Development of a Blended Learning Model Assisted by Google Classroom to Enhance Learning Independence and Achievement in the Computer Applications Course

Sagiman Sagiman; Bambang Sahono; Sudarwan Danim

doi:10.29240/belajea.v8i2.8771

Development of a Blended Learning Model Assisted by Google Classroom to Enhance Learning Independence and Achievement in the Computer Applications Course

Sagiman Sagiman, Bambang Sahono, Sudarwan Danim

Abstract

Computer application courses today require a timely innovation with the integration of online and offline learning. This study aimed at developing a blended learning model assisted by the Google Classroom (BLMAGC) to enhance students' independent learning and academic achievement in computer application courses. This study adopted the Dick and Carey’s (2014) model of research and development. With this model, the development of BLMAGC was oriented towards the use of constructivist, behaviorist, connectivist, and cognitivist theories. The prototype of model was validated by experts through Delphi techniques, and revisions were made based on their feedback. The prototype was further tested in ways of limited and extensive testing through the design of experimentation. Limited testing involved 15 randomly selected students from the Educational Management Program. Learning occurred over six sessions, with odd-numbered sessions conducted online and even-numbered sessions conducted in a face-to-face mode. Pretests and posttests were administered to measure learning achievement. Extensive testing involved two groups of students: an experimental group and a control group. Students from the MPI, PAI, and TBI programs made up the experimental group, while students from the TBIN, PBA, and PGMI programs comprised the control group. Each class consisted of 15 students. The data were collected using interviews, questionnaires, and tests and analyzed in qualitative and quantitative ways. The results revealed that BLMAGC, after getting validated by the experts and tested, was effective in improving students’ independent learning and academic achievement in computer application courses. Further studies are expected to develop other models for the advancement of computer application courses.

Keywords

blended learning; google classroom; independent learning; learning achievement; computer application

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DOI: http://dx.doi.org/10.29240/belajea.v8i2.8771