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STUDENTS WHO LEARNED USING WHATSAPP GROUP MEDIA WITH STUDENTS WHICH LEARNING USING GOOGLE CLASSROOM MEDIA IN PANDEMIC TIME COVID-19

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So far, face-to-face learning has been the most effective learning model because it has been implemented in schools and has become the main choice to date. The Covid-19 pandemic that has hit various parts of the world in recent months has changed the habits of various aspects of life, including learning at school. The classic face-to-face learning method that has been a mainstay in schools suddenly has to change drastically with the online model. Whatsapp Group and Google Classroom are distance learning media that are familiar and often used. This study aims to compare the learning outcomes of students whose learners use WhatsApp group and those who use Google Classroom. This type of research is a quasi experiment. The research sample was 40 students of class VIII SMPN 1 Rawamerta and divided into two classes of 20 people each for classes using Whatsapp Group and 20 people using Google Classroom. The results showed that learning with Whatsapp Group was better than learning using Google Classroom. However, online learning still has several weaknesses, including poor signal and no internet quota.
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Journal of Educational Experts ISSN 2614-3526 (print)
Volume 3, No. 2, July 2020 ISSN 2614-3518 (online)
69
COMPARISON OF JUNIOR HIGH SCHOOL STUDENT
MATHEMATICS LEARNING RESULTS BETWEEN
STUDENTS WHO LEARNED USING WHATSAPP GROUP
MEDIA WITH STUDENTS WHICH LEARNING
USING GOOGLE CLASSROOM MEDIA
IN PANDEMIC TIME COVID-19
Gilang Purnama
IKIP Siliwangi Bandung
gpurnama025@gmail.com
Received: April, 2020; Accepted: July, 2020
Abstract
So far, face-to-face learning has been the most effective learning model because it has been implemented
in schools and has become the main choice to date. The Covid-19 pandemic that has hit various parts of
the world in recent months has changed the habits of various aspects of life, including learning at school.
The classic face-to-face learning method that has been a mainstay in schools suddenly has to change
drastically with the online model. Whatsapp Group and Google Classroom are distance learning media
that are familiar and often used. This study aims to compare the learning outcomes of students whose
learners use WhatsApp group and those who use Google Classroom. This type of research is a quasi
experiment. The research sample was 40 students of class VIII SMPN 1 Rawamerta and divided into
two classes of 20 people each for classes using Whatsapp Group and 20 people using Google Classroom.
The results showed that learning with Whatsapp Group was better than learning using Google
Classroom. However, online learning still has several weaknesses, including poor signal and no internet
quota.
Keywords: Whatsapp Group, Google Classroom, Mathematics Learning Outcomes
Abstrak
Selama ini pembelajaran dengan tatap muka menjadi model pembelajaran yang paling efektif karena
telah dilaksanakan di sekolah dan menjadi pilihan utama hingga saat ini. Pandemi Covid-19 yang
melanda berbagai belahan dunia dalam beberapa bulan ini telah mengubah kebiasaan berbagai aspek
kehidupan, tidak terkecuali pembelajaran di sekolah. Metode pembelajaran klasik dengan tatap muka
yang selama ini menjadi andalan di sekolah mendadak harus berubah drastis dengan model daring
(online). Whatsapp Group dan Google Classroom merupakan media pembelajaran jarak jauh yang sudah
familiar dan sering digunakan. Penelitian ini bertujuan untuk membandingkan hasil belajar siswa yang
pembelajaranya menggunakan whatsapp group dan yang menggunakan Google Classroom. Jenis
penelitian merupakan quasi experiment. Sampel penelitian adalah siswa dan siswi kelas VIII SMP
Negeri 1 Rawamerta sebanyak 40 orang dan dibagi menjadi dua kelas masing-masing 20 orang untuk
kelas menggunakan Whatsapp Group dan 20 orang menggunakan Google Classroom. Hasil penelitian
menunjukan pembelajaran dengan Whatsapp Group lebih baik daripada yang menggunakan
pembelajaran dengan Google Classroom. Namun pembelaran dengan daring masih memiliki beberapa
kelemahan diantaranya signal yang kurang bagus dan tidak mempunyai kuota internet..
Kata Kunci: Whatsapp Group, Google Classroom, Hasil Belajar Matematika
Purnama, Comparison Of Junior High School Student Mathematics Learning Results
Between Students Who Learned Using Whatapp Group Media With Students Which Learning
Using Google Classroom Media in Pandemic Time COVID-19
70
How to Cite: Purnama, G. (2020). Comparison Of Junior High School Student Mathematics Learning
Results Between Students Who Learned Using Whatapp Group Media With Students Which Learning
Using Google Classroom Media in Pandemic Time Covid-19. Journal Of Educational Experts (JEE)
3 (2), 69-73.
INTRODUCTION
Mathematics is a form of human activity "(mathematic as a human activity)". Mathematics as
a subject in school is considered to have a very rational, critical, careful, effective and efficient
role. Therefore, students must master mathematical knowledge as early as possible (Nadar,
2016: 266).
Mathematics is a subject that is taught starting from Elementary School (SD) to
University (PT). This shows how important the role of mathematics is in today's education. The
importance of the role of mathematics is also seen in its influence on other subjects. For
example, geography, physics and chemistry. In geography, mathematical concepts are used for
scales or comparisons to make maps. Meanwhile, in physics and chemistry mathematical
concepts are used to facilitate the naming of the formulas being studied (Karim, 2011: 21).
The learning model that is commonly used in mathematics learning in the 2013
curriculum, one of which is by using PBL (Problem Based Learning). This learning model
makes students more active and can find new knowledge. As expressed by Suyatno (2009: 58)
that: problem is a learning process in which the starting point of learning begins based on
problems in real life. Students are stimulated to study problems based on prior knowledge and
experience to form new knowledge and experiences.
But the problem is, currently the education system is faced with a situation that requires
teachers to be able to master distance learning media, especially during the Covid-19 pandemic
outbreak. The distance education system is one of the solutions to overcome difficulties in face-
to-face learning with the existence of social distancing rules given the problems of time,
location, distance and cost which are major obstacles at this time (Kusuma, JW; Hamidah:
2020). When the Covid-19 pandemic outbreak hit the world, including Indonesia, which has
not ended, almost all educators use distance learning (not face to face). The interaction of
educators and students is carried out directly or indirectly, for example by chatting via an
internet connection (directly) or by sending an email (indirectly) to simply collect assignments
(Rahmawati, 2016).
METHOD
This type of research is a quasi-experimental research to see the consequences of a treatment
by comparing the learning outcomes of two class groups (independent class) or two time groups
with the same class (dependent class) (Sugiyono, 2010). The research design used was the One
Shot Case Study, in which subjects were given certain treatments followed by observations at
the time of applying the treatment and measuring the consequences of these treatments.
Research design
NR X O
NR O
(sugiyono, 2011 : 112)
Information :
NR = Placement of subjects into groups
X = Learning with Whatsapp Group / Google Classroom
O = Math Test
Volume 3, No. 2, July 2020 pp 69-73
71
RESULT AND DISCUSSIONS
Whatsapp and Google Classroom Learning
Whatsapp is the most widely used chat application, especially in Indonesia. The use of WA
social media has become one of the social media that covers the overall interests of the
community in communicating to meet their respective needs. Jubile Enterprise in Anwar N &
Riadi I (2017) defines whatsapp as a chat application that can send text messages, images,
sounds, locations and videos to other people using any type of smartphone. Suryadi (2018)
added that when viewed from the function WhatsApp is almost the same as the SMS application
that is commonly used on old cellphones. However, WhatsApp does not use pulses like SMS
charges in general, but uses the internet network in accordance with technological
developments that are currently connected to the network and identified by a Hand Phone (HP)
number.
This Whatsapp application is also equipped with various menu options that support such
as New Group, New Broadcast, Whatsapp Web, Starred Messages and Settings. The complete
features available on the Whatsapp application make its users increase rapidly. Whatsapp Group
is currently used as a forum for discussion to solve various problems, questions and something
important that must be conveyed to the people who are members of it. This discussion through
Whatsapp Group really helps users to communicate in distance learning. (Ricu Sidiq, 2019).
But in the implementation of this application, some students have complained about the lack of
interaction and educators tend to often give assignments so that students feel overwhelmed by
these tasks (Kusuma, JW; Hamidah: 2020).
Google Classroom is an application that allows the creation of classrooms in
cyberspace. In addition, Google Classroom can be a means of distributing assignments,
submitting assignments and even assessing submitted assignments (Herman in Hammi, 2017).
Thus, this application can help facilitate lecturers and students in carrying out the learning
process more deeply. This is because both students and lecturers can collect assignments,
distribute assignments, assess assignments at home or anywhere without being bound by time
limits or class hours. Google Classroom's main goal is to streamline the process of sharing files
between teachers and students. Google Classroom combines Google Drive for assignment
creation and distribution, Google Docs, Sheets, Slides for writing, Gmail for communication,
and Google Calendar for scheduling. Students can be invited to join classes via a private code,
or be automatically imported from the school domain.
The following is an analysis of student mathematics learning outcomes using the
Whatsapp Group and Google Classroom learning media.
Table 1. Description of Student Learning Outcomes
Analysis
Media Whatsapp Group
Media Google Classroom
Minimum Value
54
42
Maxium Value
82
78
Standard Deviation
8.322
8.177
Average
64.90
59.10
Student response to learning
95%
80%
Purnama, Comparison Of Junior High School Student Mathematics Learning Results
Between Students Who Learned Using Whatapp Group Media With Students Which Learning
Using Google Classroom Media in Pandemic Time COVID-19
72
Based on Table 1, it can be seen that the average learning outcomes of students using
Whatsapp Group 64.90 media are higher than those of students using Google Classroom media
59.10, but the average score is still in the moderate category, then the minimum and maximum
scores of Whatsapp Group media are higher compared to the minimum and maximum values
of Google Classroom media. Furthermore, the student response to learning with Whatsapp
Group media was higher than Google Classroom media, namely 95%: 80%. There are several
things that cause student responses to not reach 100%, for example students do not have a quota,
the internet connection is interrupted or students are in locations that are not covered by an
internet connection. But even so, the achievement of students' responses to the two learning
media is still high.
Furthermore, student learning outcomes data with Whatsapp Group and Google
Classroom media were tested for normality using the Shapiro-Wilk normality test using SPSS
software, and obtained a sig = 0.023 on student learning outcomes data using Whatsapp Group
media and sig = 0.191 on student learning outcomes data with Google Classroom media. This
means that one of the data is not normally distributed because the significance value is less than
0.05. Because one of the data was not normally distributed, the next step was a nonparametric
test using the Mann-Whitney test.
From the test results with the Mann-Whitney test, the Asymp value was obtained. Sig.
(2-tailed) of 0.042, the value of Asymp. Sig. (2-tailed) is less than 0.05. Thus there is an average
difference between the results of learning mathematics between students using Whatsapp Group
media and learning outcomes of learning mathematics using Google Classroom media
Problems that cause the ineffectiveness of the problem description
What causes ineffectiveness in learning is student access to internet signals and quota
which is a problem because not all students are from the upper middle class in terms of
economics and middle students, but there are some students who belong to the economic group
of the lower middle class with only capital joining with students who are at the level of middle
and upper in terms of learning so that the expected learning is still far from expected because
there are several factors that cannot be digested by all the material by each student in the
application provide
CONCLUSION
Whatsapp Group and Google Classroom are applications that are commonly applied in the
teaching and learning process that is carried out through online or online learning. Student
mathematics learning outcomes using Whatsapp Group media are better than mathematics
learning outcomes using Google Classroom media, but still in the moderate category, with the
Whatsapp Group the flow of information related to learning activities at school to students and
parents of students becomes fast and accurate. Of course, there are still some shortcomings in
learning using Whatsaap Group and Google Classroom media, but teachers can combine them
with other online learning media so that distance learning can be more varied as an effort to
prevent student boredom during learning.
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Universitas Ahmad Dahlan.
Hammi, Zedha. (2017). Implementasi Google Classroom Pada Kelas XI IPA MAN 2 Kudus.
Universitas Negeri Semarang.
Volume 3, No. 2, July 2020 pp 69-73
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... Effectiveness and opportunities: the platform was considered quite effective achieving quality in the teaching and learning process in education during the pandemic, considering the following papers IDs (3,8,11,12,19,20,23,25,26,27,39, 45, 50, 52, 61, 66). The tool is also considered usefulness, ease of use, ease of learning, satisfactory, communication with students and teachers, time-cost, archive course possibility, internet searching, hypertext navigation, content evaluation, knowledge assembly and privacy. ...
... According to papers, the GC was nationally approved by various government entities and ministries of education. Challenges and constraints: for the constraints and chal-lenges for this analysis we have considered the following paper IDs (1,3,6,26,29,30,52). Author showed that students experienced barriers during online learning using GC including: unfamiliarity of e-learning, slow internet connection, little internet quota, poor signal and unstable networks. ...
... Solutions: based on the findings of the study considering paper IDs (1,11,23,26,30,54,61) it was recommended that teachers should effectively prepare students before real class for the use of this platform for their learning activities during the pandemic, when they encounter difficulties. Some authors proposed alternatives for teachers such as converting high-definition or big-size files into smaller ones, and giving break during the online class and always innovate to develop digital teaching materials that can improve students' quality and creativity. ...
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  • N Anwar
  • I Riadi
Anwar, N & Riadi, I. (2017). Analisis Investigasi Forensik WhatsApp Messenger Smartphone Terhadap WhatsApp Berbasis Web. Jurnal Ilmu Teknik Elektro Komputer dan Informatika (JITEKI). Vol. 3, No. 1, Juni 2017. Program Studi Teknik Informatika, Universitas Ahmad Dahlan.
Implementasi Google Classroom Pada Kelas XI IPA MAN 2 Kudus
  • Zedha Hammi
Hammi, Zedha. (2017). Implementasi Google Classroom Pada Kelas XI IPA MAN 2 Kudus. Universitas Negeri Semarang.
Penerapan Metode Penemuan Terbimbing dalam Pembelajaran Matematika untuk Meningkatkan Pemahaman Konsep dan Kemampuan Berpikir Kritis Siswa Sekolah Dasar. Disajikan dalam Seminar Nasional Matematika Terapan
  • Asrul Karim
Karim, Asrul. 2011. Penerapan Metode Penemuan Terbimbing dalam Pembelajaran Matematika untuk Meningkatkan Pemahaman Konsep dan Kemampuan Berpikir Kritis Siswa Sekolah Dasar. Disajikan dalam Seminar Nasional Matematika Terapan. Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Almuslim.
Pengaruh Pendekatan Matematika Realistik dan Bentuk Portofolio Terhadap Kemampuan Koneksi Matematika
  • Nadar
Nadar (2016). Pengaruh Pendekatan Matematika Realistik dan Bentuk Portofolio Terhadap Kemampuan Koneksi Matematika. Jurnal Pendidikan Dasar. Vol. 7. No 2, hal 265 -282.
Pelatihan Dan Pengembangan Pendidikan Jarak Jauh Berbasis Digital Class Platform Edmodo. Repository.ut.ac.id. hal. 593-607
  • I Rahmawati
Rahmawati, I. (2016). Pelatihan Dan Pengembangan Pendidikan Jarak Jauh Berbasis Digital Class Platform Edmodo. Repository.ut.ac.id. hal. 593-607. Universitas Terbuka.
Metode Penelitian Pendidikan Pendekatan Kuantitatif
  • Sugiyono
Sugiyono, (2010). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabeta.
Metode penelitian kombinasi, kuantitatif dan kualitatif
  • Sugiyono
Sugiyono. (2011). Metode penelitian kombinasi, kuantitatif dan kualitatif. Bandung : Alfabeta.
Penggunaan Media Sosial WhatsApp Pengaruhnya terhadap Disiplin Belajar Peserta Didik pada Mata Pelajaran PAI. Skrispi Tidak Diterbitkan
  • Suryadi
Suryadi. (2018). Penggunaan Media Sosial WhatsApp Pengaruhnya terhadap Disiplin Belajar Peserta Didik pada Mata Pelajaran PAI. Skrispi Tidak Diterbitkan. Jurusan Ilmu Tarbiyah dan Keguruan. UIN Syarif Hidayatullah.