Students’ Perception on the Use of Nearpod in Learning English at the Seventh Grade Students of SMP Petra Berkat Denpasar
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Published:
Oct 29, 2023
Keywords:
Students’ perception, Nearpod, online learning
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Abstract
This study aims at determining students’ perceptions of the use of Nearpod for learning English in VII Grade students of SMP Petra Berkat Denpasar. This study implements a quantitative approach with observation and survey (non-test) techniques. The population of this study is the VII Grade of SMP Petra Berkat Denpasar in academic year 2021/2022. The findings show that the use of Nearpod media during online learning during the Covid-19 pandemic considers that Nearpod is in convenience criteria and very good criteria for Nearpod performance and student learning activities with Nearpod. This study shows positive perceptions of students with natural cut off point’s 39.18 > 30, meaning that students’ perceptions of using Nearpod show positive perceptions. It is due to the contents or features on Nearpod are more challenging for students and more inspiring for students to learn online, this Nearpod apps is helpful for teachers when delivering material and conducting direct assessments, as well as for students when getting teaching materials. In addition, in the Nearpod apps provides other facilities such as the Nearpod VR apps which allows teachers to take students virtually anywhere in the world without additional hardware
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How to Cite
I Ketut Suar Adnyana, I Komang Dedik Susila, & Ni Putu Ari Widiyani. (2023). Students’ Perception on the Use of Nearpod in Learning English at the Seventh Grade Students of SMP Petra Berkat Denpasar. Widya Accarya, 14(2), 118-124. https://doi.org/10.46650/wa.14.2.1434.118-124
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Van, L. H. H., & Oanh, D. T. K. (2023). EFL Students’ Perceptions of Using Nearpod in Online English Learning. ICTE Conference Proceedings, 98–117.
Anwar, A. S., Mardisentosa, B., & Williams, A. (2021). The Role of Technology in Education. IAIC Transactions on Sustainable Digital Innovation (ITSDI), 3(1), 36–40. https://doi.org/10.34306/itsdi.v3i1.524
Arif, A. (2016). Hubungan Persepsi Siswa pada bjhbjbjbjbjbjbjPelajaran dengan Prestasi Belajar Fisia di SMA Negeri 4 Banda Aceh. Ilmiah Mahasiswa Pendidikan Fisika, 6(3), 1–6.
Hakami, M. (2020). Using Nearpod as a Tool to Promote Active Learning in Higher Education in a BYOD Learning Environment. Journal of Education and Learning, 9(1), 119. https://doi.org/10.5539/jel.v9n1p119
Karana, K. P. (2020). Indonesia: Survei terbaru menunjukkan bagaimana siswa belajar dari rumah. UNICEF. www.unicef.org.
Kemendikbud. (2020). Mendikbud Terbitkan SE Tentang Pelaksanaan Pendidikan dalam Masa Darurat Covid-19. Kementrian Pendidikan, Kebudayaan, Riset, Dan Teknologi. www.kemendikbud.go.id
Kotler, P., & Keller, K. . (2009). Manajemen Pemasaran (13th ed.). Erlangga.
Minalti, M. P., & Erita, Y. (2021). Penggunaan Aplikasi Nearpod Untuk Bahan Ajar Pembelajaran Tematik Terpadu Tema 8 Subtema 1 Pembelajaran 3 Kelas IV Sekolah Dasar. Journal of Basic Education Studies, 4(1), 2231–2246. Google Scholar
Rahmat. (2009). Teknik Praktis Riset dan Komunikasi. Kencana.
Sanmugam, M., Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of Nearpod As Interactive Learning Method. INTED2019 Proceedings, 1(March).
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Susila, I. K. D. (2021). Utilization of Classcraft in Developing Positive Student Behavior. Journal of Education Technology, 4(4).
Van, L. H. H., & Oanh, D. T. K. (2023). EFL Students’ Perceptions of Using Nearpod in Online English Learning. ICTE Conference Proceedings, 98–117.