The Benefits of Blended Learning Approach in Mathematics Education

Manfaat Pendekatan Pembelajaran Teradun dalam Pendidikan Matematik


  • Nazri Sedi Fakulti Sains Kognitif & Pembangunan Manusia, Universiti Malaysia Sarawak, 94300 Kota Samarahan, Sarawak, MALAYSIA
  • Mohammad Nur Azhar Bin Mazlan Fakulti Sains Kognitif & Pembangunan Manusia, Universiti Malaysia Sarawak, 94300 Kota Samarahan, Sarawak, MALAYSIA



Blended learning, Google Classroom, mathematics


The use of technology in the field of education across all branches of knowledge proves the necessity of technology integration in the teaching and learning process. This article discusses the definition and concept of Blended Learning in mathematics, the selection of Google Classroom as a platform for Blended Learning in mathematics and finally followed by the benefits of using Google Classroom in Blended Learning in mathematics for teachers and students. The writing is intended to provide a complete overview on the selection and use of Google Classroom in blended learning in mathematics and its benefits on teachers and students as well as to act as a guidance to the stakeholders and policy implementers for follow-up actions in implementing the initiative of using Google Classroom in the field of mathematics education in Malaysia.



Download data is not yet available.


Ab Hajis, N. A., Rosli, P., Mahmud, M. S., Halim, L., & Abdul Karim, A. (2022). Technology integration among mathematics teachers during Home-Based Teaching and Learning. Jurnal Pendidikan Sains Dan Matematik Malaysia, 12(2), 39–53.

Adaobi Ubah, I. J., Spangenberg, E. D., & Ramdhany, V. (2020). Blended learning approach to mathematics education modules: An analysis of pre-service teachers’ perceptions. International Journal of Learning, Teaching and Educational Research, 19(7), 298–319.

Adelabu, F. M., Makgato, M., & Ramaligela, M. S. (2019). The importance of dynamic geometry computer software on learners’ performance in geometry. Electronic Journal of E-Learning, 17(1), 52–63.

Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google Classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112–123.

Anwar, N., Kristiadi, D. P., Novezar, F. A., Tanto, P. A., Septha, K., Ardhia, P., Evan, K., Chrysler, A., Spits Warnars, H. L. H., & Abraham, J. (2020). Learning math through mobile game for primary school students. SYLWAN, 164(5), 346–352.

Apandi, A. M., & Raman, A. (2020). Factors affecting successful implementation of blended learning at higher education. International Journal of Instruction, Technology, and Social Sciences (IJITSS), 1(1), 13–23.

Arifin, F., & Herman, T. (2017). The influence of e-learning model web enhanced course to conceptual understanding and self regulated learning in mathematics for elementary school students. TARBIYA: Journal of Education in Muslim Society, 4(1), 45–52.

Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal.

Bayuningsih, A. S., Usodo, B., & Subanti, S. (2018). Problem based learning with scaffolding technique on geometry. Journal of Physics: Conference Series, 1013.

Bhat, S., Raju, R., Bikramjit, A., & D’souza, R. (2018). Leveraging e-learning through Google Classroom: A usability study. Journal of Engineering Education Transformations, 31(3), 129–135.

Bidin, S., & Ziden, A. A. (2013). Adoption and Application of Adoption and application of mobile learning in the education industry. Procedia - Social and Behavioral Sciences, 90, 720–729.

Brodahl, C., & Wathne, U. (2016). In-Service Teachers’ Perceptions of the Design and Quality of Mathematics Videos in Their On-Line Learning. Journal of the International Society for Teacher Education, 20(2), 67–78.

Cheok, M. L., & Wong, S. L. (2016). Frog virtual learning environment for Malaysian schools: Exploring teachers’ experience. Lecture Notes in Educational Technology, 201–209.

Cheok, M. L., Wong, S. L., Ayub, A. F., & Mahmud, R. (2017). Teachers’ perceptions of e-learning in malaysian secondary schools. Malaysian Online Journal of Educational Technology, 5(2), 20–33.

Dash, S. (2019). Google classroom as a learning management system to teach biochemistry in a medical school. Biochemistry and Molecular Biology Education, 1–4.

de Campos Filho, A. S., de Souza Fantini, W., Ciriaco, M. A., dos Santos, J., Moreira, F., & Gomes, A. S. (2019). Health student using Google Classroom: Satisfaction analysis. Communications in Computer and Information Science, 1011, 58–66.

Dominici, G., & Palumbo, F. (2013). How to build an e-learning product: Factors for student/customer satisfaction. Business Horizons, 56(1), 87–96.

Fitri, S., Syahputra, E., & Syahputra, H. (2019). Blended learning rotation model of cognitive conflict strategy to improve mathematical resilience in high school students. International Journal of Scientific and Technology Research, 8(12), 80–87.

Fomina, T. P., Vorobjev, G. A., & Kalitvin, V. A. (2016). Distance learning approaches in the mathematical training of pedagogical institutes’s students. International Journal of Environmental and Science Education, 11(18), 12145–12154.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105.

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. B. & C. R. Graham (Ed.), The Handbook of blended learning: Global Perspectives, local designs. CA: Pfeiffer Publishing.

Hakan, K., & Münire, E. (2014). Academic motivation : Gender , domain and grade differences. Procedia - Social and Behavioral Sciences, 143, 708–715.

Heggart, K. R., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 140–153.

Henríquez, V., Scheihing, E., & Silva, M. (2018). Incorporating blended learning processes in K12 mathematics education through BA-Khan platform. Lecture Notes in Computer Science, 11082, 340–354.

Hilton, A. (2018). Engaging primary school students in mathematics: Can iPads make a difference? International Journal of Science and Mathematics Education, 16, 145–165.

Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Sciences, 3(Feb), 12–18.

Jakkaew, P., & Hemrungrote, S. (2017). The use of UTAUT2 model for understanding student perceptions using Google Classroom: A case study of introduction to information technology course. 2nd Joint International Conference on Digital Arts, Media and Technology 2017: Digital Economy for Sustainable Growth, ICDAMT 2017, 205–209.

Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for STEAM education: A case study. Education Sciences, 10(198), 1–15.

Karampa, V., & Paraskeva, F. (2018). A motivational design of a flipped classroom on collaborative programming and STEAM. In Communications in Computer and Information Science (Vol. 870). Springer International Publishing.

Kaukab, A. A., & Nayab, I. (2018). Effectiveness of Google Classroom : Teachers’ perceptions. Prizren Social Science Journal, 2(2), 52–66.

Ketut Sudarsana, I., Bagus Made Anggara Putra, I., Nyoman Temon Astawa, I., & Wayan Lali Yogantara, I. (2019). The use of Google classroom in the learning process. Journal of Physics: Conference Series, 1175.

Kumar, J. A., & Bervell, B. (2019). Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students. Education and Information Technologies, 24(2), 1793–1817.

Kumar, J. A., Bervell, B., & Osman, S. (2020). Google classroom: insights from Malaysian higher education students’ and instructors’ experiences. Education and Information Technologies, 25(5), 4175–4195.

Kumari, M., & Mumthas, C. . (2020). Blended learning as a method of teaching mathematics for children with special needs (CWSN). Inter Disciplinary E-Journal of Education and Allied Subjects, 1(2), 16–20.

Lopes, A. P., & Soares, F. (2018). Flipping a mathematics course, a blended learning approach. Proceedings of INTED2018 Conference, March, 3844–3853.

Madani, R. A., & Forawi, S. (2019). Teacher perceptions of the new mathematics and science curriculum: A step toward STEM implementation in Saudi Arabia. Journal of Education and Learning, 8(3), 202–233.

Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 1–24.

Mohammadi, H. (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45, 359–374.

Nasrullah, A., Marlina, M., & Dwiyanti, W. (2018). Development of student worksheet-based college e-learning through Edmodo to maximize the results of learning and motivation in economic mathematics learning. International Journal of Emerging Technologies in Learning, 13(12), 211–229.

Nik Azis, N. P. (2008). Isu-isu kritikal dalam pendidkan matematik (1st ed.). Universiti Malaya.

Panteli, P., & Panaoura, A. (2020). The effectiveness of using mobile learning methods in geometry for students with different initial mathematical performance. Social Education Research, 1(1), 1–10.

Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education.

Resien, R., Sitompul, H., & Situmorang, J. (2020). The effect of blended learning strategy and creative thinking of students on the results of learning information and communication technology by controlling initial knowledge. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 879–893.

Seage, S. J., & Türegün, M. (2020). The effects of blended learning on STEM achievement of elementary school students. International Journal of Research in Education and Science (IJRES), 6(1), 133–140.

Serrano, D. R., Dea-Ayuela, M. A., Gonzalez-Burgos, E., Serrano-Gil, A., & Lalatsa, A. (2019). Technology-enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286.

Shida, N., Sharifah, Hanifah, Norulhuda, & Halim, A. (2019). The influence of e-learning towards metacognitive enhancement in mathematical problem solving. International Journal of Emerging Technologies in Learning, 14(20), 165–173.

Siew, P. H. (2018). Pedagogical change in mathematics learning: Harnessing the power of digital game-based learning. Journal of Educational Technology & Society, 21(4), 259–276.

Simanjuntak, E., Hia, Y., & Manurung, N. (2020). The differences in students learning motivation based on gender using blended learning models of mathematics learning. Journal of Physics: Conference Series, 1462.

Suanto, E., Zakaria, E., & Maat, S. M. (2019). Impak pendekatan pembelajaran pengalaman terhadap kemahiran berfikir aras tinggi topik bongkah geometri tiga dimensi. Jurnal Pendidikan Malaysia, 44(1), 121–134.

Subandi, S., Choirudin, C., Mahmudi, M., Nizaruddin, N., & Hermanita, H. (2018). Building interactive communication with Google Classroom. International Journal of Engineering and Technology, 7(2.13), 460–463.

Thah, S. S. (2014). Leveraging virtual learning environment to scale up quality teaching and learning in Malaysia. Asia-PAsific Collaborative Education Journal, 10(1), 1–17.

Thian, J. L., & Mohd Matore, M. E. @ E. (2021). The use of information and communication technology in the teaching and learning of mathematics: A systematic literature review. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11(1), 45–59.

Valencia-Vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2018). Effect of motivational scaffolding on e-learning environments: Self-efficacy, learning achievement, and cognitive style. Journal of Educators Online, 15(1).

Ventayen, R. J. M., Estira, K. L., De Guzman, M. J., Cabaluna, C. M., & Espinosa, N. N. (2018). Usability evaluation of Google Classroom: Basis for the adaptation of GSuite e-learning platform. Asia Pacific Journal of Education, Arts and Sciences, 5(1), 47–51.

Wang, L., Huang, Y., & Omar, M. K. (2021). Analysis of blended learning model application using text mining method. International Journal of Emerging Technologies in Learning, 16(1), 172–187.

Yaniawati, P., Kariadinata, R., Sari, N. M., Pramiarsih, E. E., & Mariani, M. (2020). Integration of e-learning for mathematics on resource-based learning: Increasing mathematical creative thinking and self-confidence. International Journal of Emerging Technologies in Learning, 15(6), 60–78.

Zhang, Z., Cao, T., Shu, J., & Liu, H. (2020). Identifying key factors affecting college students’ adoption of the e-learning system in mandatory blended learning environments. Interactive Learning Environments, 1–14.



How to Cite

Sedi, N., & Mazlan, M. N. A. (2022). The Benefits of Blended Learning Approach in Mathematics Education: Manfaat Pendekatan Pembelajaran Teradun dalam Pendidikan Matematik. Jurnal Pendidikan Sains Dan Matematik Malaysia, 12(2), 67–76.