Google Classroom-Supported Fisheries Vocational Learning During COVID-19: A Two-Cycle Classroom Action Study

Santika

doi:10.47239/yy21qd56

Authors

Santika SMK Negeri 1 Tulungagung, East Java, Indonesia

DOI:

https://doi.org/10.47239/yy21qd56

Keywords:

google classroom, vocational fisheries education, classroom action research, emergency remote teaching, learning mastery

Abstract

Emergency remote teaching posed particular challenges for vocational fisheries education, where learners require clear guidance, feedback, and opportunities to engage with technical content. This classroom action study examined changes in learning outcomes after Google Classroom was introduced for the topic of treating disease-affected aquatic organisms in Grade X APAT-1 at SMK Negeri 1 Tulungagung, Indonesia. The study involved 25 students in the second semester of 2021/2022 and used two iterative cycles of planning, action, observation, and reflection. Learning materials, worksheets, group discussion, assignment submission, and teacher feedback were organized through Google Classroom; multiple-choice tests were administered through Google Forms. The detailed results tables report mastery for 6 of 25 students (24%) at the first-cycle pretest, 14 (56%) at the end of Cycle I, and 24 (96%) at the end of Cycle II. Mean posttest scores increased from 74 in Cycle I to 85 in Cycle II. Classroom observations identified initial platform-adaptation and internet-connectivity problems that were addressed through instructional refinement. These findings document improvement within one classroom, but the absence of a comparison group and discrepancies between the source abstract and results tables preclude a definitive causal attribution. Google Classroom was a feasible asynchronous organizational tool for this cohort when accompanied by structured tasks and responsive feedback.

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