Zoom Cloud Meeting: Improving Elementary School Elementary School Students' Activity and Learning Outcomes
ZOOM CLOUD MEETING: IMPROVING ELEMENTARY SCHOOL ELEMENTARY SCHOOL STUDENTS' ACTIVITY AND LEARNING OUTCOMES
DOI:
https://doi.org/10.30587/didaktika.v30i1.7464Keywords:
zoom cloud meeting, activity, learning outcomesAbstract
This study was conducted to address the challenges of face-to-face meetings, which were found to often clash with elementary school students. Meanwhile, the use of technology by elementary school students is less effective even though they have tools that support internet learning. Therefore, based on these problems, the implementation of learning using Zoom application is expected to solve the problem of physical meeting. This study used Classroom Action Research (CAR) with the stages of planning, implementing, observing, and reflecting in each cycle. Furthermore, data were collected through observation and tests, using instruments in the form of elementary school students’ activity sheets and learning outcomes. The results showed the use of zoom cloud meetings improved elementary school students’ activity and learning outcomes. The activity value was 49.17 in cycle 1 and 68.3 in 2, which fulfills the success indicators of at least 65%. Also, the learning outcomes increased by 23.3% from 56.7% in cycle 1 and 80% in 2. Therefore, the Zoom application can be used for online learning, which is proven to increase the number of elementary school student attendance and their learning outcomes.
References
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Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12243
Dewi, K. C., Ciptayani, P. I., Surjono, H. D., & Priyanto. (2018). Study of instructional model on blended learning inpolytechnic. Cakrawala Pendidikan, 37(2), 270–281. https://doi.org/10.21831/cp.v37i2.18267
Dias, M. D. O., Oliveira, R. De, Lopes, A., & Teles, A. C. (2020). Will virtual replace classroom teaching ? lessons from virtual classes via zoom in the times of COVID-19. Scholars Middle East Publishers, 4(May), 208–213. https://doi.org/10.36348/jaep.2020.v04i05.004
Elsawy, A. M., & Ahmed, O. S. (2019). E-Learning Using The Blackboard System In Light of The Quality f Education and Cyber Security. In International Journal of Current Engineering and Technology (Vol. 9, Issue 1, pp. 49–54).
Flores, Ò., Del-Arco, I., & Silva, P. (2016). The flipped classroom model at the university: analysis based on professors’ and elementary school students’ assessment in the educational field. International Journal of Educational Technology in Higher Education, 13(1), 1–12. https://doi.org/10.1186/s41239-016-0022-1
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Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. International Journal of Phytoremediation, 19(3), 133–148. https://doi.org/10.1207/s15389286ajde1903_2
Gillett-Swan, J. (2017). The Challenges of Online Learning: Supporting and Engaging the Isolated Learner. Journal of Learning Design, 10(1), 20–30. https://doi.org/10.5204/jld.v9i3.293
Govindasamy, T. (2001). Successful implementation of e-Learning Pedagogical considerations. Internet and Higher Education, 4(3–4), 287–299. https://doi.org/10.1016/S1096-7516(01)00071-9
Gray, J. A., & DiLoreto, M. (2016). The Effects of Elementary school student Engagement, Elementary school student Satisfaction, and Perceived Learning in Online Learning Environments This. NCPEA International Journal of Educational Leadership Preparation, 11(1).
Gray, L. M., Wong-Wylie, G., Rempel, G. R., & Cook, K. (2020). Expanding Qualitative Research Interviewing Strategies: Zoom Video Communications. The Qualitative Report, 25(5), 1292–1301.
Gupta, A. (2020). Role of Video-Conferencing Platforms to Chaange the Face of Communication During the Lockdown. In Multidisciplinary Subjects for Research (pp. 322–327).
Guzacheva, N. (2020). Zoom Technology as an Effective Tool for Distance Learning in Teaching English to Medical Elementary school students. Bulletin of Science and Practice, 6(5), 457–460. https://doi.org/10.33619/2414-2948/54/61
Hawk, T. F., & Shah, A. J. (2007). Using Learning Style Instruments to Enhance Elementary school student Learning. Decision Sciences Journal of Innovative Education, 5(1), 1–19. https://doi.org/10.1111/j.1540-4609.2007.00125.x
Hofstein, A., Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing elementary school students’ ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791–806. https://doi.org/10.1002/tea.20072
Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 62(4), 395–407. https://doi.org/10.1177/0022487111409415
Hrastinski, S. (2009). A theory of online learning as online participation. Computers and Education, 52(1), 78–82. https://doi.org/10.1016/j.compedu.2008.06.009
Huang, R., Kinshuk, & Price, J. K. (2016). ICT in Education in Global Context. In Teacher Notes in Educational Technology. https://doi.org/10.1007/978-3-662-47956-8
Hubackova, S., & Semradova, I. (2016). Evaluation of Blended Learning. Procedia - Social and Behavioral Sciences, 217, 551–557. https://doi.org/10.1016/j.sbspro.2016.02.044
Kahn, P. E. (2014). Theorising elementary school student engagement in higher education. British Educational Research Journal, 40(6), 1005–1018. https://doi.org/10.1002/berj.3121
Kamal, A. A., Shaipullah, N. M., Truna, L., Sabri, M., & Junaini, S. N. (2020). Transitioning to online learning during COVID-19 Pandemic: Case study of a Pre-University Centre in Malaysia. International Journal of Advanced Computer Science and Applications, 11(6), 217–223. https://doi.org/10.14569/IJACSA.2020.0110628
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between elementary school student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 1–20. https://doi.org/10.1186/s41239-017-0043-4
Kirkwood, A., & Price, L. (2013). Technology-enhanced learning and teaching in higher education: what is “enhanced” and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404
Korthagen, F. A. J., Attema-Noordewier, S., & Zwart, R. C. (2014). Teacher-elementary school student contact: Exploring a basic but complicated concept. Teaching and Teacher Education, 40, 22–32. https://doi.org/10.1016/j.tate.2014.01.006
Lai, K. W. (2011). Digital technology and the culture of teaching and learning in higher education. Australasian Journal of Educational Technology, 27(8), 1263–1275. https://doi.org/10.14742/ajet.892
Lathigara, A., Tanna, P., & Bhatt, N. (2021). Activity based programming learning. Journal of Engineering Education Transformations, 34(Special Issue). https://doi.org/10.16920/jeet/2021/v34i0/157202
Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7). https://doi.org/10.12973/eurasia.2017.00744a
Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. Internet and Higher Education, 47(2), 257–278. https://doi.org/10.1016/j.iheduc.2014.09.005
Martin, J. S., Hébert, M., Ledoux, E., Gaudreault, M., & Laberge, L. (2012). Relationship of chronotype to sleep, Light exposure, and work-related fatigue in elementary school student workers. Chronobiology International, 29(3), 295–304. https://doi.org/10.3109/07420528.2011.653656
McCoy, K. (2015). Using Zoom, Cloud Based Video Web Conferencing System: to Enhance a Distance Education Course and/or Program. In Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 412–415).
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. In U.S. Department of Education Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service. Centre for Learning Technology.
Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers and Education, 56(1), 243–252. https://doi.org/10.1016/j.compedu.2010.07.025
Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319–342. https://doi.org/10.1080/14759390000200096
Naidoo, J. (2020). Postgraduate mathematics education elementary school students’ experiences of using digital platforms for learning within the COVID-19 pandemic era. Pythagoras, 41(1), 1–11. https://doi.org/10.4102/PYTHAGORAS.V41I1.568
Odhabi, H., Tabbara, M., & Heath, P. (2013). Cloud Video Conferencing for Geographically Distributed Colleges. Journal of Education and Training, 1(1), 105. https://doi.org/10.5296/jet.v1i1.4664
Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education Ver. I, 5(6), 66–70.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles concepts and evidence. Psychological Science in the Public Interest, Supplement, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Puteri, L. H. (2018). The Apperception Approach for Stimulating Elementary school student Learning Motivation. International Journal of Education, Training and Learning, 2(1), 7–12. https://doi.org/10.33094/6.2017.2018.21.7.12
River, J., Currie, J., Crawford, T., Betihavas, V., & Randall, S. (2016). A systematic review examining the effectiveness of blending technology with team-based learning. Nurse Education Today, 45, 185–192. https://doi.org/10.1016/j.nedt.2016.08.012
Safitri, S. W. S. N. A. (2016). The Effectiveness of the Guided Inquiry Learning Module towards Elementary school students? Character and Concept Understanding. International Journal of Science and Research (IJSR), 5(6), 1589–1593. https://doi.org/10.21275/v5i6.NOV164512
Sanderson, P. E. (2002). E-Learning: strategies for delivering knowledge in the digital age. The Internet and Higher Education, 5(2), 185–188. https://doi.org/10.1016/s1096-7516(02)00082-9
Setiawan, A. R., Puspaningrum, M., & Umam, K. (2019). Pembelajaran Fiqh Mu’amalat Berorientasi Literasi Finansial. TARBAWY : Indonesian Journal of Islamic Education, 6(2), 187–192. https://doi.org/10.17509/t.v6i2.20887
Sinha, V. S., Mani, S., & Gupta, M. (2013). Exploring activeness of users in QA forums. IEEE International Working Conference on Mining Software Repositories, 77–80. https://doi.org/10.1109/MSR.2013.6624010
So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. Internet and Higher Education, 31, 32–42. https://doi.org/10.1016/j.iheduc.2016.06.001
Sudjana, N. (2013). Penilaian Hasil Proses Belajar Mengajar. Remaja Rosdakarya.
Sugiyono. (2010). Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif, dan R&D. Alfabeta.
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Published
2024-02-29
How to Cite
Hikmiah, A. N., & Nugroho, A. S. (2024). Zoom Cloud Meeting: Improving Elementary School Elementary School Students’ Activity and Learning Outcomes: ZOOM CLOUD MEETING: IMPROVING ELEMENTARY SCHOOL ELEMENTARY SCHOOL STUDENTS’ ACTIVITY AND LEARNING OUTCOMES. DIDAKTIKA : Jurnal Pemikiran Pendidikan, 30(1), 122–134. https://doi.org/10.30587/didaktika.v30i1.7464
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