1. Ahmad, S., Abu Samah, N., Jumaat, N. F., Mohamad Ashari, Z., & Abdul Rahman, K. A. (2022). Faktor penggunaan Google Classroom dalam kalangan guru sains sekolah rendah. Sains Humanika, 14(3–2), 95–104. https://doi.org/10.11113/sh.v14n3-2.2024
2. 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. https://doi.org/10.3991/ijet.v13i06.8275
3. Altalhi, M. (2020). Toward a model for acceptance of MOOCs in higher education: The modified UTAUT model for Saudi Arabia. Education and Information Technologies, 17. https://doi.org/10.1007/s10639-020-10317-x
4. Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00359-2
5. Bandura, A. (1989). Social cognitive theory. In Annals of child development (Vol. 6, pp. 1–60). https://doi.org/10.4324/9780429052675-22
6. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46 ST-A coefficient of agreement for nominal. http://epm.sagepub.com
7. Dakduk, S., Santalla-Banderali, Z., & van der Woude, D. (2018). Acceptance of blended learning in executive education. SAGE Open, 8(3). https://doi.org/10.1177/2158244018800647
8. Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5(4), 194–197. https://doi.org/10.1016/S0897-1897(05)80008-4
9. Donald, A., Lucy Cheser, Jacobs Christine K., S. I., & David, W. (2018). Introduction to research in education (10th ed.). Cengage Learning.
10. Fraenkel, J. R., Norman E., W., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
11. 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. https://doi.org/10.14221/ajte.2018v43n3.9
12. Jackson, S. E., Joshi, A., & Erhardt, N. L. (2003). Recent research on team and organizational diversity: SWOT analysis and implications. Journal of Management, 29(6), 801–830. https://doi.org/10.1016/S0149-2063(03)00080-1
13. 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. https://doi.org/10.1109/ICDAMT.2017.7904962
14. Kaukab, A. A., Nayab Iqbal, Social, P., & Journal, S. (2018). Effectiveness of Google Classroom: Teachers’. Prizren Social Science Journal, 2(2), 52–66.
15. 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. https://doi.org/10.1088/1742-6596/1175/1/012165
16. Konting, M. M. (2000). Kaedah penyelidikan pendidikan. Dewan Bahasa dan Pustaka.
17. 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. https://doi.org/10.1007/s10639-018-09858-z
18. 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. https://doi.org/10.1007/s10639-020-10163-x
19. Lynn, M. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–385. https://doi.org/10.1097/00006199-198611000-00017
20. Melvina, C. H. C. (2022). Google Classroom sebagai salah satu platform dalam penyampaian pengajaran dan pembelajaran: Satu Kajian Tinjauan. Jurnal Kurikulum & Pengajaran Asia Pasifik, 10(1), 1–9. https://ejournal.um.edu.my/index.php/JUKU/article/view/35298/14333
21. Mohan, M. M., Upadhyaya, P., & Pillai, K. R. (2020). Intention and barriers to use MOOCs: An investigation among the post graduate students in India. Education and Information Technologies, 25(6), 5017–5031. https://doi.org/10.1007/s10639-020-10215-2
22. Polit, D. F., & Beck, C. T. (2006). The Content Validity Index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing and Health, 29, 488–497. https://doi.org/10.1002/nur
23. Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Focus on research methods: Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing and Health, 30(4), 459–467. https://doi.org/10.1002/nur.20199
24. Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education. https://doi.org/10.1016/j.compedu.2018.03.016
25. Rogers, E. M. (1983). Diffusion of innovations. In Diffusion of Innovations (3rd ed.). Newyork Free Press. https://doi.org/10.4324/9780203710753-35
26. Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach (7th ed.). New York: Wiley.
27. Su, W. J., & Mohd Matore, M. E. (2020). Keberkesanan penggunaan Google Classroom dalam pendidikan: Sorotan literatur bersistematik. Jurnal Dunia Pendidikan, 2(4), 39–53.
28. Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: Toward a conceptual model of utilization. MIS Quarterly: Management Information Systems, 15(1), 125–142. https://doi.org/10.2307/249443
29. Tseng, T. H., Lin, S., Wang, Y. S., & Liu, H. X. (2019). Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2. Interactive Learning Environments, 0(0), 1–16. https://doi.org/10.1080/10494820.2019.1674888
30. Venkatesh, V., & Davis, F. D. (2000). Theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
31. Venkatesh, V., & Morris, M. G. (2000). Why don’t men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly: Management Information Systems, 24(1), 115–136. https://doi.org/10.2307/3250981
32. Venkatesh, V., Morris, M. G., Davis, G., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarter Management Information Systems, 27(3), 425–478.
33. 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.
34. Yakubu, M. N., Dasuki, S. I., Abubakar, A. M., & Kah, M. M. O. (2020). Determinants of learning management systems adoption in Nigeria: A hybrid SEM and artificial neural network approach. In Education and Information Technologies. https://doi.org/10.1007/s10639-020-10110-w
35. Yeop, M. A. (2018). Faktor-faktor yang mempengaruhi penerimaan dan penggunaan Pembelajaran Teradun dalam kalangan guru di Malaysia. [PhD's thesis, Univeristi Pendidikan Sultan Idris, Malaysia]. UPSI Digital Repository. https://ir.upsi.edu.my/detailsg.php?det=5322.