Confirmatory Factor Analysis of Mathematics Learning Interaction in Google Classroom: A Validation Study at Ciamis Vocational School

Zulkaidah Nur Ahzan (Universitas Timor)
Nur Eva Zakiah (Universitas Galuh)
Fitriani Fitriani (Universitas Timor)
Muhamad Zulfikar Mansyur (Universitas Siliwangi)

Mosharafa: Jurnal Pendidikan Matematika
Vol. 14 No. 2 (2025): April

Abstrak Penelitian ini bertujuan untuk mengidentifikasi indikator yang mempengaruhi keberhasilan interaksi belajar siswa melalui Google Classroom dalam pembelajaran matematika di SMKN 1 Panumbangan. Metode yang digunakan adalah pendekatan kuantitatif dengan analisis faktor konfirmatori (CFA). Instrumen berupa angket tertutup diberikan kepada 85 siswa dari kelas X dan XI program Bisnis Digital dan Pemasaran serta Multimedia. Analisis dilakukan menggunakan SPSS versi 26. Hasil eksplorasi menunjukkan terdapat delapan faktor yang terbentuk: faktor internal dan eksternal, perilaku negatif, self-affirmation, perilaku positif, ketidaktahuan, persepsi terhadap mata pelajaran, lingkungan belajar, dan egois. Enam faktor utama dalam model CFA mampu menjelaskan 68,3% variasi data. Kesimpulannya, interaksi belajar siswa melalui Google Classroom dipengaruhi secara signifikan oleh faktor kesadaran diri dan perilaku positif, perilaku negatif, persepsi kebermanfaatan Google Classroom dalam belajar, egois, internal, dan ketidaktahuan. Abstract This study aims to identify indicators that influence the success of student learning interactions through Google Classroom in mathematics learning at SMKN 1 Panumbangan. The method employed was a quantitative approach, utilizing confirmatory factor analysis (CFA). The instrument, a closed-ended questionnaire, was administered to 85 students from grades 10 and 11 of the Digital Business and Marketing and Multimedia programs. Analysis was conducted using SPSS version 26. The exploration results revealed eight factors: internal and external factors, negative behavior, self-affirmation, positive behavior, ignorance, perception of the subject, learning environment, and egotism. The six main factors in the CFA model were able to explain 68.3% of the data variation. In conclusion, student learning interactions through Google Classroom are significantly influenced by self-awareness and positive behavior, negative behavior, perceived usefulness of Google Classroom in learning, egotism, internal factors, and ignorance.