RESPON PESERTA DIDIK TERHADAP FEEDBACK TERTULIS MELALUI GOOGLE CLASSROOM DALAM PEMBELAJARAN ONLINE

Authors

  • Suhartono Suhartono UNIVERSITAS WIJAYA KUSUMA SURABAYA

DOI:

https://doi.org/10.31764/paedagoria.v13i1.8052

Keywords:

Feedback, Google Classroom, Pembelajaran Online

Abstract

Abstrak: Penelitian ini merupakan penelitian deskriptif kuantitatif yang bertujuan untuk mendeskripsikan respon peserta didik terhadap feedback tertulis yang diberikan oleh guru melalui Google classroom. Data berupa respon siswa dikumpulkan menggunakan kuesioner. Data yang terkumpul dideskripsikan secara kuantitatif. Sekitar 95 peserta didik yang sedang mengikuti pembelajaran online terlibat dalam penelitian ini secara suka rela. Hasil penelitian ini menunjukkan bahwa 93,68% peserta didik setuju bahwa feedback tertulis yang diberikan oleh guru dapat membantu mereka untuk memahami materi pelajaran. Selain itu, sebesar 94,74% peserta didik setuju bahwa feedback tertulis yang diberikan oleh guru mampu memotivasi mereka untuk mempelajari materi pelajaran. Terlebih, 95,78% peserta didik juga setuju bahwa Google classroom dapat membantu mereka untuk mendapatkan feedback dari guru lebih mudah selama pembelajaran online.  

Abstract:  This was a quantitative descriptive research that was aimed to describe the responses’ of students on teacher’s written feedbacks through Google classroom. Data were collected using questionnaire then, they were described quantitatively. About 95 students who studied online participated in this study voluntary. The result of this study showed that the students gave positive responses on teacher’s feedback using Google classroom during learning process. It was found that 93.68% of students agreed that the teacher’s written feedbacks were able to help them to understand the lesson material. In addition, 94.74% of students agreed that the teacher’s written feedback were able to motivate them to learn the lesson. Furthermore, 95.78% of students also agreed that Google classroom was able to help them to get feedback from teacher during online learning easier. 

References

Aisami, R. S. (2020). (2020). Utilizing a 5-Stage Learning Model for Planning and Teaching Online Course Emerging Research and Opportunity. IGI Global.

Al-Maroof, R.A.S., & Al-Emran, M. (2019). Students Acceptance of Google classroom. An Exploratory Study Using PLS-SEM Approach.

Brookhart, S. M. (2008). How to give effective feedback to your student. ASCD.

Dhawan, S. (2020). Online Learning: A Panacea in the Time of Covid-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22.

Douglas, G. (2020). Google classroom: a beginner’s guide to online teaching for teachers and students. Get the best from distance learning and teaching with google and learn how to manage virtual or blended classrooms.

Gilbert, B., John, S., & College, F. (2015). Online Learning Revealing the Benefits and Challenges How has open access to Fisher Digital Publications benefited you ?

Hartnett, M. (2016). Motivation in Online Education. Springer.

Henderson, D. (2019). The impact of feedback in higher education: improving assessment outcome for learners. Palgrave Macmillan.

Jensen, L. X., Bearman, M., & Boud, D. (2021). Computers & Education Understanding feedback in online learning – A critical review and metaphor analysis. Computers & Education, 173(March), 104271. https://doi.org/10.1016/j.compedu.2021.104271

Korman, C. (2020). Google classroom: for teacher 2020, a complete guide to learn everything you need to know for your classroom management.

Leibold, N., & Schwarz, L. M. (2015). The Art of Giving Online Feedback Concept of Feedback Purpose of Feedback. 15(1), 34–46.

Mamoon-Al-Bashir, M. (2016). The Value and Effectiveness of Feedback in Improving Students ’ Learning and Professionalizing Teaching in Higher Education. 7(16), 38–41.

McMillan, J. . (2018). Classroom Assessment: Principles and Practice that Enhance Student Learning and Motivation, 7th Edition. Pearson.

Nasir, S., Fairos, W., Yaacob, W., & Ismail, N. (2019). The nature of online students ’ feedback in higher education The nature of online students ’ feedback in higher education Syerina Azlin Md Nasir * and Wan Fairos Wan Yaacob Nurazleena Ismail. June. https://doi.org/10.1504/IJIL.2019.099982

Nursyahrina, H., D. (2021). The use of Google classroom in English teaching and learning process at senior high school level. Jurnal Riset Dan Inovasi Pembelajaran, 1(2), 131–133.

Pinheiro, A., Barbosa, A., Carvalho, R., & Freitas, F. (2021). Automatic feedback in online learning environments : A systematic literature review Computers and Education : Artificial Intelligence Automatic feedback in online learning environments : A systematic literature review. August. https://doi.org/10.1016/j.caeai.2021.100027

Prasetya, R. . (2021). English teaching based-strategy LMS Moodle and Google classroom: feature of testing and feedback. Journal of English Teaching and Research, 6(1).

Rossen, S. ko &. (2017). Teaching Online: A practical Guide, 4th Edition. Routledge.

Sumarno. (2020). Hubungan strategi umpan balik (feedback), motivasi berprestasi dan hasil belajar dalam pembelajaran PPKn di SMK. Jurnal Penelitian Inovasi Pembelajaran, 5(2).

Sun, A., & Chen, X. (2016). Online Education and Its Effective Practice : A Research Review. December 2019. https://doi.org/10.28945/3502

Winstone, N., & Carless, D. (2020). Designing E ff ective Feedback Processes in Higher Education. Routledge.

Downloads

Published

2022-04-15

Issue

Vol. 13 No. 1 (2022): April

Section

Articles

License

In submitting the manuscript to the journal, the authors certify that:

  1. Authors are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Publication Ethics
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. Authors secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. Authors agree to the following copyright agreement.

Authors who publish with Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.