The Effect of the Blended Learning Model Based on the Nearpod Application on Students' Physics Interest and Learning Outcomes at MAN
DOI:
10.29303/jpft.v10i`1.6535Published:
2024-06-03Issue:
Vol. 10 No. `1 (2024): January-June (In Press)Keywords:
Blended Learning, Nearpod, Learning OutcomesArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This research aims to determine the effect of a blended learning model based on the application of Nearpod on students' interest and learning outcomes in physics at one of the secondary schools in Jember. This research is a type of experimental research that uses a post-test only control group design. The population of this study were students of class XI MIPA and XI BIC. Sampling used a random sampling technique, so that XI BIC 2 students were obtained as a control group implementing the conventional learning model and XI MIPA 1 as an experimental group implementing blended learning based on the Nearpod application. The instrument used is a physics student interest questionnaire which consists of 4 indicators and a post test in the form of a multiple-choice test which refers to students' cognitive abilities to remember (C1), understand (C2), apply (C3), analyze (C4), evaluate (C5), and create (C6). Questionnaire data and post test data regarding the influence of blended learning based on the Nearpod application on students' interest in learning and physics learning outcomes will be tested for homogeneity. If a significance value >0.05 is obtained, questionnaire and post test data for the control class and experimental class were normally distributed. Interest data and physics learning outcomes were analyzed using parametric statistics, namely the Independent Sample T-test. Based on the hypothesis testing criteria, H0 is rejected (Ha is accepted) if the sig value is <0.05, meaning that there is an influence of the Nearpod application-based blended learning model on student physics interest. Meanwhile, in the physics learning outcome test, students got the sig value of <0.05, which means that Ha is accepted, meaning that there is an influence of the Nearpod-based blended learning model on student physics learning outcomes. The application of the blended learning model based on the Nearpod application has a significant effect on students' interest and learning outcomes in physics.
References
Bahari, F., Subiki, S., & Nuraini, L. (2023). Correlation analysis of learning motivation with cognitive physics learning outcomes of high school students on static fluids. Jurnal Geliga Sains: Jurnal Pendidikan Fisika, 11(1), 35.
Husamah. (2014). Pembelajaran Bauran (Blended Learning). Jakarta: Prestasi Pustaka Raya.
Hutauruk, N., & Erika, E. (2019). Identifikasi Minat Belajar Kelas XI Dan XII SMA Negeri 6 Muaro Jambi Pada Pembelajaran Fisika. Jurnal Pendidikan Fisika Dan Teknologi, 5(2), 348–352.
Inanta, R., Zulhaji, dan Indrayani. (2022). Peningkatan hasil belajar IPS melalui media Nearpod pada peserta didik SMPK Penabur Kelapa Gading Jakarta. Jurnal Pemikiran Dan Pengembangan Pembelajaran. 4(1), 418–424.
Jumaini, H. H., Nisfiyati, M., dan Ibrahim, M. (2023). Penerapan metode pembelajaran blended learning dalam meningkatkan pemahaman konsep hasil belajar siswa : sebuah meta-analisis. Al Khawarizmi: Jurnal Pendidikan Dan Pembelajaran Matematika. 88(2), 527–530.
Khoiriyah, R. M. H., Sudarti, S., Nuraini, L., & Rozak, A. (2023). Pengaruh Model Project Based Learning Dalam Pembelajaran Teori Kinetik Gas Terhadap Keterampilan Berpikir Tingkat Tinggi Siswa Di Sman 5 Jember. Jurnal Pembelajaran Fisika, 12(1), 1.
Korompot, S., Rahim, M., dan Pakaya, R. (2020). Persepsi Siswa Tentang Faktor yang Mempengaruhi Minat Belajar. JAMBURA Guidance and Counseling Journal, 1(1), 40–48.
Muliani, R. D., dan Arusman, A. (2022). Faktor - faktor yang mempengaruhi minat belajar peserta didik. Jurnal Riset Dan Pengabdian Masyarakat. 2(2), 133–139.
Munandar, T., dan Ahmad, M. (2022). E-modul berbasis Nearpod pada materi PPKN kelas 2 tema hidup rukun. Jurnal Ilmiah Pendidikan Profesi Guru. 5(1), 11–20.
Nasrullah, A., dan Rahman, A. W. (2023). Digitalisasi pembelajaran di sekolah. Journal on Education, 5(2), 5238–5246.
Oktafiani, O., dan Mujazi, M. (2022). Pengaruh media pembelajaran Nearpod terhadap motivasi belajar pada mata pelajaran matematika. JPGI (Jurnal Penelitian Guru Indonesia). 7(1), 124-134.
Perlawanan, A. T., Jusniar, J., dan Majid, A. F. (2022). The effect of nearpod interactive media in the discovery learning model on the learning outcomes of class XI MIA MAN 4 bone students (study on acid-base subject matter). UNESA Journal of Chemical Education. 11(3), 220–226.
Perwithasari, N. M. N., Sutrio, & Harjono, A. (2023). The Effect of Problem-Based Learning Model Assisted by PhET Simulations on Students’ Physics Problem-Solving Abilities. Jurnal Pendidikan Fisika Dan Teknologi, 9(2), 262–267.
Pramesti, A. D., Masfuah, S., dan Ardianti, S. D. (2023). Media interaktif Nearpod guna meningkatkan hasil belajar siswa sekolah dasar. Jurnal Educatio. 9(1), 379–385.
Puspitarini, D. (2022). Blended learning sebagai model pembelajaran abad 21. Ideguru: Jurnal Karya Ilmiah Guru. 7(1), 1–6.
Putriani, J. D., dan Hudaidah, H. (2021). Penerapan pendidikan Indonesia di era revolusi industri 4.0. Edukatif : Jurnal Ilmu Pendidikan, 3(3), 830–838.
Rahman, A., Munandar, S. A., Fitriani, A., Karlina, Y., dan Yumriani. (2022). Pengertian pendidikan, ilmu pendidikan, dan unsur-unsur pendidikan. Al Urwatul Wutsqa: Kajian Pendidikan Islam. 2(1), 1–8.
Ulumiyah, W., Masturoh, L., Nuraini, L., & L., S. A. (2022). Efektivitas penerapan model pembelajaran problem based learning disertai phet simulation pada pokok bahasan elastisitas dan hukum hooke di SMA. Jurnal Phi Jurnal Pendidikan Fisika Dan Fisika Terapan, 3(1), 75.
Ummah, R., & Fiqry, R. (2021). Pengaruh penggunaan pembelajaran think write pair shaire (TWPS) berbantuan lms terhadap hasil dan minat belajar. Jurnal Pendidikan Fisika Dan Teknologi, 7(2), 159–166.
Yolviansyah, F., Suryanti, S., Setiya Rini, E. F., Matondang, M. M., dan Wahyuni, S. (2021). Hubungan minat belajar siswa terhadap hasil belajar fisika di SMAN 3 Muaro Jambi. Tunjuk Ajar. 4(1), 16-25.
Zega, L. J. P., Dachi, Y. A., Siboro, A., dan Tampubolon, R. (2022). Pengaruh model blended learning terhadap pemahaman konsep fisika pada materi vektor di kelas X semester 1 SMA Swasta Kemala Bhayangkari. Jurnal Penelitian Fisikawan. 5(2), 27–38.
Author Biographies
Vandaria Dewi Cahyani, University of Jember
Physics Education Study Program
Maryani Maryani, University of Jember
Physics Education Study Program
Lailatul Nuraini, University of Jember
Physics Education Study Program
License
Copyright (c) 2024 Vandaria Dewi Cahyani, Maryani Maryani, Lailatul Nuraini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
