Tinjauan Sistematis Google Classroom Sebagai Platform Kolaboratif Untuk Pengajaran Bahasa Inggris
Keywords:
Pembelajaran Kolaboratif, Pengajaran Bahasa Inggris (ELT), Google ClassroomAbstract
Teknologi telah merevolusi pengajaran bahasa Inggris (ELT), dan Google Classroom telah menjadi platform populer untuk kerja sama tim. Studi ini mengkaji efektivitasnya dalam mempromosikan metode pembelajaran berkelompok secara sistematis, dengan menggunakan kata kunci “Google Classroom” dan “Kolaborasi” di lima basis data—Mendeley, ScienceDirect, ERIC, Taylor & Francis Online, dan Registers—metode pencarian mengikuti persyaratan PRISMA. Dari 3.808 studi yang ditemukan pada pencarian awal, 481 studi yang memenuhi syarat untuk tinjauan teks lengkap disaring dan digunakan dalam analisis akhir. Hasil menunjukkan bagaimana fitur interaktif seperti forum diskusi, berbagi dokumen, dan pelacakan tugas di Google Classroom meningkatkan keterlibatan siswa, komunikasi, dan manajemen pekerjaan. Namun, masih ada beberapa masalah, seperti ketergantungan pada koneksi internet, ketidaksetaraan dalam literasi digital, dan ketidakhadiran alat komunikasi real-time. Meskipun demikian, Google Classroom tetap efektif untuk pembelajaran online dan blended learning, terutama dalam mendorong kolaborasi dan lingkungan belajar yang dinamis. Disarankan agar guru dan siswa mendapatkan pelatihan dalam literasi digital dan mengintegrasikan platform komplementer untuk memaksimalkan potensinya.
References
’Aini, A. F., Navira, A., Rahayu, N. N., Indah, siti, & Torihorn, naf’an. (t.t.). The Use of Videos and Its Effectiveness on ELT: A Systematic Review.
Alsaidi, B. K., Ali, M. A., & Hussain, I. A. (2023). Study the Effect of Using Google Classroom on the Academic Performance Under the Covid19 Pandemic Using Data Mining Technique. International Journal of Interactive Mobile Technologies (iJIM), 17(06), 20–32. https://doi.org/10.3991/ijim.v17i06.38783
Andrini, V. S., & Yusro, A. C. (2021). Blended Learning Model in a Distance Learning System to Increase 4C Competence (Creativity, Critical Thinking, Collaboration, and Communication). Journal of Educational Science and Technology (EST), 7(3), 236. https://doi.org/10.26858/est.v7i3.21278
Anjarwati, R., & Sa’adah, L. (2022). The Effect Of Combining Google Classroom And Whatsapp On Student Engagement In English Class. E-LINK JOURNAL, 9(2), 152. https://doi.org/10.30736/ej.v9i2.666
Dewi, C. A., Muhali, M., Kurniasih, Y., Lukitasari, D., & Sakban, A. (2022). The impact of Google Classroom to increase students’ information literacy. International Journal of Evaluation and Research in Education (IJERE), 11(2), 1005. https://doi.org/10.11591/ijere.v11i2.22237
Güzel, S. (2023). Gamified lesson plan development with ELT pre-service teachers: A gamified google classroom experience. Journal of Educational Technology and Online Learning, 6(1), 202–220. https://doi.org/10.31681/jetol.1158404
Hamad, W. B. (2023). Students’ experiences of learning in virtual classrooms facilitated by Google Classroom. 6(2). https://doi.org/10.31681/jetol.1250095
Hilal, T. A., Hilal, A. A., & Hilal, H. A. (2022). Social Networking Applications: A Comparative Analysis for a Collaborative Learning through Google Classroom and Zoom. Procedia Computer Science, 210, 61–69. https://doi.org/10.1016/j.procs.2022.10.120
Jumadi, J., Perdana, R., Hariadi, M. H., Warsono, W., & Wahyudi, A. (2021). The impact of collaborative model assisted by Google Classroom to improve students’ creative thinking skills. International Journal of Evaluation and Research in Education (IJERE), 10(2), 396. https://doi.org/10.11591/ijere.v10i2.20987
Martin, B. A. (2021). Teachers Perceptions of Google Classroom: Revealing Urgency for Teacher Professional Learning. Canadian Journal of Learning and Technology, 47(1). https://doi.org/10.21432/cjlt27873
Muflikah, B., Swidarto, S., & Kusuma, V. A. (2021). The Development Of Management Model On Collaborative-Based Students’ Scientific Writing Mentoring Through An Online Research Clinic Approach At UPBJJ-UT Semarang. ETERNAL (English Teaching Journal), 12(1). https://doi.org/10.26877/eternal.v12i1.8306
Muñoz-Carril, P.-C., Hernández-Sellés, N., Fuentes-Abeledo, E.-J., & González-Sanmamed, M. (2021). Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning. Computers & Education, 174, 104310. https://doi.org/10.1016/j.compedu.2021.104310
Nursyahida, H. M., Ramadhanti, T., Aulia, N. H. I., Puteri, N., & Tarihoran, N. (2024). The Use Of Ai And Its Effectiveness In Elt: A Systematic Review. 4. https://doi.org/10.58432/algebra.v4i2.1064
Orosoo, M., Raash, N., Treve, M., M. Lahza, H. F., Alshammry, N., Ramesh, J. V. N., & Rengarajan, M. (2025). Transforming English language learning: Advanced speech recognition with MLP-LSTM for personalized education. Alexandria Engineering Journal, 111, 21–32. https://doi.org/10.1016/j.aej.2024.10.065
Padohinog, E. C., Balsicas, N. W., & Hingada, L. C. (2022). The effectiveness of Google Classroom and Blackboard Learn: Students’ and teachers’ perceptions. 4(1).
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71
Pham, A. T., & Nguyen, T. B. (2024). English as a foreign language students’ acceptance of Google Classroom in writing classes: A case study in Vietnam. Heliyon, 10(8), e29832. https://doi.org/10.1016/j.heliyon.2024.e29832
Qibtiya, M., Amaliyah, N., Anindya, F., & Fatimah, D. (2024). The Use Of Google Classroom In Effectiveness In Elt: Systematic Review. 4, 282–291.
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-Century Skills Requires 21st-Century Teaching. Phi Delta Kappan, 94(2), 8–13. https://doi.org/10.1177/003172171209400203
Selvia, D. S. E., & Suri, I. R. A. (2022). Teacher Problems in Implementing Google Classroom. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 13(1), 77–86. https://doi.org/10.24042/atjpi.v13i1.10295
Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016). Google classroom as a tool for active learning. 020069. https://doi.org/10.1063/1.4960909
Sirk, M. (2024). Vocational teaching practices for online learning during a state of emergency and its relation to collaboration with colleagues. Learning, Culture and Social Interaction, 44, 100781. https://doi.org/10.1016/j.lcsi.2023.100781
Stell, A., & Iwashita, N. (2024). Enhancing collaboration: Exploring regulated learning strategies in the co-regulatory processes of collaborative L2 writing. System, 125, 103410. https://doi.org/10.1016/j.system.2024.103410
Zen, Z., Reflianto, Syamsuar, & Ariani, F. (2022). Academic achievement: The effect of project-based online learning method and student engagement. Heliyon, 8(11), e11509. https://doi.org/10.1016/j.heliyon.2022.e11509
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ulfa Rahayu, Ilmaharani Ilmaharani , Naf’an Tarihoran

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.