Wulandari Hadi, Trisnawaty Junus Buhungo, Lukman Samatowa

Development of a Problem-Based Learning–Based Nearpod Learning Medium for Renewable Energy Topics

Introduction

Development of a problem-based learning–based nearpod learning medium for renewable energy topics. Developed a highly feasible Nearpod-based PBL learning medium for renewable energy physics topics, significantly enhancing student engagement, activity, and conceptual understanding in tenth grade.

Abstract

Physics learning requires active student engagement and strong conceptual understanding, particularly for topics related to real-life phenomena such as renewable energy. However, classroom instruction remains largely conventional and has yet to fully utilize interactive technologies. To address this issue, a Nearpod-based learning medium integrated with the Problem-Based Learning (PBL) model was developed as a solution to enhance student engagement, activeness, and conceptual comprehension. This study employed a Research and Development (R&D) approach using the ASSURE instructional design model, which includes six stages: analyzing learner characteristics, stating learning objectives, selecting methods and media, utilizing media and materials, requiring learner participation, and conducting evaluation and revision. The participants were tenth-grade students from SMA Negeri 1 Kabila. Research instruments included expert validation sheets for content and media, student activity observation sheets, student response questionnaires, and learning outcome tests (pre-test and post-test). The results showed that the Nearpod media was categorized as highly feasible, with validation scores from content and media experts exceeding the established eligibility standards. Regarding practicality, all indicators of instructional implementation during both sessions reached 100%, indicating that every step of the PBL learning syntax was executed effectively. Student activity observations revealed high engagement levels, ranging from 64% to 100%, while student responses were highly positive in terms of visual design, ease of use, and interactivity. In terms of effectiveness, all students achieved post-test scores above the school’s Minimum Mastery Criteria (KKTP), showing a significant improvement compared to the pre-test results. These findings demonstrate that the Nearpod media successfully increases student engagement, facilitates interactive learning, and supports better understanding of renewable energy concepts through a problem-based approach.

Review

This study presents a timely and well-structured investigation into enhancing physics education, specifically for renewable energy topics, by leveraging interactive technology within a student-centered pedagogical framework. Addressing the common pitfalls of conventional instruction and the need for greater student engagement and conceptual understanding, the authors developed a Problem-Based Learning (PBL)-based learning medium utilizing the Nearpod platform. The research meticulously followed a Research and Development (R&D) approach, employing the ASSURE instructional design model, which provided a systematic and robust methodology for developing, implementing, and evaluating the novel learning tool with tenth-grade students. The findings comprehensively support the efficacy and value of the developed Nearpod learning medium. Expert validation from both content and media specialists confirmed the high feasibility and quality of the resource, exceeding established standards. Practicality was strongly evidenced by a perfect 100% implementation of the PBL instructional syntax during classroom sessions, coupled with consistently high student engagement levels observed between 64% and 100%. Furthermore, student feedback was overwhelmingly positive, highlighting the medium's appealing visual design, ease of use, and interactive features. Most significantly, the learning outcome tests demonstrated substantial effectiveness, with all students achieving post-test scores above the Minimum Mastery Criteria and showing significant improvement over pre-test results, underscoring the medium's capacity to deepen conceptual comprehension. In conclusion, this research successfully demonstrates that integrating a Problem-Based Learning model with an interactive platform like Nearpod can significantly transform the learning experience for complex scientific topics such as renewable energy. The study's comprehensive evaluation across feasibility, practicality, and effectiveness provides strong evidence that the developed medium enhances student engagement, facilitates interactive learning, and supports a more profound understanding of concepts. This work offers a valuable contribution to educational technology and science pedagogy, illustrating a promising pathway for designing engaging and effective digital learning tools that empower students in mastering real-world scientific challenges.

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