Interactive Multimedia Learning and Differentiated Learning: Insights from English Teachers

Abstract

Research on the perceptions of English teachers regarding interactive multimedia learning and differentiated learning holds significant importance in the context of implementing an independent curriculum. The objective of this study is to analyze English teachers' perceptions of interactive multimedia learning and differentiated learning. The qualitative research method was employed, with the participation of 22 English teachers as respondents. The data were analyzed using descriptive techniques. The findings indicate that: (1) many teachers have not yet created interactive multimedia learning materials, (2) many teachers have not received training or attended workshops on producing interactive multimedia learning materials, (3) many teachers have not developed learning materials based on differentiated learning principles, and (4) many teachers have not participated in training programs on creating differentiated learning materials. Based on these results, the study recommends organizing training sessions or workshops on developing interactive multimedia learning and differentiated learning materials for English teachers in Situbondo Regency. These initiatives can be facilitated by the local Education Office, English Subject Teacher Deliberation (MGMP), or higher education institutions.