KEEFEKTIFAN PENGGUNAAN MEDIA GOOGLE CLASSROOM DALAM PROSES PEMBELAJARAN DI MASA PANDEMI

Jeni Danurahman; Hendra Hermawan; Sukron Mazid

doi:10.31002/kalacakra.v2i2.4356

KEEFEKTIFAN PENGGUNAAN MEDIA GOOGLE CLASSROOM DALAM PROSES PEMBELAJARAN DI MASA PANDEMI

JURNAL KALACAKRA: Ilmu Sosial dan Pendidikan ◽

10.31002/kalacakra.v2i2.4356 ◽

2021 ◽

Vol 2 (2) ◽

pp. 65

Author(s):

Jeni Danurahman ◽

Hendra Hermawan ◽

Sukron Mazid

Keyword(s):

At Home

Pendidikan merupakan aset untuk membentuk manusia unggul yang berprestasi dan berdaya saing di tingkat nasional dan internasional sebagai langkah mempersiapkan generasi penerus bangsa. Di masa pandemi saat ini, banyak tantangan yang harus dihadapi terutama dalam penyesuaian penggunaan teknologi sebagai solusi di masa pandemi karena kebijakan yang ada untuk menjaga jarak, stay at home, dan study at home. Google Classroom adalah solusi dalam situasi ini, dengan penggunaan Google Classroom yang efektif secara bijaksana dan menarik, kegiatan pembelajaran dapat dilakukan di mana saja, kapan saja, tidak dibatasi oleh ruang dan waktu. Metode dalam penelitian ini menggunakan tipe penelitian analisis isi yang dirancang untuk mendeskripsikan isi yang mengandung informasi yang diambil dari teks tertentu. Analisis dilakukan dari berbagai artikel ilmiah terutama yang berkaitan dengan efektivitas penggunaan google classroom sebagai media pembelajaran di masa pandemi saat ini. Dengan hasil yang diperoleh bahwa penggunaan google classroom dengan baik dan bijak akan mendapatkan kualitas pembelajaran yang efektif.

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Siblings of Children with Mental Retardation Living at Home or in Residential Placement

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963097002084 ◽

1998 ◽

Vol 39 (3) ◽

pp. 355-363 ◽

Cited By ~ 36

Author(s):

Laurie Eisenberg ◽

Bruce L. Baker ◽

Jan Blacher

Keyword(s):

Mental Retardation ◽

Residential Placement ◽

At Home

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Systematic Modification of Parental Input to Train Language Symbols

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1201.04 ◽

1981 ◽

Vol 12 (1) ◽

pp. 4-12 ◽

Cited By ~ 6

Author(s):

Barbara Culatta ◽

Donna Horn

Keyword(s):

Language Learning ◽

Meaningful Use ◽

Hearing Impaired ◽

Specific Language ◽

Parental Input ◽

Language Exposure ◽

Therapy Sessions ◽

Impaired Children ◽

Hearing Impaired Children ◽

At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

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Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00011 ◽

2020 ◽

Vol 51 (2) ◽

pp. 371-389 ◽

Cited By ~ 2

Author(s):

Xigrid Soto ◽

Yagmur Seven ◽

Meaghan McKenna ◽

Keri Madsen ◽

Lindsey Peters-Sanders ◽

...

Keyword(s):

High Stress ◽

Social Validity ◽

Home Language ◽

Single Subject ◽

Considerable Difficulty ◽

Home Program ◽

Iterative Development ◽

Vocabulary Skills ◽

Validity Measures ◽

At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

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