Purpose: This study aims to explore the effectiveness of Google Classroom in the learning process at the State Islamic Institute of Kendari.
Methodology: The research method used in this study is a qualitative method, in-depth interview. Data collection was done through interview sessions with students from the Faculty of Teacher Training and Education.
Main Findings: The findings showed that the use of Google Classroom was effective with various limitations: (1) not all students got an account what was provided by the lecturers because they did not have a smartphone, (2) Wi-Fi availability in the campus was limited and (3) the students did not have enough mobile data plan during the time of online discussion and even some students submitted their assignments using their friends’ account.
Applications of this study: The study will allow future initiatives to take into consideration the issues and challenges related to accessibility, connectivity and affordability among the users of the platform, in this case the students.
Novelty/Originality: This study provides valuable insights into the initiatives taken by the institutions of higher education in Indonesia that lack a proper platform for implementing e-learning. Issues and challenges found in this study contribute to making important strategic decisions when designing and implementing such initiatives in the future.
Industrialization has transformed humans' perspectives and morality. At the same time, government policies have urged students to become innovators. This study argues that these policies have caused demoralization among Indonesian students in the Revolution 4.0 era. It applies a descriptive qualitative approach, using observation, interviews, and reviews of formal and informal policies available online. It objectively illustrates how universities have transformed in response to government policy. As shown in previous studies, higher education processes have ignored morality as they have industrialized and strived for innovation. Educational institutions are unable to act autonomously, being limited by state interests. At the same time, they have failed to dynamically articulate the meaning of Industry 4.0, focusing solely on products and the workplace. Critique and reflection are necessary to imbue students with civility and integrity. Such a constructive response is necessary to curb the demoralization process that has occurred in the Industry 4.0 era.
Early Childhood Education in coastal areas is different from PAUD on land, this diversity requires a learning model that can bond togetherness indifference, a learning model that instills values and norms in a learning process. This article offers a learning model that fits the characteristics of early childhood in the Pesisir city of Kendari. This model can bring innovative ideas that demand the creativity of teachers and high school authorities involved in making their own decisions, planning, and implementation. It takes a leap to be able to catch up due to the neglect of local wisdom that has experienced many obstacles in the learning process at school.
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