Nearpod-Supported Learning for Algorithms and Programming: A Quasi-Experimental Study of Student Learning Outcomes

Adinda Mursallina Karjaya; Dodi Ahmad Haerudin

doi:10.55537/bigint.v4i2.1950

Authors

Adinda Mursallina Karjaya Universitas Muhammadiyah Kuningan
Dodi Ahmad Haerudin Universitas Muhammadiyah Kuningan

DOI:

https://doi.org/10.55537/bigint.v4i2.1950

Keywords:

Nearpod, Interactive Learning Media, Learning Outcomes, algorithms and programming, informatics education

Abstract

Students’ learning outcomes in Informatics remain an important concern, particularly when classroom instruction provides limited opportunities for active student participation. This study examined whether the change in learning outcomes differed between students who participated in Nearpod-supported Informatics learning and those who received conventional instruction. A quantitative approach was employed using a quasi-experimental method with a Nonequivalent Control Group Design. The study population comprised 660 Grade X students at SMK Negeri 1 Kuningan during the 2025/2026 academic year. A total of 68 students were selected through purposive sampling, consisting of 34 students in the experimental group and 34 students in the control group. Data were collected using a 10-item multiple-choice achievement test selected from an initial set of 20 items based on validity, reliability, difficulty, and discrimination analyses. Data were analysed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test, and the Independent Samples t-Test. Because the two groups had different initial pretest scores, the analysis compared change scores calculated as posttest scores minus pretest scores. The results showed a statistically significant difference in learning outcome changes between the two groups, t(66) = −3.322, p = 0.001. The experimental group showed a mean increase of 46.47 points, compared with 30.00 points in the control group. The standardised mean difference was Cohen’s d = 0.81. These findings indicate that students who participated in Nearpod-supported learning showed a greater change in learning outcomes than students who received conventional instruction. The findings provide empirical evidence regarding the use of Nearpod as an interactive learning medium in vocational Informatics education, particularly in Algorithms and Programming learning involving C and C++.

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