Pengaruh Discovery Learning Berbantuan Media Pembelajaran Interaktif Nearpod Terhadap Aktivitas dan Hasil Belajar Fisika Siswa SMA

Abstract

Education in the 21st century demands active student engagement, critical thinking, and technology integration. However, physics learning in schools tends to remain teacher-centered, leading to suboptimal student activities and learning outcomes. The discovery learning model, which guides students through stimulation, problem statement, data collection, data processing, verification, and generalization, combined with the Nearpod interactive learning media, offers a potential solution by enhancing student engagement and concept discovery. This study examined the effect of the discovery learning model assisted by Nearpod on the learning activities and outcomes of high school students in physics. A True-Experiment with a Posttest Only Control Group Design was applied, involving experimental and control classes at SMA Negeri 4 Jember on the topic of thermal expansion. Learning outcomes were measured through a multiple-choice posttest, while learning activities were assessed through observation covering visual, verbal, listening, and mental aspects, supported by interviews and documentation. Data were analyzed using the Mann-Whitney test in SPSS version 30. Results showed that the experimental class achieved a higher average learning activity score (15.24) than the control class (13.21), and a higher average learning outcome score (86.89) compared to the control class (81.34), with significance values below 0.05 for both aspects. These findings indicate that the discovery learning model assisted by Nearpod interactive media has a significant positive effect on students' physics learning activities and outcomes, supporting its use as an innovative, student centered learning approach.