Use of Google Clashroom IT Media in Indonesian thematic learning at SD N 4 Dukuhwaluh,

Kembaran District, Banyumas Regency

Name : Mistara Pradana Putra

Class: 6 PGMI A

NIM : 2017405041

Presence Number : 38

Email : [email protected]

Research Articles

Abstract
The purpose of this study is to describe the use of Google Classroom media in authentic
assessment in class VI students at SD Negeri 04 Dukuhwaluh, Banyumas Regency. The focus
point of this research is how to use Google Classroom in authentic assessment in class VI
students at SD Negeri 04 Dukuhwaluh, Banyumas Regency which is divided into sub focus
points as follows: 1) Opening Google Classroom 3) Implementation of Assessment using Google
Classroom, 3) Obstacles faced in using Google Classroom. The approach in this research is
qualitative research, with descriptive method. While the object of research is SD Negeri 04
Dukuhwaluh, Banyumas Regency. Data collection techniques using observation techniques,
interviews, and documentation with data analysis using qualitative data analysis procedures. The
results showed that the authentic assessment of Indonesian thematic learning could use Google
Classroom. The assessment includes attitude assessment by observation, knowledge assessment
using written and oral tests and assignments as well as skills assessment by assessing
performance, product, portfolio and discussion skills. The obstacles include students having
difficulty applying Google Classroom because they are not used to it, parents must be given an
understanding first, cellphone devices that are less supportive.

A. Introduction
Assessment is the process of collecting and processing information to measure the achievement
of student learning outcomes. Assessment of learning outcomes is needed to measure the
achievement of learning outcomes by teachers or educators through several stages during the
learning process and learning progress.
Educational Assessment Standards state that the process of collecting and processing information
to measure the achievement of student learning outcomes is: authentic assessment, self-
assessment, portfolio-based assessment, daily tests, midterm tests, final semester tests,
competency level exams, competency level quality exams, exams Nationally, school/madrasah
exams are educational assessments. Authentic assessment is an assessment that is carried out in a
comprehensive manner to assess student learning outcomes which include the affective domain
(attitude), cognitive domain (knowledge), and psychomotor domain (skills) starting from the
learning input stage, learning process, and learning output. Authentic assessment is natural, as it
is, not under pressure.
The purpose of carrying out an authentic assessment is (1) the principles of assessment are
applied in planning student assessments in accordance with the competencies to be achieved, (2)
the implementation of student assessments in a professional, open, educative, effective, efficient
and in accordance with the socio-cultural context, (3) reporting the results of student assessments
in an objective, accountable, and informative manner. Basically, authentic assessment has a more
significant meaning than multiple choice tests even though it has been standardized.
The implementation of authentic assessment still has many difficulties. There is a tendency for
educators to prefer using assessments in the form of tests because they are considered easier and
more practical. There are still many teachers who have not carried out authentic assessments and
only rely on assessments that are tests (pencil and paper tests) so that authentic assessments are
still difficult to implement.
Student learning culture is still a culture of learning to do questions. Many students can work on
questions to just pass by putting aside aspects of attitude and skills. Evaluations that are often
carried out as a reference (summative, formative tests, UN) never evaluate aspects of skills. It is
not surprising that negative attitudes have slowly developed towards skill acquisition and attitude
formation.
The age of elementary school children is now called the generation that uses the internet a lot in
their daily life. In today's digital era, even today's elementary school students are used to
 accessing the internet. Technology has coexisted in people's lives, so that each individual cannot
prevent or reject it. Teachers should be able to utilize technology in carrying out learning.
Technology and education must go hand in hand and cannot be separated.
Google classroom is a blended learning platform developed by Google for school purposes. The
goal is to help make learning easier by simplifying the creation, distribution and assignment of
assignments without using paper. Google classroom can be used via computers and mobile
phones. To download the application, makaguru and students can open the site
https://classroom.google.com] or through the Playstore on Android or the App Store on iOS
using the keyword Google Classroom. Its use is free or without charge so that its use can be
utilized by teachers and students as needed.
It is hoped that the digital media used can also be a solution for limited study time at school.
Teachers can convey material, give assignment instructions, provide feedback, and assess
through this digital media. The digital media in question is the Google Classroom application. By
utilizing Google Classroom media in learning, it is hoped that teachers can carry out authentic
assessments without being constrained by space and time.
The use of google classroom in learning activities as well as a means for collecting assignments,
and teacher assessments are expected to motivate students to learn. Besides that, Google
Classroom can also overcome the problem of limited time at school. This google classroom
application can also make it easier for teachers to give assessments.

B. Research Methods
This study uses a qualitative approach. This study aims to describe how to use Google Classroom
for authentic assessment in class VI students at SD Negeri 04 Dukuhwaluh. Kembaran District,
Banyumas Regency is the research location determined by the researcher.

Data source
The data collected by the researchers themselves are obtained directly. Identification of data
sources is carried out using the snow ball principle, where information from the first informant
will be used as key information to determine the next informant who can provide research data.
Data collection technique
 Data collection techniques in this study are like case study research in general. The data
collection techniques used are as follows: (1) in-depth interviews, (2) observation, (3)
documentation study .
Data Analysis and Validity Checking Techniques
Data analysis is a process of studying, sorting, and grouping data with the aim of compiling
propositions and turning them into theories as a result of research. Meanwhile, according to
(Bogdan & Biklen, 2003) data analysis is the process of collecting and systematically compiling
data from interviews, field notes, and other materials so that it is easy to understand and the
findings can be disseminated.

C. RESULTS AND DISCUSSION

This research was conducted at SD Negeri 04 Dukuhwaluh. Kembaran District,
Banyumas Regency is class VI which is a high class. This is because high grade students have an
interest in real, practical everyday life. Class VI students can be ready to accept the development
of the times through existing technology and apply it.
According to Khikmawati in (Ulum, Fantiro, & Rifa'i, 2019) Google Apps are
application-based services created by Google. Teachers can take advantage of Google Apps
which allow uploading and accessing various files such as videos, photos, spreadsheets and
PDFs. Google Apps can be accessed by teachers from anywhere with an internet network.
Google Apps capacity of 5 Gigabites (GB). Google Apps provides online document management
services that can provide great benefits for the world of education (Khikmawati, 2014). Google
Apps for Education consists of: (1) Gmail, (2) Google Calendar (3) Google Talk, (4) Google
Docs, (5) Google Sites, (6) Google Drive, and (7) Google Classroom, which is a platform
learning that can create and share and sort through each assignment paperless.
Khikmawati in (Ulum et al., 2019) Google Apps has support that can be utilized by the
world of education, including: (1) For the teaching and learning process. (2) recording student
activities, (3) evaluating learning, (4) teamwork, (5) stimulating student creativity, (6) processing
data, (7) making presentations, (8) making spreadsheets, (9) making pictures and (10) create a
google form. With these services, teachers plan thematic learning well and can present learning
materials online (and offline) that are easily accessible to students. Teachers can upload learning
material files in various forms and formats such as documents, audio, video, and so on. Students
can download via smartphone, table and computer. With smartphones and tablets that are
practical to carry anywhere (portable), more affordable (price) compared to computers, it will
provide learning opportunities without space restrictions, easy access to information via wireless
and can encourage the development of digital literacy, as well as provide free learning
opportunities. (independent learning).
Based on the results of the research, the use of Google Classroom at SD Negeri 04
Dukuhwaluh. Kembaran District, Banyumas Regency, goes through the following stages:

How to Open Google Classroom

To open Google Classroom, you must follow the following steps:

1. Login via Google for the first time by opening Google Classroom by typing
classroom.google.co Log in by entering your username, then click Next.m
2. Log in by entering your username, then click Next.
3. Log in by entering your password, then click Login.
4. login and if there is a welcome message, read the message, then click accept
5. login to choose as a student or teacher.
6. Start using Google Classroom by clicking "Start"

If you have done this, you can already carry out authentic assessments because you have created
and can manage classes in Google Classroom.

Implementation of Assessment using Google Classroom

The use of Google Classroom in the assessment process is very helpful for carrying out
authentic assessments. With Google Classroom, students can carry out various learning activities
as planned in accordance with the basic competencies that have been determined. . Limitations of
time and facilities at school can be overcome because students can carry out learning activities in
the environment around their homes. With the diversity of learning activities, the assessment of
attitudes, knowledge and skills can be accommodated properly. Likewise with the pre-test
assessment, process, and results all can be carried out because of the existence of Google
Classroom. Google classroom can save various forms of assignments as evidence of all activities
that have been carried out.
 One of the advantages of Google Classroom according to (Wicaksono & Rachmadyanti,
2017) compared to other social media is that it is integrated with Google Drive as file storage.
When the teacher uploads material or assignments, the material or assignment files are
automatically stored on Google Drive. So that the teacher does not need to worry about losing
the material that has been delivered. The disadvantages of Google Classroom include that it can
only be accessed using a Google account because they want to maintain user safety and comfort
by implementing various systems of limiting user access.

Research (Sukmawati, 2020) Google classroom is an appropriate method that can be used
in online learning that involves educators and students actively in the learning process. This
method can facilitate the implementation of the learning process wherever students are, not
limited to classrooms and available books. In line with (Ramlah & Awaru, 2020) that the use of
smartphones in the teaching and learning process has positive impacts including: a) Students find
it easier to get information summarized in e-book form, b) Students know learning material
earlier, c) Students are accustomed to dealing face to face and utilizing IT, d) Students can learn
independently, e) Teachers have variations in teaching, f) Facilitate teachers in examining
assignments.

It is hoped that using Google Classroom can help teachers convey information precisely
and accurately to students and be able to manage learning well (Soni & Hafid, 2018). It is hoped
that the Google Classroom application will make authentic assessment easier and more objective
and can overcome space and time constraints that have so far been encountered in thematic
learning. This is in accordance with (Hapsari & Pamungkas, 2019) that with the existence of new
media in the digital era in the education sector, a blended learning program is needed.

Obstacles Faced in Utilizing Google Classroom

Some of the obstacles encountered during the assessment were the students' difficulties in
applying Google Classroom, including:

1. Students have difficulty applying Google Classroom because they are not used to using it
because this is their first experience. The teacher's difficulties in carrying out authentic
assessments because the time spent can be more sufficient can be assisted by using Google
Classroom.
 2. There are still parents of students who have not been able to apply Android cellphones so
they cannot accompany students when submitting their assignments via Google Classroom.
This is in line with research (Rachmadyanti V.D., 2017) that teachers must provide
understanding to parents of students so that there are no misunderstandings in the
implementation of learning using Google Classroom.
3. School regulations which prohibit students from bringing mobile phones to school more or
less affect the flexibility in using mobile phones in learning activities,
4. Teachers must also be observant of the various possibilities of misuse of mobile phones. So
the teacher must determine clear rules for using cellphones at school.

Research results (Maryunita, 2017) with the use of technology in learning can increase
students' interest in learning and foster a culture of literacy. In line with research (Bahrul Ulum
F. A., 2019) which concludes that the use of technology such as smartphones and tablets has
many advantages and can encourage the development of digital literacy. Based on this research,
the use of Google classroom is expected to improve digital literacy culture.

One of the teacher's roles in instilling good values in the 4.0 era is to take advantage of
existing technological sophistication without changing existing things, one of which is the
Google Classroom application initiated by Google (Maesaroh, 2018). This is in line with
research (Sihotang, 2019) that the implementation of Google Classroom-Based E-learning
Learning Media can increase learning motivation. The use of Google Classroom has a positive
effect in supporting language learning. The results of the study (Nurfalah, 2019) conclude that
optimizing the google classroom feature has an important impact on learning in the industrial
revolution 4.0 era (Bogdan & Biklen, 2003), including: (1) learning is carried out online by
utilizing technology, (2) not limited by space and time, (3) students are directly involved in the
learning process that utilizes the internet, (4) learning materials are easily accessible, (5) practice
data literacy and technology literacy skills. Google classroom is an internet-based Google service
with an e-learning system so that it can be used as an efficient, effective and interactive learning
medium to support technology-based learning.

D. CONCLUSIONS AND SUGGESTIONS

Based on the presentation of the results and discussion, it can be concluded that the use of
Google classroom in authentic assessment in class VI of SD Negeri 04 Dukuhwaluh, Banyumas
 Regency includes: (1) creating an account on Google Classroom, there are six steps, (2)
Authentic assessment of Indonesian thematic learning includes attitude assessment by
observation and assessment between friends, knowledge assessment using written and oral tests
and assignments as well as skills assessment using performance assessment, projects, products,
portfolios and discussion skills, and (3) the obstacles encountered in using Google Classroom are
student difficulties in applying google classroom because they are not used to using it because
this is their first experience and there are still parents of students who cannot use android mobile
phones so they cannot accompany students when sending assignments via google classroom.
School regulations which prohibit students from bringing mobile phones to school more or less
affect the flexibility in using mobile phones in learning activities and teachers must also be
observant of various possible misuses of mobile phones. So the teacher must determine clear
rules for using cellphones at school.

E. BIBLIOGRAPHY
Aiman, U. (2016). Evaluation of the 2013 Authentic Curriculum Assessment Implementation;
Case Studies in Madrasah Ibtidaiyah Negeri Tempel Sleman Yogyakarta. Journal of
Madrasa Education.

Astriyandi, A., Chotimah, U., & Faisal, E. El. (2016). The teacher's ability to apply assessment
authentic in civics learning. Journal of Bhinneka Tunggal Ika.

Calista, W. (2019). Implementation of 2013 Authentic Curriculum Assessment in Thematic

Learning The theme of Class III Energy Resources at MI Negeri 1 Yogyakarta.
MODELING: Journal of the PGMI Study Program.
https://doi.org/10.36835/modeling.v6i2. 450

Hapsari, S. A., & Pamungkas, H. (2019). Utilization of Google Classroom as Media Online
Learning at Dian Nuswantoro University. DISCOURSE: Scientific Journal of
Communication Studies. https://doi.org/10.32509/wacana.v18i2.9 24

Mulyadin, M. (2016). Implementation of the 2013 Curriculum Integrated Thematic Learning

Policy at SDN Kauman 1 Malang and SD Muhammadiyah 1 Malang. Edutama Journal.

Munawati, S. (2017). Implementation of Authentic Assessment in Public Elementary Schools.

Journal Primary teacher education.
Ramlah, & Awaru, A. O. T. (2020). The use of smartphones in the Teaching and Learning
Process (Case Study at SMA Negeri 4 Wajo). Journal of Socialization of Sociology
Education.

Soni, S., & Hafid, A. (2018). Optimizing the Utilization of Google Classroom as Media Learning
at SMK Negeri 1 Bangkinang. Journal of Devotion to Mu Country, 2(1).

Ulum, B., Fantiro, F. A., & Rifa'i, M. N. (2019). Utilization of Google Apps in the Literacy Era
Digital in Elementary School Students. Lantern: Journal of Education, 14(2), 22–31.
https://doi.org/10.33654/jpl.v14i2.843

Wicaksono, V. D., & Rachmadyanti, P. (2017). Blended Learning Learning Through Googgle
Classroom in Elementary School.

Zuhera, Y., Habibah, S., & Mislinawati. (2017). Teacher Obstacles in Giving Assessments
Against Student Attitudes in the Learning Process Based on the 2013 Curriculum at SD
Negeri 14 Banda Aceh. Elementary School Teacher Education Science.