Utilization of Nearpod as an Online Learning Media through Active Learning Strategies for Students

This research is motivated by the problems of lecturers and students during online learning. Lecturers lack insight into interactive digital platforms and the dilemma between synchronous and asynchronous. When synchronous, most students complained about signals, quotas, limited time, and communication patterns. When it was asynchronous, lecturers found it difficult to monitor students’ processes. From the student side, 90% of students complained about signals, quotas, limited time, and communication patters during learning through Zoom or Google Meet. As many as 85% of students complained that the learning process was less interactive when learning asynchronously. This type of research is descriptive qualitative. The research subjects were 56 students participating in the course. Data collection techniques by interviewing, distributing questionnaires, observation, and tests. The results showed that through Nearpod and active learning strategies, as many as 100% of students were more able to explore the material, 88% of students were more able to find material independently, 90% of students felt that learning was more interactive, and 84% of students found it easier to understand the material. The problem faced by students was the signal when playing video features in Nearpod. The test results showed that 61% of the students' average score was 87.74 (very good) and 39% of the average score was 60 (sufficient).