Dyah Ayu Yuniati. THE IMPLEMENTATION OF HISTORY CLASS IN E-LEARNING USING GOOGLE CLASSROOM AT SMK NEGERI 6 SURAKARTA IN THE 2020/2021 ACADEMIC YEAR. Thesis, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta. July 2021

This study aims to determine: 1) the planning of history class in e-learning using Google Classroom at SMK Negeri 6 Surakarta, 2) the implementation of history class in e-learning using Google Classroom at SMK Negeri 6 Surakarta, and 3) the constraints and solutions experienced history class in e-learning using google classroom at SMK Negeri 6 Surakarta.

This research is a qualitative descriptive study. The sources of data used are informants, documents, and observations. The data collection technique consisted of observation, interviews, and document analysis. This research used purposive sampling technique. Data validity used two triangulation techniques, namely triangulation of sources and triangulation of methods. Data analysis technique used is an interactive model data analysis that includes data collection, data reduction, data presentation, and conclusions.

The results of the study reveal that, (1) History class in e-learning using google classroom at SMK Negeri 6 Surakarta was based on the 2013 Curriculum syllabus. The planning of history class in e-learning using google classroom at SMK Negeri 6 Surakarta was compiled into RPP; (2) History teacher X OTKP 1 applied history class in e-learning using google classroom which was adjusted to the KD from the syllabus; (3) The allocation of time for history class in e-learning using google classroom was limited thus there was a discrepancy between the lesson plans and the practice in the field. The lack of discussion opportunities during distance learning made it difficult for students to understand historical material that was only delivered by the teacher through power point. The lack of teacher skills in the application of digital technology resulting in history class in e-learning using google classroom at SMK Negeri 6 Surakarta was less than optimal. Concentration and motivation of children when studying at home and at school are certainly different, an atmosphere that is not conducive can break students' focus in learning which will later influence interest in learning history. The teacher's limitations in supervising distance learning raised the level of teacher awareness of students cheating or copying answers. Therefore, teachers usually provided time tolerance for students in collecting assignments or quizzes, learning was usually inserted by providing learning motivation, as well as innovating in designing and concocting material so that students do not experience boredom.