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Bima Loka: Journal of Physical Education
Published by Universitas Negeri Surabaya
ISSN : 27742326     EISSN : 27742334     DOI : -
Core Subject : Health, Education, Social,
Education Public Health Social Sciences Other
Bima Loka: Journal of Physical Education merupakan jurnal yang berisi tentang artikel dalam keilmuan Pendidikan Jasmani yang terbit pada bulan November dan April oleh Prodi Pendidikan jasmani kesehatan dan rekreasi FIO Unesa. Bima Loka: Journal of Physical Education menerima artikel yang membahas tentang Pendidikan Jasmani di semua jenjang pendidikan, mulai dari pendidikan dasar hingga pascasarjana. Topik tentang Pendidikan Jasmani berdasarkan hasil penelitian, gagasan konseptual, maupun hasil kajian teoritis menjadi scope yang dapat diterima, tetapi kami tidak membatasi topik secara umum sejauh masih relevan dengan pendidikan jasmani, seperti: kebijakan pendidikan dan kurikulum, strategi pembelajaran, pengembangan materi, pengembangan lingkungan belajar, pendidikan inklusi, partisipasi siswa dalam aktivitas fisik, nutrisi dan layanan kesehatan sekolah, dan pengembangan profesionalitas guru pendidikan jasmani.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 81 Documents
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Nearpod-based physical education learning and its implications for students' self-confidence: A systematic literature review Novriansyah Novriansyah; Muhammad Maulana Fajar; Fitri Agung Nanda; Muhammad Idrus; Rizkei Kurniawan
Bima Loka: Journal of Physical Education Vol 6 No 2 (2026): April
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bimaloka.v6i2.55860

Abstract

This systematic literature review examines the potential of Nearpod to support students’ self-efficacy in Physical Education (PE). Guided by Bandura’s self-efficacy theory, the review explores how Nearpod’s interactive features may contribute to students’ confidence in performing physical activities through four sources of self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological and emotional states. The article selection process followed the PRISMA 2020 guidelines. A total of 247 articles were identified from Google Scholar, Scopus, ERIC, ScienceDirect, and Sinta. After screening, eligibility assessment, and the application of inclusion criteria, 40 articles were included in the review, with 10 highly relevant studies selected for in-depth discussion. The findings suggest that Nearpod may support self-efficacy by increasing student engagement, providing immediate feedback, facilitating learning through demonstrations, encouraging peer interaction, and creating a more engaging learning environment. Its features, including interactive videos, quizzes, polls, Collaboration Boards, and educational games, may help teachers deliver formative assessment and monitor students’ learning progress. However, direct empirical evidence of Nearpod’s effectiveness in improving self-efficacy in PE remains limited. Therefore, experimental studies using control groups and validated measures of the four sources of self-efficacy are needed. This review highlights Nearpod’s potential as a technology-supported learning tool while emphasizing the need for further research in authentic PE settings.

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