THE EFFECTIVENESS OF USING LMS SIPDA COMPARED WITH THE GOOGLE CLASSROOM LMS IN THE DEPARTMENT OF COMMUNITY EDUCATION UNIVERSITY OF THE STATE OF MEDAN

Friska Indria Nora Harahap; Jubaidah Hasibuan; Mahfuzi Irwan; Aisyah Anggreni; Jihan Sunita

doi:10.22460/empowerment.v12i1.3465

THE EFFECTIVENESS OF USING LMS SIPDA COMPARED WITH THE GOOGLE CLASSROOM LMS IN THE DEPARTMENT OF COMMUNITY EDUCATION UNIVERSITY OF THE STATE OF MEDAN

Friska Indria Nora Harahap ^(1*)
Jubaidah Hasibuan ⁽²⁾
Mahfuzi Irwan ⁽³⁾
Aisyah Anggreni ⁽⁴⁾
Jihan Sunita ⁽⁵⁾

(1) Pendidikan Masyarakat, Universitas Negeri Medan, Indonesia
(2) Universitas Negeri Medan
(3) Universitas Negeri Medan
(4) Universitas Negeri Medan
(5) Universitas Negeri Medan
(*) Corresponding Author

Abstract

In online learning that uses e-learning, whether it is effective or not is largely determined by the effectiveness of the LMS model used. This study aims to describe the effectiveness of using LMS SIPDA compared to LMS Google Classroom at the Department of Public Education, State University of Medan. The assessment indicators used in this study include indicators of teaching quality, level of teaching, intensity, and time. The research method used is quantitative research with a descriptive approach. The research instrument used in this study was a questionnaire distributed via Google Form. The data analysis technique of this research used descriptive quantitative analysis in the form of percentages. The results obtained an average of 77.66% with the category agreeing that the level of effectiveness of using SIPDA LMS is higher than Google Classroom. So it can be concluded that users feel more effective in using SIPDA LMS than Google Classroom, with a negative value on internet connection (WiFi or Internet Quota) in accessing SIPDA LMS which is much stronger and more stable than accessing Google Classroom.

Keywords

Effectiveness, LMS SIPDA, Google Classroom

Full Text:

PDF

References

Agustian, N., & Salsabila, U. H. (2021). Peran Teknologi Pendidikan dalam Pembelajaran. Islamika, 3(1), 123–133. https://doi.org/10.36088/islamika.v3i1.1047

Danurahman, J., & Kusdarini, E. (2021). Dampak Pandemi Coronavirus Disease (Covid-19) Dalam Perspektif Hukum Di Era Digital. Masalah-Masalah Hukum, 50(2), 151–160. https://doi.org/10.14710/mmh.50.2.2021.151-160

Etistika Yuni Wijaya, Dwi Agus Sudjimat, & Amat Nyoto. (2016). Transformasi Pendidikan Abad 21 Sebagai Tuntutan. Jurnal Pendidikan, 1, 263–278.

Gunawan, Y. I. P., & Amaludin, A. (2021). Pemanfaatan Teknologi Pembelajaran Dalam Jaringan Di Masa Pandemi Covid-19. Jurnal Madaniyah, 11(2), 133-150. https://journal.stitpemalang.ac.id/index.php/madaniyah/article/view/195

Megahantara, G. S. (2017). Pengaruh Teknologi Terhadap Pendidikan di Abad 21.

Mulyani, F., & Haliza, N. (2021). Analisis Perkembangan Ilmu Pengetahuan dan Teknologi (Iptek) Dalam Pendidikan. Jurnal Pendidikan Dan Konseling, 3(1), 101–109.

Nafsi, L. L., & Trisnawati, N. (2022). Efektivitas Penggunaan Google Classroom sebagai Media Pembelajaran Mata Kuliah Aplikasi Komputer Mahasiswa Pendidikan Administrasi Perkantoran. Edukatif : Jurnal Ilmu Pendidikan, 4(1), 38–52. https://doi.org/10.31004/edukatif.v4i1.1722

Ngafifi, M. (2014). Kemajuan Teknologi Dan Pola Hidup Manusia Dalam Perspektif Sosial Budaya. Jurnal Pembangunan Pendidikan: Fondasi Dan Aplikasi, 2(1), 33–47. https://doi.org/10.21831/jppfa.v2i1.2616

Sadikin, A., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah Covid-19. Biodik, 6(2), 214–224. https://doi.org/10.22437/bio.v6i2.9759

Suryatni, L. (2021). Teknologi Pendidikan Sebagai Pelaksanaan Sistem Informasi Dalam Perkuliahan Online Di Masa Pandemi Covid-19. JSI (Jurnal Sistem Informasi) Universitas Suryadarma, 8(1), 31–46.

DOI: https://doi.org/10.22460/empowerment.v12i1.3465