https://jmi.rivierapublishing.id/index.php/rp Volume 3 Nomor 5 May 2022 E-ISSN: 2963-2900 | P-ISSN: 2964-9048
Literature Review on The Use of Cloud-Based Learning for Islamic
Religious Education
Desiana1, Koderi2, Agus Jatmiko3,
Ihsan Mustofa4
Pascasarjana UIN Raden Intan
Lampung
Email : [email protected], [email protected], [email protected]
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Abstract |
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Cloud-based learning shows a
significant impact on Islamic religious education, especially in the use of
Google Classroom. Several studies have examined the effectiveness of
cloud-based learning programs in developing reflective thinking skills and
increasing student learning motivation in Islamic religious education. In
addition, the application of Google Classroom for distance learning has
overcome problems related to the number of students in Islamic religious
education subjects. The research also explores the use of cloud technology
and ICT tools to improve the teaching of Islamic religious education and
support personalized learning trajectories for students. Overall, the
literature highlights the transformative potential of cloud-based learning
and technology to revolutionize the learning experience in Islamic religious
education. This research uses a systematic and comprehensive literature study
method to analyze books, scientific articles and related sources that are
relevant to the topic of cloud-based learning in the use of Google Classroom
for Islamic religious education. The methodological framework includes the
Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)
guidelines for the identification and selection of eligible studies, as well
as the use of well-known research quality assessment tools. Analysis results
are synthesized to produce reports that are informative, well-organized, and
context-rich. Keywords:
Cloud Based Learning, Google Classroom, Islamic
Religious Education Learning |
Technological advances offer new opportunities
for teaching and learning. Technology allows individuals to customize their
work or study environment with various tools that meet their needs and
interests.(Masud & Huang, 2013). Today, education is fully connected
with information technology in content delivery, communication, sharing, and
collaboration. Universities, colleges, and schools require servers, storage,
and software as key requirements.
Cloud-based learning uses
virtualization technology and cloud computing extensively in the model infrastructure
as the main service. This helps save energy, cost, and space in the data
center. Virtualization is becoming the cornerstone focus for cloud-based
learning.(Abdulsalam Suliman Al Arood et al., 2020) The development of critical thinking
skills is an important educational goal for the younger generation. It aims to
equip them to be wise thinkers and decision-makers personally and in society.
One emerging trend is
cloud-based learning, where cloud platforms support teaching and learning
activities. In this context, Google Classroom, one of the cloud-based
productivity services, is becoming increasingly popular among educators and
learners.(Chukusol &;
Piriyasurawong, 2022) The application of
cloud-based learning, especially through Google Classroom, is believed to
provide significant benefits for Islamic religious education. This technology
allows for greater flexibility and reach in material delivery and facilitates
interaction and collaboration between teachers and students. This becomes
relevant given the characteristics of Islamic religious learning that require
deep conceptual understanding and development of spiritual aspects.(Maghfiroh &;
Yusuf, 2022) Therefore, this study aims to
conduct a comprehensive literature review on using cloud-based learning,
especially through Google Classroom, in the context of Islamic religious
education. This study will explore the effectiveness, challenges, and transformative
potential of using cloud technology to improve students' learning experiences
and outcomes in Islamic religious education subjects.
The Islamic education
curriculum is one of the main learning resources that emphasizes developing
thinking skills. This is achieved through learning facts, concepts, principles,
and values, as well as their application in solving life's problems.
.
The Effectiveness of Cloud-Based Learning Programs Using Google Classroom
Cloud is a virtual
service technology that supports networks, software, hardware, data storage,
basic structures, or other necessary services. It allows users to access and
use them comfortably and quickly, providing several direct and indirect
benefits. The real benefit is that it provides convenience to learners because
there is no place limit so it helps learners who learn through Cloud-based
Learning access information and content anytime, anywhere, increase flexibility
in learning, access and understand content more easily, and increase knowledge,
and develop potential and critical thinking skills.(Okai-Ugjabe et al., n.d.)
From the perspective
of education in the digital age, problem-solving skills are often referred to
as a counterpoint or a byproduct of critical thinking. This is mentioned in
several studies related to mathematics learning and learner-engaging learning. According
to guidelines for encouraging critical thinking, a tool often mentioned these
days is the use of games as learning tools, which contribute to learner
engagement and critical thinking skills.�(Zhao, 2023)
Cloud-based learning using platforms
such as Google Classroom has become an increasingly hot topic in education.
Cloud technology can provide many benefits in teaching and learning, such as
improving collaboration, making learning materials easier to access, and
encouraging more active student engagement (Jumiatun, J. & Suryani, N.,
2018).
Understanding effectiveness is a measure that states how far the target
(quantity, quality, and time) has been achieved. The greater the percentage of
targets achieved, the higher the effectiveness (Mulyasa, 2003)
Education is one of
the instruments used to measure the progress of a nation. Therefore, the
educational aspect needs certain attention in terms of equity, facilities,
quality, and results. In previous decades, the education gap was in the public
spotlight. The concern is the lack of facilities, unqualified human resources,
and an unintegrated education system. Control and management of physical and
virtual cloud infrastructure, including networks, servers, types of operating
systems, and storage systems used by cloud providers. Example users (system
developers, administrators, IT managers).(Dadamuxamedov & Alimjon, I.,
n.d.) Goals set (Surahman, E. & Sujono, H. D,
n.d.)
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Effectiveness = |
Abstract |
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Goals set |
In addition, according to Wijaya (2020),
cloud-based learning can also increase student motivation and independence in
learning. Students can easily access learning materials anytime and anywhere,
encouraging them to be more actively involved in the learning process.(Wijaya, M. H., 2020)
To optimize the effectiveness of
cloud-based learning from some of the opinions above, it can be emphasized the
importance of training and mentoring teachers in using cloud technology and
providing adequate technology infrastructure in schools. Thus, cloud-based
learning using Google Classroom can be an effective solution to improve the
quality of the teaching and learning process, especially during the COVID-19
pandemic, which demands distance learning.
Looking at the conditions in 2024 with
post-pandemic conditions, it means that New Normal life is carried out
as before the pandemic while still implementing health protocols in certain
circumstances and situations. Then, with the current post-pandemic period, it
does not leave the technology running but still optimizes with various technological
advances, one of which is to use Google Classroom as a significant alternative,
especially in implementing Islamic Religious Education learning.
Application of Google Classroom in Islamic Education Learning
Applying Google Classroom in Islamic
Religious Education learning can provide many benefits. Google Classroom is an
online learning platform that integrates with other Google applications, making
it easier for teachers and students to collaborate, share learning resources,
and conduct assessments efficiently.
Using Google Classroom in PAI learning
can facilitate interaction and communication between teachers and students
online. Teachers can easily share learning materials, assignments, and
announcements with students.
Fajriana and Junaidi said, "The
implementation of Google Classroom in PAI learning can improve learning
efficiency because teachers can easily organize classes, assignments, and
assessments digitally." This allows teachers to save time and
resources that would normally be used for manual classroom administration.(Fajriana, F.
&; Junaidi, J., 2020).
Then, increasing student collaboration
and participation in learning through the use of
Google Classroom can also increase student collaboration and participation in
learning. Students can interact, discuss, and share thoughts through the
comment feature and discussion forum available on this platform.
As Sudarman said, "The
application of Google Classroom in PAI learning can increase students' active
involvement and participation in the learning process, thereby increasing their
understanding of the material learned." (Sudarman, S.,
2021).
� The learning system can be likened to the main driving engine to
improve and optimize the teaching and learning process. By using the right
methodologies, techniques, and strategies, teachers will have no difficulty in
managing learning so that it can run effectively and smoothly for students.
Teachers can apply the learning materials provided properly so that learning
objectives can be achieved efficiently. In addition, teachers can also add
applications or other methods that can support and improve the quality of
learning in the classroom. With a good understanding of how to run an effective
learning system, teachers can ensure the teaching and learning process runs
smoothly and provides optimal results for students.
According to Bahri and Zain, the
learning implementation process is an activity that will be an educative and
interactive coloring between teachers and students in order to achieve the
goals that have been formulated before starting the learning process (Bahri, D. & Zain, 2006)
Online learning methods can help
students absorb learning material delivered by the teacher so that they can
achieve the goals that have been formulated before starting the learning
process. The application of Google Classroom as one of the methods in the
network is one alternative to facilitate the learning of Islamic Religious
Education by providing many benefits, such as increasing learning efficiency,
collaboration, and active student participation. Teachers can take advantage of
the features available in Google Classroom to create engaging and effective
learning experiences for students.
The Significant Impact of Cloud-Based Learning Programs in Using
Google Classroom as an Islamic Learning Media
Cloud-based learning programs have shown a significant impact in
using Google Classroom as a medium for learning Islam. Here is a discussion
about it:
1. Increased Learning Effectiveness
Research shows that the use of Google Classroom in Islamic learning has
increased the effectiveness of the teaching-learning process. Students can
easily access course materials, submit assignments, and interact with teachers
anytime and anywhere. This allows for more flexible and focused learning.
2. Improved Collaboration and
Interaction Google Classroom facilitates better collaboration and interaction
between teachers and students in Islamic learning. Features such as class
discussions, feedback, and document sharing allow for a deeper exchange of ideas
and understanding.
3. Improved Classroom Management The
use of Google Classroom in Islamic learning helps teachers manage classes
effectively. Student assignment, assessment, and progress-tracking features
make it easier for teachers to monitor and evaluate learning.
4. Increased Student Engagement
Research shows that students tend to be more motivated and engaged in learning
Islam using Google Classroom. Interactive features and the use of technology
already familiar to students help increase their enthusiasm and participation.
5. Increased Access and Inclusivity
Google Classroom enables broader and more inclusive access to Islamic learning.
Students from a variety of backgrounds and abilities can participate equally,
including students with special needs or who live in remote areas.
In addition, improving the efficiency of learning administration with the use of Google Classroom in Islamic
learning also has an impact on increasing the efficiency of learning
administration. Teachers can easily manage assignments, assessments, and
communication with students through this platform, reducing administrative
burden and giving more time to focus on the learning process more effectively.(Son, R. A.
&; Syriac, N., 2021).
Then, it can provide increased ease of
access and use. Google Classroom has an interface that is easy to use and
accessible to teachers and students. Its intuitive features that integrate with
other Google apps, such as Gmail and Drive, make it easy for users to adapt and
use the platform effectively in learning Islam.(Wibowo, R. P.
&; Handayani, S., 2020)
It can be concluded that cloud-based
learning programs, especially the use of Google Classroom, have had a
significant impact on Islamic learning. These impacts include increased
effectiveness, collaboration, classroom management, student engagement, and
access and inclusiveness of learning. In addition, the platform also improves
the efficiency of learning administration and ease of access and use for
teachers and students.
Cloud-based learning programs,
especially Google Classroom, have had a significant impact on Islamic
education. These impacts include increased effectiveness, collaboration,
classroom management, student engagement, and access and inclusiveness of
learning.
Conclusion
Cloud-based learning, particularly in
the use of Google Classroom, shows a significant impact on Islamic religious
education. Several studies have examined the effectiveness of cloud-based
learning programs in developing reflective thinking skills and increasing
students' motivation to learn in Islamic religious education. In addition, the
implementation of Google Classroom for distance learning has addressed issues
related to the number of learners in Islamic religious education subjects. The
research also explores the use of cloud technology and ICT tools to improve the
teaching of Islamic religious education and support personalized learning
trajectories for students. Overall, the literature highlights the
transformative potential of cloud-based learning and technology to
revolutionize the learning experience in Islamic religious education. This
report is prepared based on a systematic and comprehensive literature study
method, analyzing books, scientific articles, and related sources relevant to
cloud-based learning topics in the use of Google Classroom for Islamic
religious education. The methodological framework includes Preferred Reporting
Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for the
identification and selection of eligible studies, as well as the use of
renowned research quality assessment tools. The results of the analysis are
synthesized to produce informative, well-organized, and context-rich reports.
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