Project-based Inquiry Learning approach is reported to be able to train 21st century skills. As a result of the emergence of technology that is driving new avenues for teaching and learning, students are positioned to ^^create^^ for learning, with video being an important tool for literacy development. This paper aimed to design an innovation for Project-based learning. The novelty of this innovated approach will be the project. Students will conduct a project to create ^Video Annotation^^. Video Annotation is supported with Nearpod Application. Nearpod is an interactive, face-to-face learning application based on Google. Teachers can create various activities and material, such as making slides, Nearpod 3D, using PhET, Field Trip, BBC Video, Sway, Slide Show, Video, and Audio. This paper used review method to explore the potential of Project based Inquiry Learning approach using video annotation with Nearpod to improve the quality of science teaching and learning, then conducting analysis on research reports published on online databases, such as Google Scholar, ScienceDirect, and ERIC. The articles were published most recent and had been indexed in Q1 to Q4 in SCImago Journal Rank and those were focused on Project-based Inquiry and Video Annotation. The integration of Project-based Inquiry Learning Approach using Video Annotation with Nearpod Application serves to facilitate science learning, especially when discussing abstract concepts, such as dynamic electricity. This innovation can be the new way to implement project-based learning and involve more technology to enrich science learning.
Keywords: PIL (Project Inquiry Learning), Video Annotation, Dynamic Electricity, Nearpod
