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This chapter summarises the results from the study project Teacher's Creativity in Using
Google Classroom as E-Learning Media: Case Study Madrasah Ibtidaiyah Muhammadiyah 1 Al-
Furqan. The conversation starts with an overview of the study and its results.
With the advancement of technology, the use of e-learning in education has grown
widespread. As one of the schools that has embraced e-learning, teachers at Madrasah Ibtidaiyah
Muhammadiyah 1 Al-Furqan are expected to be innovative in their use of available media. where
school-based e-learning programmes make use of the Google Classroom tool. As a teacher, must
be able to incorporate the creativity into the classroom setting. A creative teachers will use a
variety of strategies to increase the interest level of online learning. One such strategy is to build
creativity through attendance at educational seminars. Seminars on teaching English are also
frequently held, including seminars on how to teach correctly, and schools also involve
teachers in MGMP (Musyawarah Guru Mata Pelajaran) activities. when the researcher
enquired, "How can we stimulate more creativity in teaching?" The response of the first
instructor is as follows:
often holds seminars on the teaching process, and the school participates in
"There are several methods. However, in my view, the most efficient method is
to attend educational seminars since they provide a wealth of information and, as
a teacher, science must constantly be enhanced, particularly in terms of teaching
creativity."
Datum 2: The learning method used by English teacher in teaching Using Google
synchronous online courses learning technique to present information whilst utilising Google
Classroom as E-Learning media. This course takes happen concurrently and may employ
different formats such as virtual classrooms, instant chat, and more. The researcher inquired,
"How do you teach using Google Classroom at Madrasah Ibtidaiyah Muhammadiyah 1 Al-
"Because of the pandemic and the essence of online learning, the learning
method is a synchronous online course, and the learning medium are E-learning
apps like as Google Classroom, which are augmented by Telegram, YouTube, and
WhatsApp to ensure the learning process runs smoothly."
Subsequently, in response to the same question, the second instructor said as follows:
"In my classroom, I use worksheets, student handbooks, and learning links to
help students comprehend."
The third teacher's response to the same question is as follows:
“LKS, a student book, a link to further resources on the internet, and YouTube
videos were all employed in order to aid students in better comprehending the
topic”
Then, as follows, respond to the fourth teacher's question:
“Asynchronous online classrooms are used as the teaching technique, while e-
learning systems such as Google Classroom are used as the teaching medium,
which are coupled with other supporting apps to guarantee that the learning
process takes place. "Everything seems to be in functioning order."
Creativity should be included into the learning process by selecting information that is
suitable for the students' level and devising interesting learning activities that help students
comprehend the subject. when the researcher inquired, "How do you include your creativity
into your English instruction?" The following is the first teacher's response:
Subsequently, in response to the same question, the second instructor said as follows:
“If I teach a topic, I choose it based on how well it will be understood by the
students, and I employ learning methodologies and activities that are both
intriguing to pupils and easy to understand. As a result, students will have a solid
understanding of the subject matter”
The third teacher's response to the same question is as follows:
“I choose topics depending on students' comprehension, and I use interesting
learning tools and activities. As a consequence, kids will fully grasp the topic”
Then, as follows, respond to the fourth teacher's question:
“I approach topics depending on the students' demonstrated existing
knowledge and use engaging tools and activities to aid them in acquiring new
material. As a result, students will graduate with a firm grasp of the subject
matter”
discovered issues with the learning process while using Google Classroom, which was
presented by an English instructor. The issue is with the student network, which impedes the
learning process. Students' passion for studying is waning, and there is a communication
breakdown between instructors and students. This information was gathered when the
researcher inquired, "Is there a difficulty with using Google Classroom in learning activities?"
"For the problem when teaching online, it is the internet network between
teacher and students. Because students come from different areas, there must be
obstacles related to the internet network. Also, the student's spirit in learning is
decreasing and lack communication between teacher and students".
Subsequently, in response to the same question, the second instructor said as follows:
"The most often encountered issue is network disruption. It develops into a
really influential impediment."
The third teacher's response to the same question is as follows:
"Frequently, what occurs is a network issue. Typically, it has an effect on
pupils' spirits. When the network was unexpectedly shut off during a Google
Classroom lesson, the pupils were too lethargic to continue".
Then, as follows, respond to the fourth teacher's question:
"The primary issue with online education is unquestionably the network issue.
Occasionally, students reside in such distant locations that networking becomes a
significant problem ".
Datum 4: How the English teacher designed online learning By Using Google Classroom
as E-Learning Media
Based on an interview with the data. The English teacher at Madrasah Ibtidaiyah
activities. During online learning, the teachers are responsible for developing a variety of
learning resources, instructional methods, and learning activities that are suitable for the
students' needs and circumstances. This statistic is based on the response to the question "How
do you feel about online learning using Google Classroom?" The first teacher then responded:
"As a teacher, must exert utmost effort while teaching online using Google
Classroom. Because we educate indirectly using online programmes, there are
several impediments created by the internet network, which means that learning is
not always successful. As educators, we must prepare. Online learning resources,
instructional methodologies, and learning activities that are contextually
relevant".
Subsequently, in response to the same question, the second instructor said as follows:
"I believe that learning activities utilising Google Classroom are really
beneficial, since online learning can be done from anywhere and at any time.
However, it must be properly prepared, including learning techniques that are
appropriate for students' circumstances, curriculum-aligned resources, and
instructional approaches that may also aid students' comprehension while utilising
Google Classroom".
Then, as follows, respond to the fourth teacher's question:
"The instructor creates Google Classroom learning materials, methods, and
activities based on the students' needs and situations. Because Google Classroom
is a remote learning tool, planning is critical."
learning resources for students during online learning through Google Classroom. The English
videos based on the content, and another online link pertaining to the material presented. Thus,
reading was the online learning activity. Numerous items may be read independently by
pupils. The question “How are the learning methods you apply during using Google
and YouTube videos to assist students clearer understanding and study the subject.
self-created stuff."
Subsequently, in response to the same question, the second instructor said as follows:
"use online modules, workbooks, student books, learning videos from youtube
and some learning links from the internet"
they can solve learning problems using Google Classroom by always distributing material on
the prepared learning platform, providing time for QnA at the end of the lesson for students to
ask questions about material they don't understand, constantly reminding students to study the
material in groups, and directly addressing students who have difficulties. it is obtained as a
fact via the query "How do you overcome issues while teaching using Google Classroom?"
To bring attention to the Google Classroom learning process, researchers discovered that
activities that entice students to study online. When creating learning activities, the English
instructor identifies appropriate learning strategies for students by assessing the students'
ability. Thus, when learning is conducted by use of Google Classroom as a media, E-Learning
activities may operate smoothly and effectively. Additionally, students become more engaged
in their studies. based on the topic "How do you choose the type of Google Classroom
Subsequently, in response to the same question, the second instructor said as follows:
"When choosing learning activities, we often consider students' skills in terms
of their degree of comprehension; so, our emphasis in learning activities is on
developing teaching and learning activities that prioritise students' capacity to
comprehend the content provided."
The third teacher's response to the same question is as follows:
"When selecting learning activities to be conducted through Google
Classroom, it is important to consider the student ability level, since some students
have a great capacity to comprehend the material supplied, while others have a
low ability. To enable students with low abilities to compensate, it is important to
consider while selecting learning activities."
Then, as follows, respond to the fourth teacher's question:
“Our focus in producing teaching and learning activities is on generating
teaching and learning activities that prioritise students' abilities to absorb the
knowledge offered”
Based on the facts above, the English teacher applies his creativity to design learning
activities utilising Google Classroom. When designing these learning activities, the English
teacher demonstrates his creativity by developing online learning activities that are
appropriate for the situation, paying attention to student problems, providing consultation time
between students and teachers to improve learning, and including time for QnA at the end of
the lesson for students to ask questions about material not encased in class. comprehended,
modify the abilities to be taught, and take into account the students' backgrounds.
Table 4.1 The result of an interview by Four English Teachers on how to using
Google Classroom as E-Learning Media activity design
Based on facts from interviews and documentation. The English teacher at Madrasah
textbooks or by offering material sources from the web via connections to students, including
YouTube links so that students can also get more material explanations via learning videos.
Following the delivery of the information, students work on practise questions from the LKS.
Students have completed the LKS questions; QnA activities are done to allow students to raise
questions regarding content that has not been grasped. At the conclusion of the session, the
English instructor assigns Quiz Time activities in which students are given a quiz link and
instruction.
Furthermore, the English teacher creates learning exercises for each skill, using Google
Classroom as a platform for E-learning activities. Students create videos about specific
materials and upload them to Google Classroom for speaking skills, and the English teacher
assigns students material to read and comprehend independently based on the material
presented and the following reading skills. For writing skills, students create sentences and
upload them to Google Classroom, sentences are created based on the material being studied.
The following online learning activities include Quiz Time, which occurs at the conclusion
of each session. These facts are verified by an interview in which the following question is
asked: "What are the learning activities that you have designed utilising Google Classroom as
an e-learning medium?" Mention and explain the appropriateness of the abilities used in each
Based on the data above, the English teachers use Google Classroom to create learning
activities that include video creation, reading, writing, quiz periods, QnA sections, and teacher
explanations.
4.2 Discussion
Teachers must decide on an approach to teaching and also on the methods, techniques, and
strategies that will be used. The researchers discovered the teaching style, method, strategy, and
Learning activities using Google Classroom media. The researcher will provide the following
explanation:
1) Teaching approach
activities with Google Classroom media. This technique is well-suited for online learning
because it emphasises active learning and puts the participants' ideas, questions, and
2) Teaching method
The findings indicated that the English teacher utilised an e-learning activity using Google
Classroom to provide information during online learning. The activity was student-
centered and synchronous. These courses run concurrently and may take a variety of
3) Teaching strategy
English teachers use a variety of teaching tactics in E-Learning activities that use Google
Classroom media, including quizzes, QnA sessions, consultations, writing, and creating
Videos.
4) Teaching technique
English teachers use current technology to promote learning through E-learning activities
using Google Classroom material. For instance, when quizzes, consultations are conducted
using the WhatsApp application, and QnA and writing periods are implemented in Google
Classroom.
According to the information above, English teachers use quizzes, QnA time, consulting,
writing, and creating videos as teaching tactics. According to the study's findings, the English
creating engaging online learning activities utilising Google Classroom material. The researcher
analysed the data using Mulyana's (2010) theory of teacher creativity and Jack and colleagues'
learning medium
(Mulyana 2010). The four characteristics are Fluency, Flexibility, Originality, and
a) Fluency
Fluency refers to the teacher's ability to develop precise thoughts in response to the
topic at hand. Online learning is a challenge for instructors because they must adjust
their teaching style to accommodate online learning by using their creativity. The
suitable and engaging online learning activities. Making movies, reading, writing,
quizzes, Q&A sections, teacher consultations, and presentations are just some of the
activities.
b) Flexibility
In this instance, the teacher has the opportunity to expand his intellect. This capability
may be leveraged to generate novel and superior learning concepts. By allowing for
feedback from other individuals or pupils, the ensuing ideas may please both
Muhammadiyah 1 Al-Furqon has the ability to broaden his horizons. The English
and offering QnA time. Students may counsel and ask questions directly to the
instructor during consultation and QnA time about issues they are encountering or
constructive advice to ensure that learning runs smoothly and is welcomed by all
students.
c) Originality
The term "originality" refers to a teacher who generates fresh ideas. This skill is
the learning process. When online learning was initially introduced, English instructors
used E-Learning into their classroom instruction. However, English instructors use E-
Learning in their classrooms for a variety of reasons, including the need for English
teachers to generate new ideas throughout the teaching process via the usage of Google
via the use of online learning activities such as Quiz Time created using Quizizz.com,
a QnA section, and consultation. Students develop an enthusiasm for learning and are
d) Elaboration
The teacher has a high attention to detail. The precision with which a teacher
approaches an issue has an effect on the level of his inventiveness. The English teacher
considers the students' backgrounds before selecting learning activities. Thus, English
teachers may tailor learning activities utilising Google Classroom media to their
Table 4.3 The result of analyzing data between the theory of (Mulyana,
2010) and results from interview in how to design learning activities by
using Google Classrom as a media.
while constructing online learning activities, namely Fluency, Flexibility, Originality, and
Elaboration.
According to (Jack, Chris, and Donald 2009), creative teachers implement twelve distinct
types of activities, including guided discovery, interactive lectures, student teaching,
problem solving, projects, student presentations, self- and peer assessment, learning
According to the data gathered via interviews, English instructors demonstrate their
learning process utilising Google Classroom and other media. Making movies, reading,
writing, quizzes, Q&A sessions, consultations, and instructor presentations are just some
of the activities. According to (Jack, Chris, and Donald 2009), English instructors
construct five types of learning activities for their students. These include consultation,
interactive lectures, student presentations, reading, and self-study. This will be detailed in
a) Consulting
learning activities, namely consultations, in which students may discuss directly with
b) Interactive lecture
border check with a teacher in which learners may demonstrate their comprehension of
Al Furqon uses these learning activities to ensure that he or she does not interfere with
materials to pupils using the Google Classroom tool, which facilitates virtual sessions.
c) Students Presentations
This might be a more informal style of student teaching. Students demonstrate their
peer evaluation, and team assessment. The English instructor use this student
improve your speaking abilities. Writing sentences and Quiz Time are the next two
online learning activities. Quizzes are produced and cover all subject areas. Quiz Time
d) Reading
Learners are accountable for comprehending written content in this sort of activity but
often do not grasp what they are intended to learn or what they should be able to
abilities, and comprehending the topic. English teachers submit materials to Google
e) Self-study
The purpose of this exercise is to assist students in meeting their learning requirements.
English teachers employ self-study activities to help students better comprehend the
teacher gives YouTube links to additional resources and uploads them to Google
Classroom in order for pupils to fully comprehend the topic and develop their listening
Classroom in order to keep them interested throughout the online learning process.
Five online learning activities are created by the English teacher: Consultation,
students may benefit from this learning exercise since it enables them to study well and
comprehend the subject offered. This will be made abundantly evident by the
following table:
Table 4.4 The result of analyzing data between the theory of (Jack, Chris, and
Donald 2009) and results from interview in designing online learning activities
using Google Classroom