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Volume 8 , Number 1, May 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

 z 

  

Learning Sejarah Kebudayaan Islam through Google Sites :  

Empowering Students with Critical Thinking 
 

Muhammad Madarik dan Hairul Puadi 

IAI Al-Qolam Gondanglegi Malang 

 

Accepted: 

Marc 8th 2023 

Reviewed: 

Apr 13th 2023 

Published: 

May 30th 2023 

 

Abstract; This research aims to address the issue of students shunning SKI (Islamic 
Cultural History) due to its perceived boring nature and lecture-based teaching. The study 
suggests that educators should adopt a more student-centered approach, allowing for 
greater creativity and critical thinking. To facilitate this, the use of Google Sites is proposed 
as a tool for creating interactive and engaging teaching materials. The method used involves 
preparing students to access Google Sites and guiding them through its features and 
functions. The result shows that using Google Sites can make SKI more interesting and 
effective, and promote greater student engagement and participation. The research 
concludes by recommending the use of Google Sites as a valuable teaching resource for 
educators.. 

Keywords: SKI, learning media, Google Site. 

Introduction 

Young Islamic generations are showing signs of needing to be more connected to the 

history, particularly the history of Islamic culture1. They should be familiar with various 

historical events, including Prophet Muhammad’s (SAW) life. Historical knowledge is 

crucial for strengthening the foundation of faith among Muslim students, especially the 

future generations2. 

In the current context, knowledge of history is essential for learning valuable lessons 

from the past3. The Qur'an emphasizes the importance of learning from the stories of past 

 
1 Muhammad Ali Rohmad, “THE ROLE OF ISLAMIC ART IN ENHANCING THE SPIRITUALITY OF 
INDONESIAN YOUNG GENERATION,” Teosofia: Indonesian Journal of Islamic Mysticism (2020); Jihan 
Miranda, Marlya Fatira, and Muhammad Zuhirsyan, “Entrepreneurial Motivation of Islamic Young 
Generation,” Journal of Trends Economics and Accounting Research (2020); Miftahur Rohman and 
Hairudin Hairudin, “Konsep Tujuan Pendidikan Islam Perspektif Nilai-Nilai Sosial-Kultural,” Al-Tadzkiyyah: 
Jurnal Pendidikan Islam (2018). 
2 Umi Wasilatul Firdausiyah, “Biografi Nabi Muhammad SAW Dalam Sejarah Perspektif Karen 
Armstrong,” Jurnal Ulunnuha (2020); Syamsul Bakri, “WOMENS LEADERSHIP IN ISLAM: A HISTORICAL 
PERSPECTIVE OF A HADITH,” Indonesian Journal of Islamic Literature and Muslim Society (2020); Alwi 
Alatas, Hassan Suleiman, and Sofiah Samsudin, “Nomadic and Sedentary Life in the Time of Prophet 
Muhammad,” Journal of Al-Tamaddun (2020). 
3 Putut Wisnu Kurniawan and Sumargono Sumargono, “Development of History Learning Media Based 
on TPACK Assisted by Ms. PowerPoint Integrated with Ispring Suite,” International Journal of 
Multicultural and Multireligious Understanding (2021). 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 67 

  

  

generations. The use of technology in education has become prominent, and digitalization 

has influenced various aspects of society, including education. 

Technology's impact on education has been significant, and the integration of 

technology is crucial for the future of education. There is a need for technological 

education to align with the demands of the workforce and to be accessible to all students, 

regardless of their academic path. 

The COVID-19 pandemic has necessitated the adoption of online learning, prompting 

changes in teaching methods. Digitalization in various disciplines, including history, is 

essential for engaging students and making learning relevant to their lives. 

The subject of SKI (Sejarah Kebudayaan Islam or Islamic Cultural History) is vital for 

shaping Muslim students' personalities, instilling love and admiration for Islam and its 

culture, and contributing to the development of Islam in contemporary society4. However, 

SKI needs to be more approachable to students due to traditional teaching methods and 

the lack of recognition of its value. 

Efforts must be made to update teaching approaches, strategies, and media to match 

the students' cognitive development in the digital age, ensuring they achieve their full 

potential. 

 

Method 

The research conducted aims to address the problem of students showing disinterest 

in SKI (Islamic Cultural History) due to its perceived monotony and lecture-based teaching 

approach. To overcome this issue, the researchers propose a more student-centered 

approach, encouraging creativity and critical thinking among the students. To implement 

this approach, they suggest using Google Sites as a tool to create interactive and engaging 

teaching materials. 

The method employed in the research involves two main steps:. 1) Preparing 

students to access Google Sites: Before implementing the student-centered approach, 

students are familiarized with Google Sites, an online platform that allows users to create 

and share web pages. They are given instructions on how to access and navigate the 

platform effectively. This initial step is essential to ensure that students are comfortable 

with using Google Sites for their learning. 2) Guiding students through its features and 

functions: Once the students are familiar with Google Sites, the researchers guide them in 

utilizing its features and functions effectively. They may be taught how to create visually 

appealing pages, add multimedia elements, incorporate interactive quizzes or activities, and 

encourage collaboration among students through the platform. 

 

 

 

 

 
4 Nurotul Faidah and Muhammad Anas Maarif, “Literacy-Based Islamic Cultural History Learning at 
Islamic Elementary School,” Jurnal Pendidikan Islam Indonesia (2022); Yuyun Yunita, Muhammad Ali, 
and Novita Herawati, “ISLAMIC CULTURAL HISTORY AS A LIFE PARADIGM,” Nizham Journal of Islamic 
Studies (2022). 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 68 

  

  

Result and Discussion 

Implementation of Google Sites 

Google Sites is used to implement website-based learning, and some features within 

Google Sites support blended learning activities (a mix of synchronous and asynchronous 

learning)5. Using Google Sites for learning with media content is practical and effective, as 

educators only need to prepare materials to be inserted into Google Sites. During the 

learning process, teachers can focus on providing relevant stimuli related to the taught 

material to stimulate students' thinking. The rest of the learning can be conducted through 

Google Sites, where students can access and read the content themselves. 

To ensure effective and optimal learning, Google Sites is designed as an open platform 
accessible to all members of the community easily, affordably, and comfortably. After 
creating Google Sites as a learning medium, the next step involves evaluation using 
technology, such as quiz applications like Quizizz, Kahoot, and others. 

Before delving further into Google Sites, it's essential to understand various forms of 
digital-based learning. First, synchronous learning refers to face-to-face learning 
supplemented with electronic facilities. Even with distant face-to-face interactions, it is not 
a significant barrier, as the reference is internet support for synchronizing technology in 
computers to establish video links. 

Second, asynchronous learning. In the current era of technology, learning resources 
for children are easily accessible from various platforms, such as YouTube, Classroom, and 
many others (often for free). Some platforms may require payment, such as Ruangguru or 
SmartSchool. Asynchronous learning is often used when traditional school-based learning 
is not entirely effective, and to cater to the varying abilities of students, asynchronous 
learning is employed to supplement incomplete materials. 

Third, blended learning. Effective learning involves combining synchronous and 
asynchronous approaches, recognizing the need to keep up with the times. By integrating 
various elements of teaching methods, both classic and modern, some teachers have 
successfully combined face-to-face and computer-based learning with internet access. This 
type of learning is called blended learning or hybrid learning, as it combines elements of 
synchronous and asynchronous learning. 

In summary, Google Sites is a valuable tool for creating interactive and engaging 

learning experiences that align with the principles of blended learning, providing both 

synchronous and asynchronous elements in the learning process.  

Google Sites is indeed one of the tools provided by Google, and it promotes a 

platform that is "easy to use and enjoyable for everyone." As with any tool, it has its 

advantages and disadvantages. While every creation has its pros and cons, Google Sites is 

known to have very few shortcomings, making it an attractive option for educators to 

choose as their teaching method. 

 

 
5 Riza Harani Bangun, Jubliana Sitompul, and Hesti Fibriasari, “Google Sites as Learning Media in the 
Material Development of Advanced Reading Comprehension,” International Journal of Research and 
Review (2022); Lilis Suparti Suparti, Poni Poni Poni, and Pranichayudha Rohsulina Rohsulina, “Use 
Google Sites to Increase Interest Learning Geography High School in Sukoharjo,” Journal of Geography 
Science and Education (2021); Robiul Khasanah and Siti Miftahul Muflihah, “Online Learning 
Management Using Google Sites on Relations and Functions in Pandemic Conditions,” Journal of 
Education and Learning Mathematics Research (JELMaR) (2021). 



  
 
 
 
 

  

Volume 8, Number 1, May 2023| 69 

  

  

Steps to Use Google Sites: 

For the use of Google media, there are several steps that need to be understood and 

considered, including: 

First, Preparation before students access Google Sites: a) As blended learning is 

utilized with a website-based approach, educators must prepare relevant materials and sites 

that align with what will be presented so that students can access them during the learning 

process. B) Syllabus, Lesson Plans (RPP), and other necessary materials are uploaded to the 

Google Sites account. This practical learning method ensures that teachers stay focused as 

the main points are covered in the syllabus, Lesson Plans, and other learning materials, 

making students more engaged as they tend to prefer learning that is purely based on their 

teacher's initiative and work. C) Web pages within the Google website should be designed 

to align with the students' preferences in class, including images, background appearance, 

color, font size, and shape. This creates a sense of appropriateness and feasibility for the 

students, tailored to their age group. D) After completing blended learning with web-based 

media using Google Sites, the next step is to evaluate the material presented. This can be 

achieved by creating weighted questions ranging from LOTS (lower order thinking skills), 

MOTS (middle order thinking skills), to HOTS (higher order thinking skills), with a quiz 

site like Quizizz or others. This evaluation helps the teacher gauge the level of students' 

understanding of the blended learning material. Additionally, an internet-based evaluation 

provides feedback to measure what needs improvement and enables teachers to understand 

students' responses to this web-based learning method. Using Google Sites for blended 

learning with a website-based approach allows educators to create interactive and engaging 

learning experiences that cater to students' preferences. Teachers can ensure effective 

learning and obtain valuable student feedback by incorporating various media elements and 

evaluating their understanding through internet-based quizzes. 

Second, during students' access to Google Sites, there are several activities and 

challenges that educators may encounter, including: a) Addressing Student Behavior: 

Educators may need help with students' understanding of navigating the internet 

responsibly, as some may wander off to unrelated websites or engage in mischief and 

curiosity, especially among primary school-aged children. To address this, teachers should 

conduct periodic checks during the learning process to ensure that students visit the 

Google Sites links created by each teacher. One effective tool for tracking the number of 

visitors is Google Analytics, which is available for free and can be easily implemented. B) 

Encouraging Task Completion: Some students may show reluctance in completing tasks 

assigned by their teachers, possibly due to mischievous or curious behavior. However, in 

web-based learning using Google Sites, students can complete tasks through tools like 

Google Forms, allowing teachers to easily assess their understanding of the presented 

material. C) Utilizing Google Forms for Evaluation: Google Forms not only serve as a 

means to measure students' comprehension of the material, but they can also be utilized as 

an evaluation tool for assessing the process, strategies, methods, and web-based learning 

media created by the teachers. 

By addressing these challenges and incorporating Google Forms as an assessment and 

evaluation tool, educators can effectively monitor and enhance their students’ learning 



  
 
 
 
 

  

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experience during their access to Google Sites. Integrating various Google tools in the web-

based learning process provides valuable insights for teachers and students, leading to 

improved learning outcomes. 

Access Google Sites: Go to the Google Sites website and log in with your Google 

account credentials. 

1. Create a New Site: Click on the "+ Create" button to start creating a new site. 

2. Choose a Template: Google Sites offers various templates to choose from. Select the 

one that best suits your needs, or you can start with a blank template and design the 

site from scratch. 

3. Edit Site Content: Customize the site by adding text, images, videos, and other media 

elements. Use the editing tools to format the content as desired. 

4. Organize Pages: Create multiple pages within the site to organize the content. You can 

add new pages and arrange them in a hierarchical structure. 

5. Set Page Permissions: Control who can view and edit the site by adjusting the page 

permissions. You can make the site public, private, or limit access to specific 

individuals. 

6. Collaborate: If you're working with a team, you can collaborate on the site by inviting 

others to edit or provide feedback. 

7. Publish the Site: Once you're satisfied with the content and design, click on the 

"Publish" button to make the site live and accessible to others on the web. 

8. Update and Maintain: Continuously update and maintain the site to keep the content 

relevant and engaging for your audience. 

 

Using Google Sites is a straightforward process that allows you to create and manage 

websites easily without the need for extensive technical skills. 

 

Implementation of Learning Based on Google Site 

Implementing Google Sites for SKI (Sejarah Kebudayaan Islam) can be a useful and 

effective way to engage students and enhance their learning experience. Here are the steps 

to implement Google Sites for SKI: 

1. Content Planning: Plan the content you want to include in your SKI Google Site. This 

could be information about the history and culture of Islam, important events, 

significant figures, or any other relevant topics. 

2. Create a Google Site: Go to Google Sites and create a new site. Choose a suitable 

template or start from scratch. 

3. Organize Pages: Organize your SKI content into different pages on the Google Site. 

For example, you could have separate pages for different historical periods, figures, or 

cultural aspects. 

4. Add Multimedia: Enhance the learning experience by adding multimedia elements 

such as images, videos, and interactive elements to your pages. This can make the 

content more engaging and memorable for students. 



  
 
 
 
 

  

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5. Include Text and Descriptions: Provide clear and concise text descriptions for each 

topic you cover. Use language that is easy to understand and relevant to your students' 

level of knowledge. 

6. Incorporate External Resources: Link to external resources like reputable websites, 

articles, or videos related to SKI to provide additional context and depth to the subject 

matter. 

7. Interactive Activities: Include interactive activities such as quizzes, polls, or discussion 

forums to encourage student participation and critical thinking. 

8. Mobile-Friendly Design: Ensure that your Google Site is mobile-friendly, as many 

students access content through their smartphones or tablets. 

9. Share with Students: Once your SKI Google Site is ready, share the link with your 

students. You can share it through Google Classroom, email, or any other suitable 

communication platform. 

10. Encourage Exploration: Encourage your students to explore the Google Site regularly 

and use it as a resource for studying SKI topics. You can assign specific sections as 

homework or use it during classroom discussions. 

11. Collect feedback from your students about their experience with the SKI Google Site. 

This will help you make improvements and cater better to their needs. 

12. Regular Updates: Regularly update your Google Site with new content, resources, or 

activities to keep the learning experience fresh and exciting. 

 

By implementing Google Sites for SKI, you can create an interactive and accessible 

platform for students to explore Islam’s rich history and culture. The versatility of Google 

Sites allows you to present information in various engaging formats, making learning more 

enjoyable and effective for your students. 

 

Conclusion 

Based on the criteria of suitability levels from the descriptions above, the 

implementation of learning using Google Site-based media for the experiment of SKI 

(Islamic Cultural History) subjects has a sufficiently high level of validity and is suitable for 

use as teaching material for students. 

 

 

 

 

 

 



  
 
 
 
 

  

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Reference 

Alatas, Alwi, Hassan Suleiman, and Sofiah Samsudin. “Nomadic and Sedentary Life in the 
Time of Prophet Muhammad.” Journal of Al-Tamaddun (2020). 

Bakri, Syamsul. “WOMENS LEADERSHIP IN ISLAM: A HISTORICAL 
PERSPECTIVE OF A HADITH.” Indonesian Journal of Islamic Literature and Muslim 
Society (2020). 

Bangun, Riza Harani, Jubliana Sitompul, and Hesti Fibriasari. “Google Sites as Learning 
Media in the Material Development of Advanced Reading Comprehension.” 
International Journal of Research and Review (2022). 

Faidah, Nurotul, and Muhammad Anas Maarif. “Literacy-Based Islamic Cultural History 
Learning at Islamic Elementary School.” Jurnal Pendidikan Islam Indonesia (2022). 

Firdausiyah, Umi Wasilatul. “Biografi Nabi Muhammad SAW Dalam Sejarah Perspektif 
Karen Armstrong.” Jurnal Ulunnuha (2020). 

Khasanah, Robiul, and Siti Miftahul Muflihah. “Online Learning Management Using 
Google Sites on Relations and Functions in Pandemic Conditions.” Journal of Education 
and Learning Mathematics Research (JELMaR) (2021). 

Kurniawan, Putut Wisnu, and Sumargono Sumargono. “Development of History Learning 
Media Based on TPACK Assisted by Ms. PowerPoint Integrated with Ispring Suite.” 
International Journal of Multicultural and Multireligious Understanding (2021). 

Miranda, Jihan, Marlya Fatira, and Muhammad Zuhirsyan. “Entrepreneurial Motivation of 
Islamic Young Generation.” Journal of Trends Economics and Accounting Research (2020). 

Rohmad, Muhammad Ali. “THE ROLE OF ISLAMIC ART IN ENHANCING THE 
SPIRITUALITY OF INDONESIAN YOUNG GENERATION.” Teosofia: Indonesian 
Journal of Islamic Mysticism (2020). 

Rohman, Miftahur, and Hairudin Hairudin. “Konsep Tujuan Pendidikan Islam Perspektif 
Nilai-Nilai Sosial-Kultural.” Al-Tadzkiyyah: Jurnal Pendidikan Islam (2018). 

Suparti, Lilis Suparti, Poni Poni Poni, and Pranichayudha Rohsulina Rohsulina. “Use 
Google Sites to Increase Interest Learning Geography High School in Sukoharjo.” 
Journal of Geography Science and Education (2021). 

Yunita, Yuyun, Muhammad Ali, and Novita Herawati. “ISLAMIC CULTURAL HISTORY 
AS A LIFE PARADIGM.” Nizham Journal of Islamic Studies (2022). 

 


