The Effect of Blended Learning Models based on Google Classroom

to Learning Independence and Students Learning Outcome of Class

XI Accounting at SMK Negeri 1 Binjai

Natalia Kristin Br Ginting

and Ali Fikri Hasibuan

Prodi Pendidikan Akuntansi, Universitas Negeri Medan, Medan -Indonesia

Keywords: Blended Learning Model, Google Classroom, Learning Independence, Learning Outcomes

Abstract: The development of ICT has various effects on aspects of human life, especially in education. One of the

lessons that can take advantage of the development of ICT is a blended learning model. In blended learning,

online learning is not only learning to gather teaching materials, assignments, exercises, and student work.

This learning also becomes attractive learning and attracts students to have a better understanding and

improve student learning independence. The application to develop attractiveness in online learning is

google classroom application. The purpose of this study was to see the effect of blended learning models

based on google classroom application on students' learning independence and student learning outcomes of

class XI accounting at SMK Negeri 1 Binjai. The sample of this study was accounting class grade XI

students with total 60 students. This research was an experimental research which using pre-test post-test

control design. The result of this study was learning independece and student learning outcomes was higher

by using blended learning models based on google classroom applications than using conventional models.

1 INTRODUCTION

The development of technology, especially

information technology (internet), gradually realized

that it had an influence on education both directly

and indirectly (Yendra, et al: 2017). The learning

process is initially one-way and teacher centered

learning, such as behavioristic learning concepts

which assumes that teachers are the only source of

learning so they have to send as much information as

possible (Marini, et al: 2017).

The learning process like this cannot develop the

mindset, creativity and independence of students so

that learning patterns must be changed to

constructivism and cognitive approaches. With these

approaches, the teacher is only a motivator,

moderator and facilitator. Whereas students are

actively seeking new information independently

from various sources such as interaction with the

environment, school and outside the school and

reconstructing it in themselves (Kurniawati: 2014).

The development of ICT has a positive impact on

learning innovation, as an example of the emergence

of new alternative learning models and media (Sari:

2013). Learning that used to be only in the

classroom can be done by online now (sari: 2013).

With this progress, it should be used properly by

educators to produce a meaningful learning for

students which mean that they can link new

information to their cognitive structure (Najib and

Elhefni: 2016).

But in fact, the learning process in schools still

applies classical learning, namely lectures, question

and answer only which cause boredom (Nadziroh:

2017). Based on the results of observations

conducted at SMK 1 Binjai, the same thing was also

done by teachers still using conventional learning

models and also the use of communication devices

(cellphones) by students who were not wise (Marini,

et al: 2017). Consequently, the absorption of the

subject matter was not maximum and ultimately

learning result was low.

Self-learning is a human process to achieve

various competencies, attitudes and skills

(Sujatmika: 2016). The low value of these students

could be seen from the fact that there were still

many students who did not complete the passing

grade. In fact, class XI AK- 1 with amount 27% of

266

Ginting, N. and Hasibuan, A.

The Effect of Blended Learning Models based on Google Classroom to Learning Independence and Students Learning Outcome of Class XI Accounting at SMK Negeri 1 Binjai.

DOI: 10.5220/0009497402660274

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 266-274

ISBN: 978-989-758-432-9

 2020 by SCITEPRESS – Science and Technology Publications, Lda. All r ights reserved

students did not complete, while in class XI Ak 2,

the failure reached 40%.

The success of the teaching and learning process

is influenced by various factors such as teachers,

methods, models, facilities, motivation, and student

learning independence (Marini, et al: 2017).

Learning independence as one of the processes of

learning that influences learning outcomes has

several characteristics, namely: being confident,

being able not to always depend on others, being

brave to make decisions, being able to solve or

overcome problems by yourself, acting creatively,

daring to try new things, able and brave in

expressing opinions (Haryati: 2015). Further

independece does not mean learning alone without

the help of others, but on its own initiative either

with or without the help of others (Yamin, in

Ismaniati: 2015)

The good combination from various ICT

advances and the advantages of face-to-face learning

will provide new synergies for the learning process.

One learning model that can combine strategies to

deliver learning using face-to-face (offline) and

computer-based learning (online), through the

internet and mobile learning is blended learning

model (Kuntarto, Eko, et al: 2016).

Blended learning can be defined as a teaching

and learning approach that integrates Web-based

teaching, learning modes and face-to-face

interaction (Ma’arop and Embi: 2016) (Simarmata et

al., 2018). In addition to the understanding of

blended learning is a learning model that integrates

innovation and technological progress through

online learning systems with the interaction and

participation of traditional learning models

(Kholifah and Buditjahjanto: 2016).

So, based on these various opinions, it can be

concluded that the blended learning model is a

learning that combines wisely, relevant and precisely

between the potential of face to face with

information and communication technology that is

growing rapidly today.

Blended learning provides opportunities for

students to develop their learning independence

through the use of various sources of information

available to be accessed online, in addition to make

it easier for teachers to communicate with students

and monitor student learning outside of learning

hours.

In addition, the habituation of using blended

learning is also needed, due to reduce or prevent

students from using computers and cell phones for

negative things, such as playing games, social

media, and watching videos excessively (Wicaksono

and Rachmadyanti 2017).

Learning application that can be used as one of

the online learning media is the google classroom

application. The advantage of this application is that

it can be accessed free of charge and can be used on

any device such as on a computer, smartphone and

can also be used collaboratively in groups while it is

easy to use by both teachers and students (Alim:

2015).

The purpose of this study were: 1) to determine

the effect of Blended Learning Model based on

Google Classroom Application on accounting

learning independence for XI grade accounting

students, 2) to determine the effect of blended

learning model on accounting learning outcomes of

XI grade accounting students, 3) to determine the

effect of learning independence to accounting

learning outcomes for XI grade accounting students

2 THEORICAL FRAMEWORK

2.1 Blended Learning Models

Blended learning is a term derived from the English

language that consists of two syllables, namely

blended and learning (Husamah : 2014). Blended

means a mixture or a good combination. So

Blended learning could be defined as a teaching and

learning approach that integrates Web-based

teaching and learning mode and face-to-face

interaction (Ma’arop and Embi : 2016) juga Blended

learning is the most logical and natural evolution of

our learning evolution of our learning agenda. It

suggest an elegant solution to the challenges of

tailoring learning and development to the needs of

individuals (Throne dalam Rizkiyah : 2015).

In addition, blended learning is a model that

offers flexibility in terms of time, place and

variations in learning methods that are more than

online or face to face methods (Sari : 2013). It is

also a mixture of multimedia technology, CD ROM,

video streaming, virtual classes, e-mail, online text

animation combined with traditional forms of

training in the classroom (Rizkiyah : 2015).

So based on these various opinions it can be

concluded that the blended learning model is

learning that combines wisely, relevantly and

precisely between potential face to face with

information and communication technology such as

mobile learning and e learning to create innovation,

flexibility and also efficiency in learning.

The blended learning model itself has the goal of

helping students to develop better in the learning

process, providing practical and realistic

opportunities for instructors and students for

independent learning, increasing flexible scheduling

for students by combining the best aspects of face-

to-face and learning online (Husamah: 2014).

The Effect of Blended Learning Models based on Google Classroom to Learning Independence and Students Learning Outcome of Class XI

Accounting at SMK Negeri 1 Binjai

267

2.2 Google Classroom Apllication

One application that can be used as a learning media

to support the blended learning model is the google

classroom application (Wicaksono dan

Rachmadyanti 2017). Google classroom is an

internet-based service provided by Google as an e-

learning system (Hakim : 2016). besides that google

classroom is also a mixed learning platform that is

intended for every educational scope that is intended

to find a way out of the difficulties in making,

sharing and classifying each assignment without a

paper (Wikipedia December 2017).

The advantages of this application are the fast

and convenient setting process, centralized data

storage, fast sharing of resources, saving time,

increasing communication and collaboration (Alim:

2015). Here is a preview of Google classroom's start:

Figure 1: Google classroom opening display

2.3 Learning Independence and Learning

Outcomes

Learning outcomes are not a stand-alone thing,

meaning an accumulation of various factors that

affect students. One of them is learning

independence (Egok: 2016). The independence of

learning is the ability of a person to maximize their

abilities and provisions and knowledge to actively

learn in completing academic tasks (Fitria and Sari).

Furthermore, the independence of learning is

also an effort made to carry out learning activities in

an independent manner on the basis of his own

motivation to master certain material so that it can

be used to solve the problems being faced (Egok:

2016)

Based on various expert opinions, learning

independence can be interpreted as learning on its

own initiative, utilizing all available resources also

maximizing its capabilities and seeing difficulties as

challenges.

Independent learning has some characteristics

which are: be confident, able to not always rely on

others, be bold in making decisions, able to solve or

resolve problems on their own, be creative, dare to

try something new, capable and courageous in

expressing opinions (Haryati: 2015 ). Further

independent does not mean learning alone without

the help of others, but on its own initiative either

with or without the help of others (Yamin, in

Ismaniati: 2015.

Students who have high independence tend to

have initiative, responsibility, and earnest in learning

(Sujatmika: 2016), so that their learning outcomes

can be more maximal.

3 RESEARCH METHOD

This study used a quasi experiment method with

pretest postest controlled design (Sugiono: 2017).

The experimental class was 30 students class XI AK

2 who would be treated with a blended learning

model based Google Classroom Application while

the control class was 30 students class XI AK 1 who

would be be given treatment with conventional

learning.

The instrument used in this study were

questionnaire to measure learning independence and

multiple choice questions to measure student

learning outcomes. The instruments used had been

tested for their validity and reliability, so that the

number of questionnaires or valid questions used as

research instruments.

The research design used was descriptive

analysis, one way ANOVA and simple linear

regression. In addition, prerequisite tests included

normality, homogeneity and linearity tests. The

normality test was done using the Kolmogorov-

Smirno test but with liliefors significance correction.

Homogeneity test was done with levene test, while

the linearity test used was the F test. Descriptive

analysis woud be used to describe the average value

and the results of learning independence, learning

outcomes and also the results of tests of normality,

homogeneity and linearity. While one way ANOVA

would be used to test the effect of blended learning

model on learning independence and the effect of

blended learning model on learning outcomes. And a

simple linear regression test would be used to

examine the effect of learning independence on

accounting learning outcomes.

4 ANALYSIS

4.1 Validity and Realibility Test

Validity test results for students' accounting learning

outcomes with product moment correlation test were

distributed to 32 students with 30 questions. From

the results of the validity of the 30 questions, there

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

268

were 20 valid questions and from 20 valid questions

taken 15 items that would be used as an instrument

of accounting learning outcomes. While the

reliability test conducted by the Kuder-Richardson

method (KR20-21) based on the test results obtained

r count> r table was 0.53> 0.349. Thus the problem

was declared reliable or stable and consistent, based

on the 0.53 reliability interpretation table in the

medium category.

Furthermore, based on the results of the level of

dif/ficulty test, it could be seen that out of 30

questions that were calculated the level of difficulty,

there are 6 questions (20%) at the difficult level, 16

questions (53.3%) at the medium level and 8

questions (26.7%) at an easy level. The last was a

different power test from the calculation results

obtained from 30 questions which were tested in 3

questions in the very bad category (discarded), 8

questions were in the sufficient category, 17

questions were in the good category, and 2 questions

were in the very good category.

Furthermore, the results of the validity test for

learning independence questionnaires with Likert

scale were carried out by cooperative moment test

product. Based on the results of the tests conducted

on 32 students, out of 30 questionnaires distributed,

there were 16 valid questionnaires and 15 valid

questionnaires would be taken 15 questionnaires as

instruments for student learning independence. For

reliability testing used the alpha formula from the

calculation results obtained r count> r table is 0.80>

0.349. Thus the questionnaire was declared reliable

or stable and consistent, based on the 0.80 reliability

interpretation table was in the high category.

4.2 Analysis of Questionnaire for Learning

Independence

The following was the result of the learning

independence questionnaire analysis for the

experimental class:

Figure 2: Result of the questionnaire analysis for the

experimental class

Based on the diagram above, it could be seen that

the learning independence for the experimental class

after the treatment was in the good category, namely

in the range 60-63. This meant that blended learning

model based on the google classroom application

had a positive impact in increasing student

independence compared to previous treatment,

namely students’ independence was only in the less

category.

Next was the result of the questionnaire analysis

of the self-study in the control class:

Figure 3: Result of the questionnaire analysis for the

control class

From the diagram above, we could know that the

learning independence of control class students after

the treatment was in the sufficient category namely

in the range of 50-52. These results were more

increased than the results of student independence

questionnaires before treatment, namely in the less

category.

4.3 Analysis of Student Pre Test and Post Test

Results

The following was the result analysis of the students'

accounting learning outcomes for the experimental

class and control class. First was the analysis of the

pre-test value of the two classes, the following was a

diagram of the results of the analysis for the pre-test

results:

Figure 4: Diagram of the results of the analysis for

the pre-test results

From the table above, it could be known that the

pre-test value that was most commonly obtained by

The Effect of Blended Learning Models based on Google Classroom to Learning Independence and Students Learning Outcome of Class XI

Accounting at SMK Negeri 1 Binjai

269

students in the experimental class before the blended

learning model applied based on the Google

classroom application, namely the value of 33 and

40 and the highest value that could be achieved was

the value of 80 with only 2 students. Whereas in the

value control class, the most obtained students was

the value of 40 and the highest score that could be

achieved by this control class was 80 and only 1

student got it.

From the overall results of the pre-test, it could

be seen that the initial ability of students in both

experimental and control classes was still low and

with a KKM of 70, there were still many students

who got grades under the KKM.

Second was the students' accounting learning

outcomes after the treatment was given. Following

was the result of the analysis of the post-test results

of students from the experimental class and the

control class.

From the histogram above, it could be seen

clearly both the experimental class and the control

class had increased value compared to the pre-test

value. In the experimental class, the students' post-

test scores experienced a rapid increase when the

most pre-test scores that were obtained by students

were 33 and 40 with an average of 44.6, students

who received grades above KKM were only 4

people, after the implementation of the blended

learning model based on the google classroom

application to the experimental class, the post-test

value increased the average value that could be

obtained by students to be 80.1 and students who

geot grades under the KKM were only 6 students.

Whereas in the control class treated with

conventional models experienced a fairly good

increase in value, namely the average post test value

obtained by students to be 73.4 compared to the pre-

test value of 41.6. And students who got grades

under the KKM become 12 people..

Looking at the improvement in both classes, it

could be concluded that the blended learning model

based on the Google classroom application had a

good impact on increasing student outcomes

compared to conventional models.

5 RESULTS

5.1 First Hypothesis Test

To test the first hypothesis used one way ANOVA

test. In this test, there was a classic assumption test

that should be carried out, namely the normality test

and homogeneity test.

For the results of the normality test can be seen

in the table below:

Table 1: Results of Questionnaire Normality Test

As table 1, the significance value in the

Kolmogrov-sminov (liliefors significance

correction) test for the experimental class

questionnaire was 0.200> 0.05, meaning that the

data was normally distributed. Likewise with the

significance control class of 0.200> 0.05, it meant

that the data was also normally distributed.

Table 2: Homogeneity Test Results Test of

Homogeneity of Variances

Students Learnin

Inde

endence

Levene

Statistic

df1 df2 Sig.

1.425 1 58 .237

Test criteria for homogeneity testing were: H0:

The data group came from a population that had

homogeneous variance. Ha: The data group came

from a population that had an inhomogeneous

variance. H0 was rejected if the significance value

was less than 0.05.

Based on the table of test results conducted in

SPSS version 20 above, it obtained a significance

value of 0.237> 0.05 then H0 was accepted, meaning

that the data from the student learning independence

questionnaire had homogeneous variance. Next in

the table below, it could be seen a description of the

learning independence questionnaire

Tests of Normality

Class Kolmogorov-Smirnov

Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Student

independence

learning

Blended Learning

Models

.116 30 .200

.975 30 .693

Conventinal models

.086 30 .200

.975 30 .691

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

270

Table 3: Description of the Blended Learning Model

on Learning Independence

Based on the descriptive table results, it could be

seen that the average of the questionnaire on the

learning independence of the experimental class was

57.83 with a standard deviation of 3.983, while the

average questionnaire for the learning independence

of the control class is 50.00 with a standard

deviation of 3.291. the difference in the average

value of the learning independence questionnaire is

7.83, which is the average value of the experimental

class is higher than the control class.

Because the classical assumption test had been

fulfilled, a hypothesis test with one way ANOVA

could be done. The results are as follows:

Table 4: One Way ANOVA Test Results

This table showed that the calculated F value was

68.957 while the F table was using 95% confidence

level, α = 5%, df 1 (number of variables 1) = 1, and

df 2 (n-2) or 60 - 2 = 58, the results obtained for F

table were 4.01. Based on these results, it could be

seen that the calculated F value> F table (68.957>

4.01) with a significance of 0.000 <0.05 then H0

was rejected and Ha was accepted, or there was a

positive and significant influence of the blended

learning model on learning independence

questionnaire.

5.2 Second Hypothesis Test

To test the second hypothesis, one way ANOVA test

would also be used. Then the classical assumption

test that was the normality test and homogeneity test

would be carried out.

First was the normality test of pre-test and post-

test for experimental class and control class. The

results for testing the normality of the two classes

could be seen in the table below

Table 5: Pre Test Normality Results and Post Test

Class Experiments and Control Classes

From the calculation of normality test in

Kolmogrov-sminov coloumn (liliefors significance

correction), it could be concluded that all sample in

experiment and control class for pretest and post test

outcomes came from the population which

distributes normal due to the significant value >

0.05.

Tabel 6: Test of Homogenity

Test criteria for homogeneity testing were: H0:

The data group came from a population that has

homogeneous variance. Ha: The data group came

from a population that has an inhomogeneous

variance. H0 wass rejected if the significance value

is less than 0.05.

Based on the test results table conducted in SPSS

version 20 above, it obtained significance value for

the pre-test value of 0.406 > 0.05 while for the post-

test value obtained significance value of 0.559> 0.05

seen from the testing criteria the pre-test and post-

test values of both classes were homogeneous

meaning that the student's value data came from

homogeneous variance.

Because the classical assumption test had been

fulfilled, a hypothesis test with one way ANOVA

could be done. The result was as follows:

Descriptives

Students independence learning

N Mean Std.

Deviation

Std. Error 95%

Confidence

Interval for

Mean

95%

Confidence

Interval for

Mean

Min Max

Lower

Bound

Upper

Bound

Model Blended

Learning

30 57.83 3.983 .727 56.35 59.32 51 66

Model

Konvensional

30 50.00 3.291 .601 48.77 51.23 44 56

Total 60 53.92 5.359 .692 52.53 55.30 44 66

ANOVA

Students independence learning

Sum of Squares df Mean Square F Sig.

Between Groups 920.417 1 920.417 68.957 .000

Within Groups 774.167 58 13.348

Total 1694.583 59

Tests of Normality

Kelas

Kolmogorov-Smirnov

Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

student learning

outcomes

Pre Test Class

Experiments

.140 30 .140 .935 30 .065

Post Test Class

Experiments

.134 30 .178 .951 30 .175

Pre Test class

control

.120 30 .200

.963 30 .367

Post Test class

control

.133 30 .186 .956 30 .248

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Test of Homogeneity of Variances

Learning

outcome

Levene Statistic df1 df2 Sig.

Pre test .700 1 58 .406

Post test .345 1 58 .559

The Effect of Blended Learning Models based on Google Classroom to Learning Independence and Students Learning Outcome of Class XI

Accounting at SMK Negeri 1 Binjai

271

Table 7: One Way ANOVA Test for Experimental

and Control Class Pre Test results

Based on the results of the table, it could be seen

that the F-calculated value was 0.499 while the F-

table was using 95% confidence level, α = 5%, df 1

(number of variables 1) = 1, and df 2 (n-2) or 60 - 2

= 58, the results obtained for F table were 4.01.

value calculated < F table (0.499 <4.01) with a

significance of 0.483 > 0.05 then H0 was accepted

and Ha was rejected, this meant that the initial

ability of students both experimental and control

classes were same. As for the post test results or

after treatment, the results wer as follows:

Table 8: One Way ANOVA Post Test Results for

Experimental and Control Class Classes

This table showed that the value of F calculated

was 4,675 while the F table was using 95%

confidence level, α = 5%, df 1 (number of variables

1) = 1, and df 2 (n-2) or 60 - 2 = 58 , the results

obtained for F table were 4.01. Based on these

results, it could be seen that the F calculated value>

F table (4.675> 4.01) with a significance of 0.035

<0.05 then H0 was rejected and Ha was accepted, or

there was a positive and significant influence of the

blended learning model on accounting learning

outcomes.

5.3 Third Hypothesis Test

The test used for this third hypothesis was a simple

linear regression test. One of the requirements of this

simple linear regression test was linearity test. The

results of linearity tests that had been carried out

could be seen in the following table:

Table 9: Linerity Test Results

Based on the significance value of the outcome

above, it was obtained the significance value of

student learning independence 0.438> 0.05, so it

could be concluded that student learning

independence was linearly related to student

learning outcomes.

Next was to see the R square value, here is a

table of R square values:

Table 10: Value of R Square

The value of R square = 0.359 from the table

above showed that 35.9% of the variance (changes)

of learning outcomes can be explained by changes in

learning independence variables. While the

remaining 64.1% was explained by other factors

outside the model. Whereas for the coefficients table

from here we would form the simple linear

regression equation as follows:

Table 11: Simple Linear Regression Results

The formula of a simple linear regression

equation was Y = a + bX, from the table above for a

constant value (a) could be seen from the constant

table that is 2.211 and the regression coefficient

value is 1.382. so the regression equation was Y =

ANOVA

Pre Test result

Sum of Squares df Mean Square F Sig.

Between Groups 129.067 1 129.067 .499 .483

Within Groups 14989.867 58 258.446

Total 15118.933 59

ANOVA

accounting learning outcomes

Sum of Squares df Mean Square F Sig.

Between Groups 673.350 1 673.350 4.675 .035

Within Groups 8353.900 58 144.033

Total 9027.250 59

ANOVA Table

Sum of

Squares

Df F Sig

accounting

learning outcomes

students

independence

learning

Between

Groups

(Combined) 5295.133 21 252.149 2.567 .006

Linearity 3238.836 1 3238.836 32.977 .000

Deviation from

Linearity

2056.297 20 102.815 1.047 .438

Within Groups 3732.117 38 98.214

Total 9027.250 59

Measures of Association

R R Squared Eta Eta Squared

accounting learning

outcomes

students independence

learning

.599 .359 .766 .587

Coefficients

Models Unstandardized Coefficients Standardized

Coefficients

t Sig.

B Std. Error Beta

(Constant) 2.211 13.148

.168 .867

Students independence

learning

1.382 .243 .599 5.697 .000

a. Dependent Variable: accounting learning outcomes

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272

2.211 + 1.328X + e or Learning Outcomes = 2.211 +

1.328 * Learning Independence + e.

This means that every increase in learning

independence is equal to one unit, then the learning

outcome rises by 1,328.

Furthermore, to see whether the independent

variables partially had a significant effect on the

dependent variable, used the t test. t-count in the

table was 5.697 while t table = 2002 (dk = 58, α =

0.05), because t-count> t-table (5.697> 2.002) and

the significance value (p-value) was 0.000 <0.05 so

H0 was rejected, which meant that the learning

independence variable partially had a positive and

significant effect on student learning outcomes. This

meant that the higher the independence of learning,

the higher the student learning outcomes.

6 CONCLUSIONS

The conclusion of this study was that there was a

positive and significant instructor between the use of

a blended learning model based on Google

Classroom Application on the learning independence

of class XI AK students at SMK 1 Binjai school year

2018/2019. This meant that the blended learning

model based on the Google Classroom Application

could improve student learning independence better

than conventional learning.

Furthermore, there was a positive and significant

influence between the use of a blended learning

model based on the Google Classroom Application

on the accounting learning outcomes of class XI AK

students at SMK 1 Binjai school year 2018/2019.

This meant that students' accounting learning

outcomes were higher using the blended learning

model based on the Google classroom application

compared to conventional models.

Finally, there was a positive and significant

influence between students' learning independence

on accounting learning outcomes of class XI AK

students at SMK 1 Binjai school year 2018/2019.

This meant that if learning independence increased,

learning outcomes would also increase. This

hypothesis test also aimed to strengthen the first

hypothesis and the second hypothesis.

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