An analysis of G-Form used in English evaluation process at Muhammadiyah University of Mataram
Abstract
This study aims to identify the role of Google Forms in the English evaluation process at Muhammadiyah University of Mataram. This research employs a qualitative approach, collecting data through questionnaires distributed to lecturers and students. The findings reveal that Google Forms significantly enhances the learning experience by making the evaluation process more participatory and engaging. Lecturers reported that the tool facilitates quick and easy information gathering, simplifies data interpretation, and improves time and work efficiency. Moreover, the student feedback indicated high levels of interest (95.2%), convenience (88.9%), improved exam scores (94.4%), and time management (77.8%). These results suggest that the use of Google Forms supports better learning outcomes and encourages continuous learning among students. The real-time data collection and analysis capabilities of Google Forms enable teachers to provide immediate feedback, which is crucial for student development. This study confirms the significant impact of Google Forms in modern educational practices, highlighting its value in creating an interactive and efficient evaluation process. Future research could explore the long-term effects of digital tools on student engagement and performance.
Full Text:
PDFReferences
Anderson, L. (2022). Digital assessment tools in higher education: A comparative study. Journal of Educational Technology, 45(3), 278-291.
Babbie, E. (2014). The basics of social research (6th ed.). Cengage Learning.
Baker, R., & Hill, S. (2023). Technological readiness and digital competencies in universities.
Higher Education Research & Development, 42(2), 145-160.
Brown, K., Davis, R., & Edwards, T. (2023). 21st century educational practices: A comprehensive
review. International Journal of Modern Education, 12(4), 412-428.
Brown, A., & Green, T. (2021). Enhancing student engagement through digital assessment tools.
Interactive Learning Environments, 29(4), 612-625.
Chen, Y., & Park, J. (2023). User-friendly digital tools and cognitive load reduction in assessment
processes. Educational Psychology Review, 35(1), 67-82.
Clark, M., & Adams, N. (2023). Collaborative learning through digital platforms: A case study. Journal of Cooperative Education, 28(2), 189-204
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Davis, E., & Moore, F. (2023). Personalized learning strategies in the digital age. Educational Research Quarterly, 46(3), 301-315.
Evans, G., & Turner, H. (2023). Digital literacy and infrastructure in higher education institutions. Journal of Information Technology in Education, 22(1), 78-93.
Fudhla, N. (2022). The effectiveness of Google Forms in enhancing EFL students' writing skills. English Language Teaching, 15(3), 45-57.
Foster, K., Green, L., & Harris, M. (2023). Self-regulation development through digital assessment tools. Journal of Educational Psychology, 115(2), 234-249.
Garcia, A., & Martinez, B. (2023). Digital tools and learner engagement: An empirical analysis. Interactive Learning Environments, 31(4), 567-582.
Gardner, R. C. (1985). The attitude/motivation test battery: Technical report. University of Western Ontario.
Green, P. (2022). Digital assessment and self-regulated learning: A meta-analysis. Learning and Instruction, 78, 101-116.
Hamdani, R. (2021). Implementing Google Forms in online quizzes: Benefits and challenges.
International Journal of Education and Development using Information and Communication Technology, 17(2), 65-78.
Harris, T., & Nelson, O. (2023). Time management skills development through digital assessment platforms. Journal of Time Management Studies, 19(3), 345-360.
Jackson, Q. (2022). Timely interventions and personalized learning in digital environments. Educational Technology Research and Development, 70(1), 123-138.
Johnson, R., & Lee, K. (2022). The impact of online learning tools on assessment practices in higher education. Journal of Distance Education, 37(2), 178-192.
Kim, S. (2022). The impact of digital assessment tools on academic performance. Assessment & Evaluation in Higher Education, 47(5), 678-693.
Lee, W., & Wong, X. (2021). Evolution of educational practices in the digital era. Journal of Educational Change, 22(3), 289-304.
Lopez, R., Martin, S., & Nguyen, T. (2023). Immediate feedback and its effects on learning retention and metacognition. Cognition and Instruction, 41(2), 156-171.
Mansor, A. Z. (2020). Google Forms as a tool for teaching and learning. Journal of Educational Research and Review, 8(4), 132-141.
Martin, U., & Lewis, V. (2023). Data-driven decision making in higher education: The role of digital assessment tools. Journal of Educational Data Mining, 15(1), 45-60.
Nguyen, K. (2022). Real-time data analysis for improving teaching quality. Teaching in Higher Education, 27(4), 512-527.
Patel, D. (2022). Active participation and independent learning through digital assessment. Journal of Active Learning in Higher Education, 23(2), 178-193.
Ramirez, E. (2022). Cognitive load reduction through user-friendly digital assessment tools. Instructional Science, 50(3), 289-304.
Rodriguez, F. (2022). Cooperative learning and peer interaction in digital environments. Computers & Education, 168, 104-119.
Scott, T., & Phillips, U. (2023). Contextual factors influencing digital tool effectiveness in education. Educational Technology & Society, 26(3), 267-282.
Smith, J., & Jones, L. (2020). Digital tools in educational assessment: A comprehensive review. Journal of Educational Technology, 45(3), 289-305.
Smith, A., & Johnson, B. (2022). Trends in digital assessment tools in higher education. Journal of Educational Technology Systems, 50(4), 456-471.
Taylor, C., & Robinson, D. (2023). Digital assessment tools and their impact on academic performance: A longitudinal study. Assessment in Education: Principles, Policy & Practice, 30(2), 201-216.
Thompson, I. (2022). Enhancing learner engagement through digital assessment platforms. Journal of Educational Engagement, 14(1), 78-93.
White, J. (2022). The role of immediate feedback in enhancing metacognition. Metacognition and Learning, 17(2), 145-160.
Wilson, K., Yamamoto, L., & Zhao, M. (2023). Active participation and self-directed learning in digital assessment environments. Journal of Educational Research, 116(3), 378-393.
Yamamoto, L. (2022). Digital competencies among faculty and students: A cross-institutional study. Journal of Digital Literacy in Higher Education, 9(2), 112-127.
Zhang, Y., & Liu, Z. (2023). Adoption of digital assessment tools: A multi-country analysis. International Journal of Educational Technology in Higher Education, 20(1), 34-49.
Zhao, M. (2022). Exploring the effectiveness of digital tools across diverse educational settings. Comparative Education Review, 66(4), 589-604.
DOI: https://doi.org/10.12928/iucee2024.v3i1.14556
Refbacks
- There are currently no refbacks.
Program Studi Pendidikan Bahasa Inggris
Kampus 4 Universitas Ahmad Dahlan
Jl. Ringroad Selatan, Kragilan, Tamanan, Kec. Banguntapan, Bantul, Daerah Istimewa Yogyakarta 55191, Indonesia
Email: iucee@pbi.uad.ac.id