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This research is aimed at developing online learning materials using Google Classroom (GC) to increase teaching effectiveness and improve student achievement in biology. This research was carried out with Research and Development (R & D) design with ADDIE model consisting of four steps: Analysis, design, development, implementation, dan evaluation. First, we (researchers, teachers, and students) develop learning materials using Google Classroom. The materials, including texts, links, and videos, were reviewed by experts to get content validity. A questionnaire with Likert's Scale was used to measure the content validity. The valid learning materials were tried out in a school to know the usability of the GC. A questionnaire with Likert's Scale was used to measure the usability of the Google Classroom. Then, the Google Classroom were implemented in six classes from six high schools with a pretest-posttest control group design. Tests were administered to measure students' achievement on the learning materials. The results indicated that (1) the learning materials were valid based on the expert judgment, (2) the Google Classroom was considered easy to use according to the teachers and the students, specifically to organize the materials, to do video conference using google meet, and to do online assessment, and (3) the Google Classroom was effective to improve the students' achievement in biology. Therefore, it is concluded that the Google Classroom learning materials is feasible to perform online learning in biology. [ABSTRACT FROM AUTHOR]

The research will be conducted in the form of R&D, using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Analysis phase, in the form of needs analysis especially regarding the types of activities, kinds of lecture material, challenges/expectations encountered so far. The design stages include the preparation of hypothetical models and device prototypes. The development phase is used to compile and validate learning models and the teaching and learning sets. The implementation phase is in the form of implementing models and learning tools in real teaching in the Ecology course. While the evaluation phase is used to conduct evaluations and reflections on the effectiveness and efficiency of the development and application of learning models and tools, in order to foster some of the abilities of these students. Data validity of the model and the quality of teaching and learning sets will be analyzed using descriptive statistical analysis. Practicality data of applying the model in learning is also analyzed using descriptive statistics. While data on the effectiveness of the application of learning models in growing these abilities on undergraduate biology education students will be analyzed inferentially using the manova test after the requirements for the test were fulfilled. The effectiveness of applying the model in two countries will be analyzed using univariate different tests. The results of the development of teaching kits produced 5 components of teaching kits, namely syllabus, lesson plan, student's worksheet, LMS-BeSmart, and Instrument of Assessment. The validation process, which has involved several validators (reviewers) and proofreaders, has produced teaching kits that are feasible to apply in the class. The implementation of Two Levels Inquiry-Based Blended Learning Model in real class shows high feasibility. Students and lecturers can carry out learning activities according to the design in the teaching kits. Student participation and involvement in learning activities is very good. The impact of the application of this learning model on student competence tends to be very good. [ABSTRACT FROM AUTHOR]