The Effectiveness of Online Physics Learning Platforms in Improving Students’ Learning Motivation
DOI: https://doi.org/10.26618/jmr7h219
Junior high school students, Learning motivation, Online platforms, Physics learning
Abstract
This study indicates that the diminished learning motivation among junior high school students in physics is attributable to conventional teaching methods, which are regarded as less engaging and interactive. This study aims to compare and evaluate the effectiveness of six online physics learning platforms, Google Classroom, Canvas, Padlet, Nearpod, Genially, and Kahoot! in improving junior high school students’ learning motivation. The study involved 120 eighth-grade students from 6 junior high schools in Ngada Regency, East Nusa Tenggara, selected through purposive sampling. A quantitative method with a quasi-experimental design was used, including a single-group pretest and posttest. The data was collected using an ARCS (Attention, Relevance, Confidence, Satisfaction) questionnaire, participant observation, and teacher interviews. The questionnaire had 20 validated items and was highly reliable, demonstrating high reliability (α = 0.87). The data was analyzed using normality tests, homogeneity assessments (Levene's Test), paired sample t-tests, one-way ANOVAs, and Tukey HSD post-hoc analyses. The findings indicate that all platforms can substantially enhance student learning motivation (p < 0.001). Kahoot!, Nearpod, and Genially show significant improvement in effectiveness, while interactive, visual, and gamified platforms are more effective in enhancing learning motivation compared to text- and task-oriented platforms like Google Classroom and Padlet.
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Copyright (c) 2026 Maria Yuliana Kua, Afrianus Gelu, Sentot Kusairi, Theresia Mogi
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