NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Volume 5 Nomor 3.
Agustus 2025 e-ISSN: 2962-4800.
p-ISSN: 2962-360X.
Hal 217-227 DOI: https://doi.
org/10.
55606/nusantara.
Available online at: https://prin.
id/index.
php/nusantara Training on Nearpod Implementation to Enhance Students Engagement and Prepare Gen-Z Pre-Service Teachers to Be Interactive and Innovative Arniwati Gulo1.
Puspa Triyani Waruwu2.
Yurman Ziliwu3.
Yasminar Amaerita Telaumbanua4 English Education Study Program Universitas Nias.
Indonesia Korespondensi penulis: arniguloarnigulo@gmail.
Article History:
Received: Juni 16, 2025.
Revised: Juni 30, 2025.
Accepted: Juli 13, 2025.
Online Available: Juli 15, 2025 Abstract: The Nearpod Implementation Training, attended by ten students from the Indonesian Language Education Study Program was conducted, with the aim of enhancing student engagement in learning and preparing gen-z pre-service teachers to become interactive and innovative this activity was designed based on studentsAo needs for improved digital literacy and pedagogical competence in designing technology-integrated learning.
the method included need identification, in-person training, demonstration of Nearpod features, and hands-on practice in creating interactive learning content.
The training evaluation used three instruments: a training evaluation questionnaire, field notes, and a participant assessment rubric.
the results revealed significant improvements in five key areas: technological proficiency, student engagement strategies, confidence in digital teaching, creativity, and peer Participants with diverse technological backgrounds were able to show meaningful progress due to the inclusive and interactive training approach.
these findings emphasize the importance of strengthening pre-service teachersAo competencies through participatory digital tools like Nearpod to address the challenges of 21st century INTRODUCTION The development of digital technology has brought significant impact in education, especially in encouraging active participation of learners.
Gen-Z exhibits unique learning traits because they were raised in the digital age.
They enjoy interactive and visual presentations, are accustomed to using digital gadgets, and seek out rapid feedback during the learning (Paulo and Ramirez 2.
According to (Dyzenli 2.
this generation has a short attention span and is highly responsive to digital media that is immediate and engaging.
(Manjillatul Urba et al.
stated that audiovisual approach is perfect for Gen-Z as it helps them understand and remember the material better.
They also show a preference for project-based, multimedia, and collaborative learning.
Unfortunately, the learning process in higher education, especially in educational study programs, still relies on conventional approaches such as the lecture method and the use of static materials.
According to preliminary observations of ten students in the University of Nias Indonesian Language Education Study Program, although having personal digital abilities, they have not been able to use them to their full potential in the classroom.
(Efendi 2.
emphasized that students often have difficulties in integrating technology Training on Nearpod Implementation to Enhance Students Engagement and Prepare Gen-Z Pre-Service Teachers to Be Interactive and Innovative into learning activities, even though they are used to using technology in their daily lives.
In fact, the use of interactive digital learning media can increase motivation, engagement and overall learning quality.
In this context, student engagement is an important aspect that does not appear automatically, but can be formed through the use of appropriate learning strategies and media (Jones 2.
(Nkomo.
Daniel, and Butson 2.
outlined the cognitive, emotional, and behavioral components of student involvement that need to be intentionally incorporated throughout learning Thus, it's critical that aspiring educators comprehend how technology might be utilized to promote this kind of interaction.
(Ajani 2.
emphasizes that prospective teachers need to be equipped with inclusive digital tools to create equitable and responsive classrooms, especially in diverse learning environments.
One of the learning media that suits the characteristics of Gen-Z is the Nearpod application.
This application allows teachers to present material interactively through polls, quizzes, collaborative boards, videos, and real-time tracking of learning outcomes.
(Khairany et al.
mention that learning strategies in the digital era not only content, but also encourage active participation as well as the development of critical and collaborative thinking (Robianto 2.
claims that interactive learning resources can enhance the quality of education, particularly in social studies.
(Suhaemi.
Asih, and Handayani 2.
also state that the combination of visual and audiovisual media can increase the effectiveness and efficiency of learning, make the material easier to understand, and attract students' attention.
(Sangboonraung et al.
emphasize that the digital transformation of education, particularly after the COVID19 pandemic, requires pre-service teachers to adapt to hybrid and technology-driven instruction.
Research by (Pasrija and Malik 2.
shows that Nearpod is able to increase student attention and engagement and create a fun learning atmosphere.
(Abdullah et al.
also confirmed that multimedia features such as animation and audio in Nearpod are very effective in clarifying learning concepts.
(Anggoro.
Khasanah, and Milnes 2.
found that the flexibility of Nearpod's features supported students' independent learning, while (Kalsum 2.
showed that the attractive visual design in this application was able to increase learners' focus and engagement during (Anggoro and Khasanah 2.
even revealed that Nearpod's interactive video feature is effective in the flipped classroom learning model, as it encourages independent learning, reflection, and in-depth interaction with teaching materials.
In light of this context, the implementation team created and carried out Nearpod training exercises for 10 aspiring teachers enrolled in the University of Nias' Indonesian Language Education Study Program.
The students NUSANTARA - VOLUME 5 NOMOR 3.
AGUSTUS 2025 e-ISSN: 2962-4800.
p-ISSN: 2962-360X.
Hal 217-227 were chosen because they are currently taking microteaching courses and will soon undergo teaching practice at school.
The objectives of this service activity are:
Increase the knowledge and skills of prospective student teachers in using Nearpod as an interactive learning media.
Encourage the confidence, creativity, and innovative abilities of gen-Z students in designing student-centered digital learning.
This activity is expected to have a social impact in the form of increasing students' digital pedagogical literacy, the formation of a technology-based learning culture, and students' readiness to face the demands of 21st century education which is increasingly technology-based.
METHODS
This Nearpod application training activity was held at University of Nias on May 5th, 2025.
Increasing students' involvement in the learning process was the primary goal of the training and to prepare them as interactive and innovative Gen-Z pre-service teachers through the use of the Nearpod application.
The first step in the planning phase was to determine the participants' requirements for technology literacy in the classroom.
The training materials were designed to cover an introduction to the main features of Nearpod, such as account creation, the use of interactive slides, media integration .
ideos, images, quizze.
, as well as hands-on practice in designing learning content.
According to (Wahyudi et al.
Nearpod is an easily accessible web-based interactive learning technology that facilitates professional and interesting learning The training was conducted offline in a regular classroom equipped with internet access and a projector.
Each participant brought a personal laptop to attend the training.
The activity began with an introductory session on the Nearpod application, followed by a demonstration of its main features by the facilitator.
Then, the participants were individually guided through the process of account creation and feature exploration until they were able to independently design interactive learning content.
This training approach aligns with the findings of Amelia (Septiyanti 2.
, who claimed that the effectiveness of the teaching and learning process as well as interactivity can be enhanced by using Nearpod.
The activity's implementation procedure is presented in Figure 1.
Training on Nearpod Implementation to Enhance Students Engagement and Prepare Gen-Z Pre-Service Teachers to Be Interactive and Innovative Participants Final evaluation and Session 3 :
Material Nearpod Session 2 :
deep dive Session 1:
Nearpod Figure 1.
The process of Nearpod training activities To evaluate the effectiveness of the training, three instruments were used: Field Notes.
Training Evaluation Questionnaire, and Participant Assessment Rubric.
The questionnaire was designed to measure participantsAo initial knowledge, the training process, skill improvement after the training, as well as participantsAo satisfaction and expectations.
The questionnaire consisted of closed-ended statements with "Yes" or "No" answer options, covering four main aspects.
During the training, the facilitator recorded the dynamics of the activity, including participantsAo engagement, responses to the material, and challenges encountered.
These notes were used to analyze the development of the participantsAo pedagogical character in adapting to educational On the other hand, the participant assessment rubric was applied during the practical use of the application to measure the extent to which participants quickly understood how to use the Nearpod application, based on 10 assessment aspects.
RESULTS
This section presents the results of the training evaluation conducted on 10 participants with given initials M1 to M10 from the Indonesian Education Study Program, focusing on the implementation of Nearpod as an interactive learning platform.
The data used in this analysis was obtained through three main sources: Training Evaluation Questionnaire.
Field Notes, and Participant Assessment Rubric.
The questionnaire measured four main aspects: participantsAo prior knowledge, training experience, skill improvement, and satisfaction.
It used yes/no questions.
Field notes taken by the facilitator was to record participant engagement, responses to the material.
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Hal 217-227 collaboration, and challenges during the training.
They also noted traits like creativity, persistence, and problem-solving.
The assessment rubric evaluated participantsAo practical use of Nearpod based on 10 indicators, such as logging in, navigating features, creating content, adding media, and working with peers.
The following is a summary of the data organized into a table format for Table 1.
Summary of the data organized Participant Initial Knowledge (A) Training Improvement in Satisfaction Process and Knowledge and Quality Skills Expectations (B) (C) (D) Notes M1 familiar with some Medium High High High Nearpod features.
showed high M2 new to Nearpod.
Low High High High followed well during M3 needed initial Low High High High guidance, but adapted Low High High High M4 quiet at first, but improved in practice.
M5 faced minor tech Low Medium High High issues but completed High High High High M6 confident and fast helped peers.
M7 participated Medium High High High M8 gained confidence Low High High High throughout the M9 mastered Nearpod High High High High quickly and created creative content.
Training on Nearpod Implementation to Enhance Students Engagement and Prepare Gen-Z Pre-Service Teachers to Be Interactive and Innovative M10 asked many M10 Medium High High High questions and showed Data analysis shows that participantsAo performance across the four assessed aspects was strongly influenced by their initial understanding of technology, personal motivation, and adaptability during the training.
For example, participants like M6 and M9, who had a high level of prior knowledge, demonstrated excellent performance in all aspects and were even able to assist their peers indicating strong leadership and confidence.
In contrast, participants with low initial knowledge, such as M2.
M3, and M8, still managed to achieve high final outcomes, demonstrating that the training was effective even for beginners.
Participant M5 experienced some technical issues but still successfully completed the tasks showing strong learning resilience.
Meanwhile.
M7 stood out for their creativity and active engagement, even though they only had a medium level of prior knowledge, highlighting that personal enthusiasm plays a significant role in learning As explained by (Hakami 2.
, learners with varying levels of digital readiness can still achieve optimal results when supported in an interactive and inclusive learning environment.
This aligns with the findings of this study, where all participants regardless of their initial background achieved significant improvements in skills and high satisfaction.
These findings reinforce the importance of implementing inclusive digital pedagogy that is hands-on and responsive to diverse learner profiles.
Figure 1.
One of the tutors was mostly explaining how to create an account on the Nearpod application Figure 1.
above the tutor is standing in front of the class, demonstrating the steps to create a Nearpod account using a projector.
The students are attentively listening and practicing directly on their laptops.
This activity aims to improve students' digital literacy and facilitate interactive.
NUSANTARA - VOLUME 5 NOMOR 3.
AGUSTUS 2025 e-ISSN: 2962-4800.
p-ISSN: 2962-360X.
Hal 217-227 technology-based learning.
The use of applications like Nearpod in learning aligns with connectivism theory, which emphasizes the importance of networks and collaboration in digital learning (Goldie 2.
Moreover, interactive digital learning media such as Nearpod has been shown to increase student engagement and learning outcomes (Bond et al.
Figure 2.
One of the tutors was demonstrating Nearpod features Figure 2.
above shows a tutor guiding training participants in exploring the main features of Nearpod, including creating learning materials, adding interactive quizzes, and integrating learning resources such as videos and images.
The session is designed to enhance prospective teachers' skills in designing interactive digital learning.
Such training has proven effective in improving media-based material design abilities.
According to (Effendi, 2.
The implementation of Nearpod in training activities significantly improved teachersAo skills in designing interactive learning materials.
the use of Nearpod also created a more dynamic and engaging learning atmosphere.
(Hutagalung et al.
said that by combining multimedia, realtime interactions, and formative evaluations.
Nearpod enables teachers to create a more dynamic and captivating learning environment for students.
The following table presents a summary of participantsAo development before and after the Nearpod training program.
Table 2.
Summary of participant development before and after Nearpod training Aspect Assessed Before Training After Training Technological Most participants had never used All participants were able to independently Familiarity Nearpod.
operate basic Nearpod features.
Limited use of interactive media.
Participants designed quizzes, polls, and collaborative boards that stimulated active Student Strategies Engagement student participation.
Training on Nearpod Implementation to Enhance Students Engagement and Prepare Gen-Z Pre-Service Teachers to Be Interactive and Innovative Confidence in Digital Moderate to low confidence in Increased confidence in delivering interactive Teaching managing digital classes.
lessons using Nearpod.
Digital content was minimal and Participants created varied and engaging content such as videos, images, and infographics.
Collaboration & Peer Peer interaction was passive and A culture of peer support and feedback Support developed during the lesson design process.
Pedagogical Creativity Table 2.
above shows the final results of the Nearpod training.
It was done in one long The table points out important changes in five main areas: comfort with technology, ways to get students involved, confidence in teaching with digital tools, new ideas in teaching, and working with other teachers.
The improvements in getting students involved and in new teaching ideas agree with what (Astrini.
Wijayanto, and Laila 2.
stated that using Nearpod in teaching, especially in grammar lessons, could help students become more active and creative because it provided easy-to-use and interactive tools.
This was also evident in the lesson plans designed by the training participants, which included quizzes, videos, polls, and collaborative boards.
Furthermore, there was a significant increase in teachersAo confidence in digital teaching and in their collaboration with fellow educators.
The study done by (Alawadhi and Thabet 2.
found that Nearpod helps teachers .
tudent and teacher.
share ideas, think about how they teach, and feel more ready to handle digital classrooms.
This is because the platform gives feedback right
CONCLUSION
Training on Nearpod application showed that one in-depth workshop could improve their digital skills, make lessons more interesting for students, and encourage creative teaching and All teachers, new and experienced, were able to use Nearpod main tools, create interactive quizzes, polls, group discussion boards, and different types of multimedia content.
They also felt much more confident in running classes that use technology.
These results show that using a Nearpod application system is a useful tool for developing engaging educational activities that cater to Gen-Z learners' needs.
ACKNOWLEDGMENT
We would like to sincerely thank everyone who took part and made a contribution to the success of this training.
special thanks are also extended to the advisor for the guidance provided NUSANTARA - VOLUME 5 NOMOR 3.
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p-ISSN: 2962-360X.
Hal 217-227 throughout the process.
Lastly we are grateful to our team for their support and collaboration during the implementation of this program.
REFERENCES