Interactive Digital Learning Media Based on Nearpod to Mitigate the Decline of Focus Due to Brainrot

Muhammad Azra Fajar

Authors

Muhammad Azra Fajar Institut Agama Islam Negeri Palangkaraya

Keywords:

brainrot, learning media, Nearpod

Abstract

The phenomenon of brainrot, or “brain decay,” caused by excessive exposure to fast-paced digital content such as TikTok, Instagram Reels, and YouTube Shorts, poses a serious challenge in education. Such overstimulation reduces students’ focus, attention control, and learning motivation. This study aims to explain how interactive digital learning media based on Nearpod can serve as a solution to overcome decreased learning focus due to brainrot. This research adopts a qualitative descriptive method based on literature studies, supported by in-depth interviews and documentation of Nearpod-based media design. The findings indicate that Nearpod’s interactive features—quizzes, videos, polls, and collaborative boards—are effective in maintaining students' attention and engagement during lessons. Visually engaging content and structured materials help redirect students’ focus, even for those affected by brainrot. The implication of this study highlights the importance for educators to integrate adaptive digital learning media to keep students actively involved and prevent excessive dependence on instant digital content.

References

[1] Anggraeni, D. S., & Mintohari. (2024). Pengembangan Media Pembelajaran Multimedia Interaktif Berbasis Nearpod Untuk Meningkatkan Hasil Belajar Peserta Didik Pada Materi Struktur Bumi Kelas V Sekolah Dasar. Elementary School Journal PGSD Fip Unesa, 12(2), 188–198

[2] Aribowo, Pandith, Bagaskara, Mahendra, & IHsan. (2025). Dampak Penggunaan Media Sosial " Brain Rot " terhadap Kesehatan Mental Remaja. Jurnal Sosial Dan Teknologi, 5(3), 350–357

[3] Armini, N. N. S. (2024). Pelaksanaan pendidikan karakter di lingkungan sekolah sebagai upaya membentuk pondasi moral generasi penerus bangsa. Metta: Jurnal Ilmu Multidisiplin, 4(1), 113–125

[4] Bandung, I. (2025). Dampak Media Sosial Tiktok terhadap Kemampuan Kognitif Anak Usia 5-6 Tahun. Bandung Conference Series: Early Childhood Teacher Education, 5(19), 17–24

[5] Citra, A., Lestari, Khairani, Z., & Ikhrom. (2025). DAMPAK OVERSTIMULASI KONTEN DIGITAL TERHADAP PEMUSATAN PERHATIAN ANAK. PAEDAGOGY : Jurnal Ilmu Pendidikan Dan Psikolog, 5(1), 198–205. https://doi.org/PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikolog

[6] Dinesh, D., & Subhashini, S. (2025). Influence of Psychological Well-Being and School Factors on Delinquency, During the Covid-19 Period Among Secondary School Students in Selected Schools in Nakuru County: Kenya. INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), IX(III), 134–154

[7] Gao, Y., Hu, Y., Wang, J., Liu, C., Im, H., Jin, W., Zhu, W., Ge, W., Zhao, G., Yao, Q., Wang, P., Zhang, M., Niu, X., He, Q., & Wang, Q. (2025). Neuroanatomical and functional substrates of the short video addiction and its association with brain transcriptomic and cellular architecture. NeuroImage, 307(January). https://doi.org/https://doi.org/10.1016/j.neuroimage.2025.121029

[8] Hidayah, K., Aziz, N., Sunarko, A., Sains, U., Qur, A.-, & Tengah, J. (2025). Implementasi Media Pembelajaran Berbasis Nearpod pada Hasil Belajar Al-Qur’an Hadits Siswa di MTsN 01 Wonosobo Tahun Pelajaran 2024/2025. Reflection: Islamic Education Journal, 2(1). https://doi.org/https://doi.org/10.61132/reflection.v2i1.386

[9] Iga, C., & Camellia. (2024). Penerapan Nearpod sebagai Media Pembelajaran Interaktif untuk Meningkatkan Keterlibatan dan Motivasi Siswa. Pedagogi: Jurnal Pendidikan Dan Pembelajaran, 4(2), 90–94. https://doi.org/https://doi.org/10.56393/pedagogi.v5i2.2486

[10] Lakilaki, E., Puri, R. M., Nuraufa, A., Saputra, Z., & Nur, A. (2025). The Phenomenological Analysis of the Impact of Digital Overstimulation on Attention Control in Elementary School Students: A Study on the’ Brain Rot’ Phenomenon in the Learning Process. TOFEDU: The Future of Education Journal, 4(1), 265–274. https://doi.org/https://journal.tofedu.or.id/index.php/journal/index

[11] Maharani, P., Silvia, Madiun, U., & Pgri. (2024). Kelayakan Media Nearpod Berbasis Problem Based Learning Dalam Pembelajaran IPAS Kelas V Sekolah Dasar. Prosiding Konferensi Ilmiah Dasar, 5, 382–389. https://doi.org/http://prosiding.unipma.ac.id/index.php/KID

[12] Millah, A. S., Apriyani, Arobiah, D., Febriani, E. S., & Ramdhani, E. (2023). Analisis Data dalam Penelitian Tindakan Kelas. Jurnal Kreativitas Mahasiswa, 1(2), 140–153. https://doi.org/https://riset-iaid.net/index.php/jpm/article/view/1447

[13] Putra, M. H., & Nasution, A. P. (2024). Pemanfaatan Literasi Media Digital terhadap Siswa Sekolah Dasar dalam Pencegahan Fenomena Brain Rot. AL MUNIR Jurnal Komunikasi Dan Penyiaran Islam, 15(2), 155–165. https://doi.org/https://ejournal.uinib.ac.id/jurnal/index.php/almunir/index

[14] Rabeka, P. A. (2024). Menelusuri Media Pembelajaran: Solusi Kreatif Untuk Pembelajaran Ipa Di Sekolah Dasar. JURNAL MADINASIKA Manajemen Pendidikan Dan Keguruan, 5(2), 48–57. https://doi.org/10.31949/madinasika.v5i2.7689

[15] Saefullah, A. S. (2024). Ragam Penelitian Kualitatif Berbasis Kepustakaan Pada Studi Agama dan Keberagamaan dalam Islam. Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam, 2(4), 195–211. https://doi.org/10.59059/al-tarbiyah.v2i4.1428

[16] Sari, Y., Pusaka, J. S., Al-ashil, F., & Hidayatullah, R. (2025). Telaah Tugas dan Tanggung Jawab Guru di Era Society 5. 0. Edukasi Elita: Jurnal Inovasi Pendidikan, 2(3)

[17] Yousef, A. M. F., Alshamy, A., Tlili, A., & Metwally, A. H. S. (2025). Demystifying the New Dilemma of Brain Rot in the Digital Era: A Review. Brain Sciences, 15(3). https://doi.org/10.3390/brainsci15030283