Implementation of the Nearpod-Assisted CORE Learning Model to Improve Students' Understanding of Class VII SMP Negeri 20 Pekanbaru's Concepts on Motion and Force Material
Keywords:
CORE learning model, Nearpod, conceptual understanding, motion and force, physics educationAbstract
Abstract- This research aims to describe the level of students' conceptual understanding after learning with the Nearpod-assisted CORE (Connecting, Organizing, Reflecting, Extending) learning model on motion and force material, and to determine the differences in conceptual understanding between classes using this model compared to conventional learning approaches. Using a quasi-experimental method with a posttest-only non-equivalent control group design, the study involved Grade VII students at SMP Negeri 20 Pekanbaru during the odd semester of 2024/2025. The experimental class was taught using the Nearpod-assisted CORE learning model, while the control class received conventional instruction. Data was collected through a conceptual understanding test and analyzed using descriptive and inferential statistics. Results showed that students in the experimental class achieved an average score of 70.95 (Good category), significantly higher than the control class average of 58.24 (Quite Good category). The independent t-test yielded a significance value of 0.002 < 0.05, confirming a significant difference between the two classes. This study demonstrates that the Nearpod-assisted CORE learning model effectively enhances students' conceptual understanding of motion and force material, providing an alternative teaching strategy that promotes active knowledge construction and higher-order thinking skills.
Downloads
References
Agustang, A. (2021). Paper “Education Problems in Indonesia.” Www.Melianikasim.Wordpress.Com, 0–19.
Aldi, B. O., & Yarman, Y. (2023). Application of Connecting Organizing Reflecting Extending Learning Model to the Mathematical Concept Understanding Ability of Grade VIII Students. Journal of Mathematics Education and Research, 12(1), 172–178. Https://Doi.Org/10.24036/Pmat.V12i1.14300
Atmaja, I. M. D. (2021). Connection of Mathematical Concept Understanding Indicators and Metacognitive Skills. Nusantara: Journal of Social Sciences, 8(7), 2048–2056.
Baalwi, Muhammad Assegaf, And U. A. (2022). Development of Interactive Multimedia Based on Nearpod on Theme 6 Subtheme of Energy Changes for Class III MI Roudlotul Mustashlihin Sukodono. Muassis Journal of Elementary Education1, (1), 54–68.
Bustami, Y., Syafrudin, D., & Afriani, R. (2019). The Implementation Of Contextual Learning To Enhance Biology Students’ Critical Thinking Skills. Jurnal Pendidikan Ipa Indonesia, 7, 451–457. Https://Doi.Org/Https://Doi.Org/10.15294/Jpii.V7i4.11721.
Desi, G. L., & Hani, I. (2020). Literature Review: Improving Cognitive Learning Outcomes and Student Motivation in Biology Material Through Guided Inquiry Learning Model. Bioma: Journal of Biology and Learning, 2(2), 51–59.
Dinar Anugrah Rahayu, Liya Atika Anggrasari, & Octarina Hidayatus Solikah. (2022). The Effectiveness of Nearpod Media on Students' Learning Interests. 344–345. http://prosiding.unipma.ac.id/index.php/KID
Guswina, S. . & U. F. (2020). Four-Tier Multiple Choice Test Design on Harmonic Vibration Material to Identify Conceptual Understanding of Grade X Senior High School Students. Journal of Physics Research and Learning, 6(2), 183–192.
Inanta, R., Zulhaji, & Indrayani. (2022). Improving Social Studies Learning Outcomes Through Nearpod Media for Students of Smpk Penabur Kelapa Gading Jakarta. Journal of Learning Thought and Development, 4(1), 418–424.
Perlawanan, A. T., Alimin, & Sellimin, H. (2023). Implementation of Nearpod Media to Improve Student Learning Outcomes. Journal of Learning Thought and Development, 5(3), 1043–1050.
Roza, E., & Dwina, F. (2024). The Effect of Connecting, Organizing, Reflecting, Extending Learning Model on Mathematical Concept Understanding of Grade XI Science Students of Sma Negeri 4 Bukittinggi. 13(1), 165–169.
Susi Susilawati. (2022). Science Concept Understanding Reviewed from Self-Concept and Student Learning Independence. Indonesian Education Journal (Japendi), 8.5.2017, 2003–2005.
Sriwigati, M., & Kurniawan, M. I. (2024). The Effect of Connecting, Organizing, Reflecting, Extending (Core) Learning Model on Students’ Critical Thinking Skills in Pancasila Education Subjects at Sdn Kesambi. Jurnal Pendidikan Dasar Flobamorata, 5(2), 174–180. Https://Doi.Org/10.51494/Jpdf.V5i2.1242
Ujud, S., Nur, T. D., Yusuf, Y., Saibi, N., & Ramli, M. R. (2023). Application of Discovery Learning Model to Improve Learning Outcomes of Class X Students of Sma Negeri 10 Ternate City on Environmental Pollution Material. Bioeducation Journal, 6(2), 337–347. Https://Doi.Org/10.33387/Bioedu.V6i2.7305
Widiawati. (2023). Effectiveness of Connecting Organizing Reflecting Extending Learning Model to Improve Critical Thinking Skills in History Learning for Grade X Students at Mathla'ul Anwar Bojong Integrated High School. 1(3), 26–36.
Wyman, O., Wang, C., Zhang, M., Sesunan, A., & Yolanda, L. (2023). The Role of Technology in Educational Transformation in Indonesia. Ministry of Education and Culture, 4(2), 1–88
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dewi Lukluum Maknun, Dedi Irawan, Azhar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
