The Effectiveness of Classical Tutoring Services through Blended Learning Based on Google Classroom Applications to Improve Students’ Self-Regulated Learning

Abstract
This study aims at investigating: (1) the effectiveness of traditional tutoring using Google Classroom application as a counselling media to improve students’ self-regulated learning, and; (2) the effect of general tutorial service using Google Classroom Application as a counselling media on students’ self-regulated learning. This is a quantitative study with a real experimental design involving control and innovative classes evaluated through pretest and post-test using questionnaires. The research findings showed that after the implementation of classical tutoring using Google Classroom Application as a counselling media to improve students’ self-regulated learning, students still had low ability to plan the lesson, had the excellent ability to carry out the learning activities, and had average skills in evaluating the learning process so that it is considered that they still need a more exciting and more fun learning service. In addition, there was 58% improvement on the self-regulated learning of students in the experimental group after served with a classical tutorial with Google Classroom Application based blended learning.