EXPLORING INITIAL STUDENT PERCEPTIONS OF INTERACTIVE TOOLS IN FLIPPED CLASSROOMS: A PRELIMINARY ANALYSIS IN REMOTE LEARNING CONTEXTS

Abstract

This study aims to compare male and female students' perceptions of the flipped classroom model supported by interactive tools, Nearpod and Lumio, in learning. The research employed a descriptive qualitative method and was conducted in a Grade 11 class at a high school in South Tangerang City. Data was collected through questionnaires to measure students' responses to the flipped classroom model and their experiences using Nearpod and Lumio as complementary tools in flipped classroom learning. The flipped classroom provided students with the opportunity to experience remote learning during the "before class" phase by utilizing digital technology in the form of interactive tools. The results of the flipped classroom model revealed that male students tended to be more motivated and have more meaningful learning experiences compared to female students. Meanwhile, the results on the use of interactive tools, Nearpod and Lumio, in flipped classroom learning indicated that male students were more attracted to interactive tools in terms of their usefulness in learning. This is because male students found digital media beneficial when it provided competitive learning experiences through quizzes and games. In contrast, female students were more interested in interactive tools in terms of interface and usability, as well as motivation enhancement. Female students felt more motivated when digital media was easy to use and gave them opportunities for active participation in learning. Regarding continued use, male students recommended Lumio more, while female students preferred Nearpod for future learning. Based on these findings, it can be concluded that the use of interactive tools in the flipped classroom positively impacts the motivation and learning experiences of both male and female students.