Jurnal of Tadris Matematika (JTMT) Volume 6.
Issue 1, 2025 The Effectiveness of Using Nearpod Learning Media Seen from the Interest in Learning Mathematics of Class XI Students at MAN 2 Sinjai Astri Ramadhani1.
Syarifuddin2.
Fitriani3.
Safaruddin4.
Danial5 Islamic University of Ahmad Dahlan.
Indonesia
2,4,5
State University of Makassar.
Indonesia E-mail correspondence: syarifuddin05@unm.
DOI: 10.
47435/jtmt.
Submission Track:
||Accepted: April 30, 2.
|Approved: May 16, 2.
|Published: June 30, 2025 Copyright A 2025 Astri Ramadhani.
Syarifuddin.
Fitriani.
Safaruddin.
Danial This work is licensed under a Creative Commons Attribution-ShareAlike 4.
International License Abstract This research aims to determine the effectiveness of using nearpod learning media in terms of students' interest in learning mathematics.
The population and samples of this study were grade XI The type of research used in this study is pre-experimental research with a One group Pretest-Post test design with a quantitative approach.
This research was conducted at MAN 2 Sinjai.
The sample of this study amounted to 23 people using purposive sampling technique.
The data collection methods used were observation and questionnaire of interest in learning mathematics.
The data analysis technique used was descriptive test, data normality test, homogeneity test.
N Gain test and hypothesis testing using paired sample t-test.
The results of this study showed that nearpod learning media proved effective in terms of students' interest in learning mathematics.
It can be seen from the results of descriptive analysis obtained that 17 < 72.
91, meaning that the average interest in learning mathematics after nearpod media treatment is greater than before nearpod media treatment.
In addition, the results of the hypothesis test using the paired sample t-test obtained a sig value of 0.
The significance value is smaller than 0.
05 or 0.
001 <0.
Thus, the null hypothesis (H.
is rejected and the alternative hypothesis (H.
is accepted.
From these results it can be concluded that the nearpod learning media is effective in terms of interest in learning mathematics of grade XI students at MAN 2 Sinjai.
Keyword: Efektivitas.
Nearpod Media.
Interest in Learning Mathematics.
Introduction Mathematics is one of the most important subjects in education.
Mathematics is commonly used in various fields of human life.
Given the importance of math, it is also taught at all levels of Even so, not a few students still consider math as a boring, difficult, terrible and tiring lesson so that many students are less interested in learning math.
This situation makes math unpopular and unnecessary.
This certainly creates a huge gap between expectation and reality (Husain, 2.
In accordance with the facts, most students are not interested in math because they think that math is difficult to understand.
Therefore, as educators, we must create a fun learning atmosphere by keeping up with the times.
There are so many learning models and methods that utilize technology.
Therefore, we need a learning media that always involves each student's gadget so that students are interested in the learning process, especially math learning.
If you are not able to keep up with the times, the existing science will be underdeveloped.
(Rifqi, 2.
Based on the results of observations made by researchers at MAN 2 Sinjai on October 31, 2023, especially in mathematics subjects, the learning media used are blackboards and mathematics textbooks, the learning process is often boring, and students are less interested in learning Jurnal of Tadris Matematika (JTMT) Volume 6.
Issue 1, 2025 When conducting internship activities at MAN 2 Sinjai, especially in social studies classes, students did not seem excited and interested in learning math because they felt bored and considered math a difficult subject as evidenced by the value of their assignments.
Teachers also only convey learning objectives, explain material in front of the class, provide formulas, example problems and assign students to solve problems and complete lessons.
The factor causing the lack of interest in learning mathematics is the ineffectiveness of students in participating in the learning process, which results in low student understanding of mathematics.
Students do need interest in learning, because with interest in learning, students will be diligent in learning and will always be enthusiastic even when facing difficulties.
Students will learn independently and students' academic achievement will improve if they have an interest in learning.
There are several things that can be used to develop interest in learning, namely: applying learning methods, using learning media that is fun and attracts students' attention, praising students when they succeed in doing something, and creating students' feelings of happiness during the learning process (Rahayu et al.
, 2.
To create student interest in learning, learning media that attracts students' attention is needed, one of which is digital-based and interactive media.
Learning activities certainly have several components, one of which is learning media.
This learning media is a tool used by educators to convey material so that it helps the learning process to be more efficient (Muliati, 2.
According to (Nurfadhillah, 2.
, learning media is a tool that is deliberately used, both physical and non-physical, to facilitate understanding of learning material between teachers and students with the aim of strengthening and improving it.
This view is in line with the opinion (Zainiyati, 2.
which states that learning media includes everything that is used to convey messages from the source to the recipient in a way that stimulates the mind, attention, interest, and desire of students to engage in learning, with the aim of achieving effective learning outcomes.
Thus, learning materials are more quickly accepted by students and arouse interest and motivation for further The use of the right learning environment offers benefits that students can feel in the learning process.
An educator must utilize digital-based learning media (Oktaviani et al.
, 2.
Educators must know how to utilize innovative, efficient, and effective learning media (Susanto & Ismaya, 2.
The learning media used by educators should be media that can motivate students to participate in learning activities.
One of the media that can be used is nearpod learning media.
According to t (Suandi et al.
, 2.
nearpod is a learning media designed to actively involve students in ongoing learning activities.
Nearpod is an animated media that invites students to trigger curiosity about a subject matter (Sukma et al.
, 2.
Nearpod media is a media used by educators to make the classroom atmosphere meet learning objectives, one of which is to create focus in learning.
Educators can also be creative in developing their own lesson plans by using various features Nearpod also presents a variety of learning so that the class becomes active and encourages students to receive feedback while learning, thus giving the impression that students are satisfied with their learning.
In addition, nearpod media also provides a variety of the best learning materials packaged in the form of modules, videos, animations, etc.
, so this media is suitable for use as a learning media that can foster interest in learning mathematics (Oktafiani & Mujazi, 2.
This can be proven by the results of research (Rahmawati et al.
, 2.
, that nearpod is one of the learning media platforms that can be utilized by teachers to create teaching materials that can cause students to be active and increase their interest in lessons.
Furthermore, in previous research by (Susanto, 2.
that game-based learning media such as nearpod can make students behave competitively while learning.
Based on the results of this study, the research will conduct research using nearpod media to increase students' interest in learning mathematics.
The difference between previous research and the research to be carried out is that this research focuses on students' interest in learning mathematics.
Many problems arise related to learning mathematics, one of which is that math is considered a difficult and scary subject for students.
With this nearpod media, it is hoped that it can prevent students from experiencing boredom and losing attention while learning.
The nearpod feature is very useful because it is in accordance with its purpose and function.
Therefore, researchers are interested in examining nearpod learning media as a learning medium that supports students' interest in mathematics.
Seeing also the problem above that not a few students are less interested in the learning process, especially in math lessons, the authors are interested in Jurnal of Tadris Matematika (JTMT) Volume 6.
Issue 1, 2025 examining AuThe Effectiveness of Using Nearpod Learning Media in View of the Interest in Learning Mathematics of Class XI Students at MAN 2 SinjaiAy.
Methods The type of research used is pre-experimental research with a One-Group Pretest-Posttest The research design is as in Table 1 below:
Table 1 One Group Pretest-Posttest Design Group Pretest Treatment Posttest Experiment Sumber: (Syarifuddin, 2.
The sample of this study were students of class XI IPS 2 at MAN 2 Sinjai in the 2023/2024 academic year totaling 23 students who were taken using purposive sampling technique.
The data collection methods used in this study are: .
Learning activity data were collected using student activity observation sheets when applying nearpod learning media, .
Student learning interest data were obtained using a learning interest questionnaire given at the beginning .
re-tes.
before the application of nearpod learning media and at the end .
ost-tes.
after the application of nearpod learning media on derived function material.
Data from the research results were analyzed using descriptive statistics and inferential The data analyzed descriptively were student activity observation data and student learning interest results.
While inferential statistics using paired sample t-test aims to generalize which includes estimation .
and hypothesis testing on data.
Results and Discussion 1 Descriptive Analysis 1 Observation of Student Activity Based on the results of observations made in class XI IPS2 MAN 2 Sinjai, the effectiveness of learning using nearpod media on student activities in learning obtained that the total presentation of students who were ready, active and diligent during the math learning process took place was 94.
8% of students who were not ready, active and diligent during the math learning process.
The student activities include 100% who are present during the learning process, 91.
3% of students who pay attention to the teacher's explanation, 78.
3% of students who are able to complete the task well, 100% of students are active during the learning process and 95.
7% of students are not sleepy during the learning process using nearpod media.
The data obtained can be said that the use of nearpod media includes very active criteria because the overall total presentation is 94.
Thus, it can be stated that the use of nearpod learning media in learning mathematics specifically on the material of function derivatives in class XI IPS2 MAN 2 Sinjai descriptively has succeeded in achieving the desired criteria which is in the high category which means that students are enthusiastic in participating in learning.
2 Student Learning Interest
Based on the results of the questionnaire of students' interest in learning mathematics before and after the application of nearpod learning media in class XI IPS 2, the following data were Table 2 Score Statistics of Students' Interest in Learning Mathematics Mathematics Learning Interest
Posttest Interest in Learning Pretest
Mathematics Valid
Missing Mean
45,17
72,91
Std.
Deviation 5,348 5,325 Variance 28,605 28,356 Minimum Maximum Based on table 2, it can be seen that the motivation score of students' interest in learning mathematics has increased from pretest to posttest with an average before the nearpod media Jurnal of Tadris Matematika (JTMT) Volume 6.
Issue 1, 2025 treatment of 45.
17 to 79.
91 after the nearpod media treatment.
In addition, the minimum and maximum values have also increased.
Before treatment, the minimum value was 36 to 63 after treatment, as well as the maximum value which initially amounted to 56 to 80 after the application of nearpod learning media treatment.
Based on the data obtained and the results of descriptive analysis, the students' interest in learning mathematics by applying nearpod learning media is categorized into 5 categories, namely:
Interval
Ou 80
<45
Table 3 Student Learning Interest Categories Frequency Percentage Category Pretest Postest Pretest Postest Very Interested 13,0 % Interested 78, 3% Moderately 4,4% 8,7% Interested Less Interested 47,8% Not Interested 47,8 % Amount Source: (Hadi, 2.
Based on table 3 categories of student interest in learning, it is obtained that there are no students in the very interested category and the interested category, but there are only 1 student in the moderately interested category with a percentage of 4.
4%, 11 students in the less interested category with a percentage of 47.
8% and 11 students also in the disinterested category with a percentage of 8% at the time before the nearpod learning media treatment .
After conducting nearpod media treatment .
there were 3 students in the interested category with a percentage of 13.
18 students in the interested category with a percentage of 78.
3%, 2 students in the moderately interested category with a percentage of 8.
7% and no students in the less interested category and the disinterested category.
This shows that nearpod learning media is effective in terms of students' interest in learning mathematics.
Therefore, from the results it can be concluded that after being given treatment by utilizing nearpod learning media there is a significant increase in student interest in learning the material of function derivatives.
2 Inferential Analysis Based on the results of the analysis that has been carried out as in table 4 below:Tabel 4.
Hasil Uji Hipotesis Paired Differences df Sig.
Mean Std.
Std.
Error 95% Confidence Deviation Mean Interval of the Difference Lower Upper Pretes - -40.
908 22 .
Pair 1 Postes In table 4, a significant value of 0.
001 was obtained on student learning interest before and after being given the treatment in the form of nearpod learning media.
The significance value is smaller Thus, it can be concluded that the use of Nearpod learning media is effective in terms of mathematics learning interest of grade XI students at MAN 2 Sinjai.
3 Effectiveness Analysis The criteria and achievement of effectiveness .
ajor research hypothesi.
can be seen in the following table.
Based on the results of descriptive and inferential data, effectiveness is fulfilled because it meets the criteria, the data results of the effectiveness analysis are as follows:
Jurnal of Tadris Matematika (JTMT) Volume 6.
Issue 1, 2025 Table 5 Effectiveness Analysis Results Indicator Criteria Achievements Decision 1 Percentage of At least in the medium 94.
2% are in the Fulfilled learning category with an interval high category 52% - 81.
2 Statistics of the At least in the interested 72.
9 is in the Fulfilled post-test category with an interval interested score of students' of 66-79 interest in learning 3 N Gain Test At least in the medium 0.
5 is in the Fulfilled category with an interval medium 3 O g O 0.
Thus, in general, the use of nearpod learning media is effectively applied in terms of the interest in learning mathematics of class XI students at MAN 2 Sinjai.
Based on the results of the above research, it further strengthens the research conducted by (Nindah Nispiah and Alwin, 2.
with the title AuUtilization of Nearpod interactive learning media on learning outcomesAy.
Conclusion The use of nearpod learning media is effective in terms of students' interest in learning mathematics at MAN 2 Sinjai.
This can be seen from the results of descriptive analysis obtained that the average student interest in learning before and after being taught using nearpod learning media has increased from 45.
17 to 72.
91, meaning that the average interest in learning mathematics after nearpod media treatment is greater than before nearpod media treatment.
In addition, the results of the hypothesis test using the paired sample t-test obtained a sig value of 0.
The significance value is smaller than 0.
05 or 0.
001 <0.
Because in the hypothesis testing rules if the sig value <0.
05 then H0 is rejected and H1.
Thus, the null hypothesis (H.
is rejected and the alternative hypothesis (H.
is From these results it can be concluded that the nearpod learning media is effective in terms of interest in learning mathematics of grade XI students at MAN 2 Sinjai.
Bibliography