Enhancing Student Learning Activity Through Zoom, WhatsApp, and Google Applications
DOI:
https://doi.org/10.47239/dn31b779Keywords:
classroom action research, online learning, student activity, Zoom, WhatsApp, Google applicationsAbstract
Online learning during the COVID-19 period created persistent challenges for sustaining students’ active participation, particularly when instruction remained teacher-centered. This classroom action research examined whether a combination of PowerPoint presentations, Zoom, WhatsApp, and Google applications, implemented through Project-Based Learning and Discovery Learning, could improve learning activity in Grade XII Social Sciences at SMA Negeri 20 Surabaya. The study involved 34 students (15 male and 19 female) and followed the Kurt Lewin action-research cycle across three cycles: planning, action, observation, and reflection. Learning activity was observed through five indicators: observing, questioning, conducting activities/experiments, reasoning, and presenting discussion results. Cycle I showed that several indicators had not reached the target. Cycle II produced gains in most indicators but a decline in presentation activity, prompting redesign of worksheets and the inclusion of higher-order-thinking tasks. By Cycle III, the observed counts reached 34 students for observing, 32 for questioning, 34 for conducting activities, 32 for reasoning, and 34 for presenting. The findings indicate that iterative instructional refinement supported increasingly active online mathematics learning. Because the study used classroom action research without a comparison group, the findings should be interpreted as evidence of improvement within this classroom context rather than as a causal estimate of platform effectiveness.
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