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Sulhan Sulhan
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Journal : Jurnal Ilmiah Mandala Education (JIME)

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Perceptions of Prospective Social Studies Teachers on the Effectiveness of Google Classroom in Enhancing Pedagogical Content Understanding and Teaching Readiness at Junior High Schools (SMP) Sulhan, Sulhan
Jurnal Ilmiah Mandala Education (JIME) Vol 11, No 4 (2025): Jurnal Ilmiah Mandala Education (Oktober)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v11i4.9574

Abstract

This study aims to analyze the perceptions of pre-service Social Studies (IPS) teachers regarding the effectiveness of using Google Classroom in improving pedagogical content knowledge and teaching readiness at the junior high school (SMP) level. The research employed a mixed-methods approach with a convergent parallel design. The participants consisted of 30 students from STKIP Harapan Bima. Quantitative data were collected through a perception questionnaire, a pedagogical understanding test, and a teaching readiness observation sheet, while qualitative data were obtained through in-depth interviews and field notes.The findings revealed a significant improvement in students’ pedagogical content understanding (mean pretest = 62.4; posttest = 79.6; p < 0.05) with an N-Gain score of 0.45 (moderate category) and an effect size of 2.15 (very strong effect). Students’ perceptions of Google Classroom effectiveness were generally high (mean = 4.19 out of 5), particularly in the dimensions of accessibility (87%) and usefulness for learning (86%). Qualitative analysis indicated that students experienced ease in accessing materials, increased collaboration, and greater efficiency in managing assignments. The main obstacles—limited internet connectivity and digital device availability—were mitigated through adaptive learning strategies.The integration of quantitative and qualitative data demonstrates that Google Classroom is effective as a pedagogical learning medium that fosters digital literacy, self-regulated learning, and professional readiness among pre-service Social Studies teachers.
Co-Authors Abdul Rahman Adilla, Elsi Dwi Ari Wibowo Bihaqqis, Rika Aulia Cahyana, Iyan Darniaty Danial Dewi, Rinawati Eftiana, Nisa Febriana, Irma Ferdiyansyah, Imam Denis Herawati, Alifah Kadir, Syukron Abdul Karni, Asniti Mahditya, Alma Mohammad Muchlis Solichin Ningrum, Anna Cahya Pebriandi, Asep Pratita, Afifah Rahma Rudiatin, Endang Sari, Wina Satoto, Endro Subaidi Subaidi, Subaidi Yunita, Jeni Yuridin, Yuridin