The Impact of Google Classroom on Increasing Students’ Information Literacy

Citra Ayu Dewi, Muhali Muhali, Yeti Kurniasih, Diah Lukitasari, Abdul Sakban


Information literacy at the higher education level is very important because it tends to be problematic in fostering students' critical thinking skills, including awareness, collection, understanding, analysis, synthesis, and the use of information and their attitudes to the treatment of information at the university level. This study examined the effects of the online learning Google classroom in enhancing information literacy among students. This study observed a one-group pretest-posttest experimental design. This research involved 65 students from the chemistry course under the biochemistry program. The instrument used to assess students’ information literacy consist of fair set of multiple-choice questions. The test was found to be very valid at 4,22% and highly reliable at an alpha level of 0,86. The findings of this research showed that the information literacy of students improved before and after their learning exposure using Google classroom based on the descriptive and inferential statistics. Moreover, the students' attitude towards the online platform shows that they are more willing to learn using Google classroom than the non-online or conventional learning platforms. Therefore, it can be inferred that introducing Google classrooms in online learning can effectively boost students’ information literacy.


Online Learning, Google Classroom, Information Literacy Ability


S. C. Kong., T. W. Chan., P. Griffin., U. Hoppe., R. Huang.,Kinshuk, ... &M. Sharples et al., “E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications,” J. Educ. Technol. Soc., vol. 17, no. 1, pp. 70–78, 2014.

S. C. Kong, “Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy,” Comput. Educ., vol. 78, pp. 160–173, 2014.

M. Gross and D. Latham, “What’s skill got to do with it?: Information literacy skills and self‐views of ability among first year college students,” J. Am. Soc. Inf. Sci. Technol., vol. 63, no. 3, pp. 574–583, 2012.

T. Koltay, “The media and the literacies: Media literacy, information literacy, digital literacy,” Media, Cult. Soc., vol. 33, no. 2, pp. 211–221, 2011.

C. Martin, “An information literacy perspective on learning and new media,” Horizon-The Strateg. Plan. Resour. Educ. Prof., vol. 19, no. 4, pp. 268–275, 2011.

A. M. J. White, “Information literacy and critical thinking in higher education: Some considerations,” in Research Anthology on Developing Critical Thinking Skills in Students, IGI Global, 2021, pp. 111–124.

D. Dolničar and B. B. Podgornik, “Information Literacy of University Freshmen, and Differences in ICT Use, Internet Confidence and Motivation,” in European Conference on Information Literacy, 2018, pp. 254–263.

A. De Meulemeester, J. De Maeseneer, S. De Maeyer, R. Peleman, and H. Buysse, “Information literacy self-efficacy of medical students: a longitudinal study,” in European Conference on Information Literacy, 2018, pp. 264–272.

A. Novo and G. Bastos, “Information Literacy in Portuguese School Libraries: A Longitudinal Study of Master Degree Dissertations,” in European Conference on Information Literacy, 2018, pp. 273–281.

I. Blau and T. Shamir-Inbal, “Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders,” Educ. Inf. Technol., vol. 22, no. 3, pp. 769–787, 2017.

Z.-J. Zhong, “From access to usage: The divide of self-reported digital skills among adolescents,” Comput. Educ., vol. 56, no. 3, pp. 736–746, 2011.

J. Littenberg-Tobias and J. Reich, “Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program,” Internet High. Educ., vol. 47, p. 100759, 2020.

S. Barzilai and Y. Eshet-Alkalai, “The role of epistemic perspectives in comprehension of multiple author viewpoints,” Learn. Instr., vol. 36, pp. 86–103, 2015.

E. Porat, I. Blau, and A. Barak, “Measuring digital literacies: Junior high-school students’ perceived competencies versus actual performance,” Comput. Educ., vol. 126, pp. 23–36, 2018.

K. B. Al Bataineh, A. Banikalef, and A. H Albashtawi, “The effect of blended learning on EFL students’ grammar performance and attitudes: An investigation of Moodle,” Arab World English J. Vol., vol. 10, 2019.

A. Albashtawi and K. Al Bataineh, “The effectiveness of google classroom among EFL students in Jordan: an innovative teaching and learning online platform,” Int. J. Emerg. Technol. Learn., vol. 15, no. 11, pp. 78–88, 2020.

A. Margaryan, A. Littlejohn, and G. Vojt, “Are digital natives a myth or reality? University students’ use of digital technologies,” Comput. Educ., vol. 56, no. 2, pp. 429–440, 2011.

I. Esteban-Millat, F. J. Martínez-López, M. Pujol-Jover, J. C. Gázquez-Abad, and A. Alegret, “An extension of the technology acceptance model for online learning environments,” Interact. Learn. Environ., vol. 26, no. 7, pp. 895–910, 2018.

L. Abazi-Bexheti, A. Kadriu, E. Jajaga, M. Apostolova-Trpkovska, and H. Abazi-Alili, “LMS solution: Evidence of Google Classroom usage in higher education,” Bus. Syst. Res. Int. J. Soc. Adv. Innov. Res. Econ., vol. 9, no. 1, pp. 31–43, 2018.

P. Jakkaew and S. Hemrungrote, “The use of UTAUT2 model for understanding student perceptions using Google classroom: A case study of introduction to information technology course,” in 2017 international conference on digital arts, media and technology (ICDAMT), 2017, pp. 205–209.

L. R. Halverson, K. J. Spring, S. Huyett, C. R. Henrie, and C. R. Graham, “Blended learning research in higher education and K-12 settings,” Learn. Des. Technol., pp. 1–30, 2017.

G. Northey, T. Bucic, M. Chylinski, and R. Govind, “Increasing student engagement using asynchronous learning,” J. Mark. Educ., vol. 37, no. 3, pp. 171–180, 2015.

W. P. Janzen, “Screening technologies for small molecule discovery: the state of the art,” Chem. Biol., vol. 21, no. 9, pp. 1162–1170, 2014.

K. Beaumont, “Google Classroom: An online learning environment to support blended learning,” Compass J. Learn. Teach., vol. 11, no. 2, 2018.

A. Syakur, “The Effectiveness of English Learning Media through Google Classroom in Higher Education,” Britain Int. Linguist. Arts Educ. J., vol. 2, no. 1, pp. 475–483, 2020.

F. I. Amadin, A. C. Obienu, and R. O. Osaseri, “Main barriers and possible enablers of Google apps for education adoption among university staff members,” Niger. J. Technol., vol. 37, no. 2, pp. 432–439, 2018.

M. M. Jordan and N. D. Duckett, “Universities confront ‘Tech Disruption’: Perceptions of student engagement online using two learning management systems,” J. public Prof. Sociol., vol. 10, no. 1, p. 4, 2018.

L. Dassa and M. Vaughan, “# Class again? How education faculty engage the disengaged college student,” Clear. House A J. Educ. Strateg. Issues Ideas, vol. 91, no. 1, pp. 42–45, 2018.

A. Gupta and P. Pathania, “To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level,” Educ. Inf. Technol., vol. 26, no. 1, pp. 843–857, 2021.

K. Bain, J.-M. G. Rodriguez, A. Moon, and M. H. Towns, “The characterization of cognitive processes involved in chemical kinetics using a blended processing framework,” Chem. Educ. Res. Pract., vol. 19, no. 2, pp. 617–628, 2018.

R. Moreno, G. Ozogul, and M. Reisslein, “Teaching with concrete and abstract visual representations: Effects on students’ problem solving, problem representations, and learning perceptions.,” J. Educ. Psychol., vol. 103, no. 1, p. 32, 2011.

Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D. 2013.

C. A. Dewi and R. A. Mashami, “The Effect of Chemo-Entrepreneurship Oriented Inquiry Module on Improving Students’ Creative Thinking Ability,” J. Turkish Sci. Educ., vol. 16, no. 2, pp. 253–263, 2019.

C. A. Dewi, “Improving creativity of prospective chemistry teacher through chemoentrepreneurship oriented inquiry module on colloid topics,” in Journal of Physics: Conference Series, 2019, vol. 1156, no. 1, p. 12017.

J. Kranzow and N. Hyland, “Marketing Climate: New Considerations for Target Marketing in Graduate Student Enrollment Management.,” J. Coll. Admiss., vol. 211, pp. 22–25, 2011.

L. Pareto and S. Willermark, “Educational technology in teaching: What do teachers perceive they need in order to develop their professional competence?,” in IRIS 36, 2013, 2013, pp. 1–16.

B. Sezer, “Implementing an information literacy course: Impact on undergraduate medical students’ abilities and attitudes,” J. Acad. Librariansh., vol. 46, no. 6, p. 102248, 2020.

K. Dolenc and A. Šorgo, “Information literacy capabilities of lower secondary school students in Slovenia,” J. Educ. Res., vol. 113, no. 5, pp. 335–342, 2020.

F. Fredy, L. A. Prihandoko, and A. M. Anggawirya, “The Effect of Learning Experience on the Information Literacy of Students in the Ri-Png Border During Covid-19 Period,” Int. J. Multicult. Multireligious Underst., vol. 7, no. 10, pp. 171–180, 2020.

M. I. Mustofa, M. Chodzirin, L. Sayekti, and R. Fauzan, “Formulasi model perkuliahan daring sebagai upaya menekan disparitas kualitas perguruan tinggi,” Walisongo J. Inf. Technol., vol. 1, no. 2, pp. 151–160, 2019.

P. Megawanti, “Persepsi Peserta Didik Terhadap PJJ pada Masa Pandemi Covid 19,” J. Fakt. UNINDRA, vol. 7, no. 2, pp. 75–82, 2020.

S. Widayati, N. Hotimah, and N. I. S. Rakhmawati, “Respon Mahasiswa Pada Proses Pembelajaran Mata Kuliah Daring,” Child Educ. J., vol. 2, no. 1, pp. 48–52, 2020.

S. Suhartono, I. N. S. Degeng, I. Suyitno, and S. Sulton, “A Comparison Study: Effects of the Group Investigation Model and Direct Instruction Model toward Science Concept Understanding,” J. Pendidik. IPA Indones., vol. 8, no. 2, pp. 185–192, 2019.

H. Cakir, “Use of blogs in pre-service teacher education to improve student engagement,” Comput. Educ., vol. 68, pp. 244–252, 2013.

M. Erna, E. Elfizar, and C.A. Dewi, “The Development of E-Worksheet Using Kvisoft Flipbook Maker Software Based on Lesson Study to Improve Teacher’s Critical Thinking Ability,” International Journal of Interactive Mobile Technologies (iJIM) 15 (1), 39-55, 2021.

C.A. Dewi, "Keefektifan Blended Learning dalam Pembelajaran Berbasis Masalah (PBL) Terhadap Aktivitas Belajar Mahasiswa IKIP Mataram Pada Materi Pencemaran Lingkungan," Hydrogen: Jurnal Kependidikan Kimia, 1(1), 8-13, 2013.

C.A. Dewi. Pahriah and A. Purmadi, "The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning". International Journal of Emerging Technologies in Learning, 16(11), 2021.

C.A. Dewi & A. Ahmadi, "Pengaruh Pembelajaran Savi Berbasis Media Simulasi Interaktif terhadap Keterampilan Berpikir Kritis Mahasiswa pada Materi Elektrokimia". Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 2(1), 8-11, 2014.

A. Ahmadi & C.A. Dewi, "Pengaruh Pembelajaran SAVI Berbasis Media Simulasi Interaktif Terhadap Pemahaman Konsep Mahasiswa Pada Materi Elektrokimia". Hydrogen: Jurnal Kependidikan Kimia, 2(1), 144-148, 2014.


  • There are currently no refbacks.

Copyright (c) 2021 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

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