<![CDATA[This study was motivated by the low level of student engagement in physics learning, which is still dominated by conventional teaching methods. To address this issue, innovative and interactive learning media and models are required. This research aims to analyze the effect of Nearpod-based Project-Based Learning (PjBL) on students’ physics learning outcomes in Grade XII at SMAN 2 Sijunjung. The research employed a quasi-experimental method with a randomized control group posttest-only design. The sample consisted of two classes selected through cluster random sampling, with the experimental class using Nearpod-based PjBL and the control class using conventional methods. Data were collected through learning outcome tests and observation sheets, and analyzed using an independent t-test. The results showed that the average learning outcomes of the experimental class were higher than those of the control class for both summative (65.2 vs 57.51) and formative assessments (87 vs 81), yet the difference was not statistically significant (tcount = 1.51 < ttable = 1.67). Therefore, it can be concluded that the implementation of Nearpod-based PjBL did not have a significant effect on students’ physics learning outcomes, although a descriptive improvement was observed.]]>
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