Online learning model development using google classroom on the topic of administration server
DOI:
https://doi.org/10.12928/joves.v1i2.698Keywords:
Administration server, Google classroom, Learning model.Abstract
This study aims to: (1) generate e-learning-based practice learning model of Server Administration which is valid, useful, exciting, and can be applied to improve the learning outcomes of students in the subject of Administration Server; (2) determine the effectiveness of the implementation of Google Classroom on practice learning Administration Server; (3) monitor the learners in the learning process Server Administration practices inside and outside learning. This study is a Research and Development (R & D) to the conceptual model and using research procedures Borg and Gall. Results obtained eligibility percentage of media experts of 77.5% and 78.5% matter experts with criteria are eligible. Implementation level learning model captured very well at 91.66%. The level of attractiveness of the learners XII TKJ 1 amounted to 83.9% and XII TKJ 2 of 85.1% with very interesting criteria. The results of the analysis of the primary field trials assessing the effectiveness aspect, the value of the students after using the learning model and the overall increase learners or 100% to reach KKM with a limit value of 75, so it can be said to be a beneficial learning model to increase the number of learners.
References
Dimyati & Mudjiono. (2006). Teaching and learning. Jakarta: Rineka Cipta.
Gredler, M. E. (2011). Learning and Instruction: Theory and Applications. Jakarta: Kencana.
Iftakhar, S. (2016). Google Classroom: What Works and How? Education and Social Sciences, 3, 2289-9855.
Izenstark, A., & Leahy, K. L. (2015). Google Classroom for Librarians: Features and Opportunities. Library Hi Tech News, 9(32), 1-3.
Johnson, J., & Henderson, A. (2002). Conceptual models: begin by designing what to design. Interactions, 9(1), 25-32.
Joyce, B., & Weil, M. (1980). Models of Teaching (Second Edition). Englewood Cliffs: Prentice-Hall, Inc.
Downloads
Published
Issue
Section
License
Authors who publish with Journal of Vocational Education Studies (JOVES) agree to the following terms: Authors retain the copyright and grant the Universitas Ahmad Dahlan 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 (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Ahmad Dahlan. 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 acknowledgement of its initial publication in Universitas Ahmad Dahlan. 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 (See The Effect of Open Access).