Implementation of Deep Learning Using Google Forms and Google Classroom for Learning and Assessment at Pekuwolan Public Basic School, Buay Rawan, OKU Selatan

Riduan  Riduan

Authors

Riduan Riduan Universitas PGRI Palembang, Indonesia Author

Keywords:

Transformasi Digital, Pembelajaran Mendalam, Google Forms, Google Classroom, Penilaian Digital

Abstract

Digital transformation in education has become a global necessity in the 21st century. This research discusses the implementation of deep learning using the digital platforms Google Forms and Google Classroom at Pekuwolan Public Basic School. Before the transformation, the learning process was still conventional and teacher-centered, relying on lectures, textbooks, and written exercises. The assessment process was conducted manually, which was less efficient, prone to errors, and time-consuming in processing and reporting learning outcomes. With the support of digital infrastructure, TPACK training for teachers, and the integration of Google platforms, the school successfully created a learning system that is more interactive, efficient, and student-centered. The research results show increased teacher adaptation to technology, higher student independence and engagement, and significant efficiency in data-driven assessment processes. This study confirms that the key to successful digital transformation lies not only in technological tools but also in human resource readiness and a shift in learning culture toward meaningful, mindful, enjoyable, and deep learning.

References

Ahn, J., Kim, S., & Lee, H. (2025). Collaborative teacher learning communities in digital education. Journal of Educational Technology, 21(3), 145–160. https://doi.org/10.1002/jet.1234

Aphane, M., & du Plessis, T. (2025). The digital divide in primary education: Challenges and solutions. International Journal of Educational Research, 115, 102–115. https://doi.org/10.1016/j.ijer.2024.102115

Astari, & Yulianto. (2025). Bridging the digital divide in education: Disparities in Google Classroom utilization and technical challenges among urban and rural teachers. Journal of Education Technology. URL/DOI not available

Aziez, F., Sadeli, E. H., & Furqon, M. (2025). Implementing TPACK-based technology integration. Universitas Muhammadiyah Palangkaraya. URL/DOI not available

Bakri, R. (2025). Enhancing TPACK competence through online teacher communities. Educational Technology & Society, 28(1), 88–99. https://doi.org/10.1016/j.ets.2025.88

Bauer, A., Fokides, E., & Peristeraki, P. (2025). Digital transformation strategies in primary schools: SWOT analysis. Computers & Education, 172, 104–120. https://doi.org/10.1016/j.compedu.2022.104120

Blyznyuk, O., Mahbera, T., & Rusydi, I. (2025). Developing TPACK competencies for digital-native students. International Journal of Instruction, 18(2), 1–19. https://doi.org/10.29333/iji.2025.1821a

Bowen, G. A. (2020). Document analysis as a qualitative research method. Qualitative Research Journal, 20(2), 209–223. https://doi.org/10.1108/QRJ-D-19-00052

Creswell, J. W., & Creswell, J. D. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.

Etikan, I., & Bala, K. (2021). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 9(6), 215–217. https://doi.org/10.15406/bbij.2021.09.00305

Fokides, E., & Peristeraki, P. (2025). The role of immediate feedback in digital assessments. Education and Information Technologies, 30, 4501–4518. https://doi.org/10.1007/s10639-024-1234-5

Jaelani, M. N., Zulfitria, Z., & Prapantja, Y. (2025). Transformasi digital pendidikan dasar dan kesenjangan layanan di Indonesia. EDUTECH. URL/DOI not available

Lu, H., & Chen, Y. (2025). Integrating technology, pedagogy, and content knowledge: TPACK in practice. Journal of Computer Assisted Learning, 41(4), 1203–1218. https://doi.org/10.1111/jcal.12987

Miles, M. B., Huberman, A. M., & Saldana, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage.

Mu’iz, & Abas. (2025). URL/DOI not available

Ning, Y., & Danso, S. D. (2025). Assessing pedagogical readiness for digital innovation: A mixed-methods study. arXiv. https://arxiv.org/abs/2501.12345

Patton, M. Q. (2022). Qualitative research & evaluation methods (4th ed.). Sage.

Prakash, A., & Dhusia, M. (2025). Constructivist approaches in digital classroom environments. Contemporary Educational Technology, 17(2), 1–15. https://doi.org/10.30935/cet.12345

Rawi, M. (2025). Assessment for learning in digital environments. International Journal of Learning, 32(1), 45–62. https://doi.org/10.18848/1447-9494/CGP/v32i01/45-62

Rivera, et al. (2025). Digital transformation necessity and 21st-century skills. URL/DOI not available

Rosa, A. T. R. (2025). Applying the TPACK model to foster learning motivation. JEMR. URL/DOI not available

Rusydi, I., & Judijanto, A. (2025). Digital transformation in primary education: A TPACK perspective. Asian Journal of Education and e-Learning, 13(2), 77–94. https://doi.org/10.9734/ajel.2025.13.2.77

Ruloff, C., & Petko, D. (2025). Equity and access in digital learning. Computers in Human Behavior, 138, 107–123. https://doi.org/10.1016/j.chb.2023.107123

Silalahi, R. E., Koto, F. N., & Putri, D. K. (2025). Development of TPACK-based digital learning curriculum for elementary school teachers. IJEDINS. URL/DOI not available

Tang, Y., Zhang, H., & Li, Q. (2025). Blended learning in primary education: Policy and practice. Education Sciences, 15(1), 56–72. https://doi.org/10.3390/educsci15010056

Tracy, S. J. (2024). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. Wiley.

Wibowo, A. S., Widiarti, N., & Widiyatmoko, A. (2026). Digital literacy in primary school: A systematic review. Journal of Innovation and Research in Primary Education. URL/DOI not available

Zou, D., Xie, H., & Wang, F. (2025). Anytime, anywhere learning: LMS applications in primary education. Education and Information Technologies, 30, 2025–2041. https://doi.org/10.1007/s10639-024-1258-9