by inviting students to a discussion of
the problem which later students can find and
conclude by themselves.
The fourth stage is collecting data, the
data in question is data relating to existing
problems and the data will be used to support
the problem solving. The fifth stage is to test
the hypothesis where students will determine
the answers that are in accordance with existing
Figure 4.4.
Assessment
technique
using Google using
Classroom
Figure
Assessment
technique
Google
data and can be justified. The sixth stage is
Classroom
formulating conclusions where students together The value comes from attendance
(on-offline), activeness of students when
with educators form conclusions baseddiscussion,
on reporting assignments
in the form
of PPT, video,
and doc
also become one of the
The
value
comes
from
attendance
educator's considerations in providing value. Attendance value can be calculated through two
hypotheses and existing data.
methods, namely
the manual method
for real class attendance
and the method
of using the
(on-offline),
activeness
of students
when
AISis(Academic Information System) application by integrating Google Classroom
While the inquiry process in groups
discussion,
reporting
in the
form can be
applications for
virtual class attendance.
While assignments
the value of assignments
and quizzes
divided into four stages, namely the group
obtained by using a classroom test to test the level of understanding of students in
of PPT,
video, and doc also become one of the
material.
formation stage that has been determinedunderstanding
by Googlethe
Classroom is anconsiderations
application that has many
features that canvalue.
be used in the
ducator’s
in providing
learning process to be more effective, namely:
the educator or in accordance with mutual
1. Reuse postAttendance value can be calculated through
agreement, the introduction of the problem
Used to retweet existing posts, the lecturer can add questions and edit them, also can be
twowith
methods,
namely
the manual method for
directly shared
the class group
to be addressed.
topic to all groups formed, the stage of making
2. Create question
realisclass
attendance and the method of using
policies or special rules relating to the topic Create
of question
a feature that is used to provide questions to students, so they can more
easily access
questions
and
upload answers Information
according to the due System)
date determined by
the AIS (Academic
the problem that will discussed and the stage educators
of
in effective and efficient learning strategy courses which do not waste paper that
byreduce
integrating
can polluteapplication
the environment and
forested forestGoogle
populationsClassroom
, also can manage time.
formulating problems according to related topics.
3. Create assignment
applications
for
virtual
class
attendance.
In addition to the implementation of the inquiry
Create assignments are features used in assigning tasks, which can be attached to a file.
With this feature,
it isthe
expected
that educators
can more easily access
upload tasks to
While
value
of assignments
and and
quizzes
learning process in the learning strategy course,
be given to students by using technology and utilizing this google classroom-based
the educator also disciplines the collection technology
of
in thebe
create
assignment feature.
can
obtained
by using a classroom test to
4. Create announcement
tasks.
test theislevel
understanding
of Educators
students
inhave to
Create announcement
a featureof
used
to make announcements.
do not
meet students directly. Simply Create announcement on the Google Classroom
announcement can be conveyed thoroughly.

understanding the material.

Google Classroom is an application that

The use of Google Classroom media is one of the media developments in the world of
has many
features
can
be used
learning
learning, especially
in the field
of online that
learning.
Learning
mediainis the
a messenger
technology
(information)process
that can be to
usedbe
formore
learningeffective,
purposes (Schramm,
1977). Learning media that
namely:
are utilized is one form of online learning, where educators and students can access electronic

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Jurnal Penelitian Pendidikan, Volume 10, Nomor 2, Desember 2018, hlm. 1503-1509

Reuse post
Used to retweet existing posts, the
lecturer can add questions and edit them,
also can be directly shared with the class
group to be addressed.
2.
Create question
Create question is a feature that is used
to provide questions to students, so they
can more easily access questions and
upload answers according to the due date
determined by educators in effective and
efficient learning strategy courses which
do not waste paper that can pollute the
environment and reduce forested forest
populations , also can manage time.
3.
Create assignment
Create assignments are features used in
assigning tasks, which can be attached
to a file. With this feature, it is expected
that educators can more easily access and
upload tasks to be given to students by
using technology and utilizing this google
classroom-based technology in the create
assignment feature.
4.
Create announcement
Create announcement is a feature used
to make announcements. Educators
do not have to meet students directly.
Simply Create announcement on the
Google Classroom announcement can be
conveyed thoroughly.
The use of Google Classroom media is
one of the media developments in the world of
learning, especially in the field of online learning.
Learning media is a messenger technology
(information) that can be used for learning
purposes (Schramm, 1977). Learning media that
are utilized is one form of online learning, where
educators and students can access electronic
documents to enrich their studies (Smaldino,
Lowther, & Russell, 2008). Students can actively
participate because online learning provides a
more interactive learning environment.
The use of Google Classroom media has
many positive impacts on students, especially
the increasing participation of students when
expressing opinions during joint discussions.
Increased student participation can be measured
by a questionnaire in the form of a questionnaire.
The results of the questionnaire shared with the
students stated that more than 80% of students

felt themselves more interactive and able to
express their opinions with confidence when
the learning process took place. Questionnaires
developed according to Riduwan (2011) are
measured by a Likert scale which states that
the score assessment from very positive to
very negative, which will be described in the
following table:
Assessment

Score

Strongly agree
agree
Simply Agree
Disagree
Strongly Disagree

5
4
3
2
1

The results of the Likert scale will be
calculated using the percentage formula as
follows:

information
F
= total score
N
= the highest score
I
= number of questions
R
= number of respondents (Riduwan, 2011)
CONCLUSION AND SUGGESTION
CONCLUSION
The use of Google Classroom media based
on inquiry learning can be used as an alternative
in increasing student learning participation.
The use of Google Classroom media is one
of the modern learning processes that is very
supportive and provides new insights for
educators and can motivate students to be more
active while learning. In addition to activating
Google Classroom students also makes students
more courageous to continue to explore and
experiment with lecture material, this means
that students feel happy and comfortable when
using Google Classroom.
SUGGESTION
Based on these conclusions, this study can
be developed the influence of the application
of Google Classroom on learning outcomes. In
addition, the use of Google Classroom can also
be integrated with other applications to support
learning activities in the virtual class more varied
and optimal.

Abd. Ghofur, Using Google Classroom ...

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