The rapid advancement of digital technology has transformed many aspects of education. Under Indonesia's Merdeka Curriculum, teachers are encouraged to create learning environments that are contextual, collaborative, and capable of developing students' critical thinking skills. However, classroom instruction in Integrated Science and Social Studies (IPAS) at many elementary schools still relies heavily on conventional teaching methods, resulting in limited student engagement and participation.
To address this challenge, schools have begun integrating innovative digital learning technologies, including the Interactive Flat Panel (IFP). An IFP combines touchscreen technology with multimedia features such as videos, images, internet connectivity, digital presentations, and educational applications, allowing teachers and students to interact directly throughout the learning process.
In this study, Imlasiah Zahro employed a qualitative case study approach focusing on SD Negeri Petukangan Utara 02, one of the elementary schools that has implemented Interactive Flat Panels in IPAS instruction. Data were collected through classroom observations, in-depth interviews, and documentation. The study involved the school principal, an IPAS teacher, a school operator, and 25 students, providing a comprehensive picture of how the technology has been implemented in real classroom settings.
The findings reveal that Interactive Flat Panels significantly improve the quality of classroom learning. Nearly all students reported that visual presentations, educational videos, animations, and interactive touchscreen activities made lessons easier to understand and more enjoyable.
The study highlights several key findings:
All 25 students and three school representatives agreed that visual media and instructional videos greatly enhanced the learning process.
Twenty-four students reported that interactive touchscreen features and multimedia tools increased classroom engagement.
Every student stated that learning with an Interactive Flat Panel was more motivating than using a conventional whiteboard.
All students also reported becoming more active in asking questions, participating in discussions, and engaging in classroom activities.
Twenty-four students indicated that their understanding of IPAS concepts improved after learning with the Interactive Flat Panel.
One of the study's most significant findings is that the Interactive Flat Panel serves as more than a digital presentation device. It also functions as a collaborative learning tool that encourages students to express their opinions confidently, participate in discussions, and work together to solve problems.
The research further found that learning became increasingly student-centered. As many as 25 students experienced hands-on learning and enhanced problem-solving skills, while 23 students believed that classroom activities gave them greater opportunities to explore concepts independently. These findings support the constructivist learning theory underlying the research, which emphasizes that knowledge is built through active experiences, social interaction, and meaningful learning activities.
According to Imlasiah Zahro of Universitas Terbuka, Interactive Flat Panels strengthen the teacher's role as a facilitator rather than the sole source of knowledge. Through visual materials, videos, simulations, and touchscreen interaction, students are better able to understand abstract IPAS concepts by connecting them with concrete learning experiences.
Despite these positive outcomes, the research also identified several implementation challenges. Not all teachers possess the same level of digital competence, and schools still require reliable internet access and supporting infrastructure to maximize the benefits of Interactive Flat Panels.
The primary challenges identified include:
Limited digital competence among some teachers.
The need for better supporting infrastructure and technological facilities.
Students' adaptation to new digital learning environments.
Additional preparation time required for digital teaching materials.
Continued institutional support to sustain digital transformation in schools.
Although these challenges remain, the study found that school support for technology integration is already relatively strong. The researcher recommends continuous professional development to improve teachers' digital competencies, along with the development of multimedia-based instructional materials tailored to elementary school students.
The findings have important implications for education in Indonesia. Integrating technologies such as Interactive Flat Panels can become an effective strategy for improving teaching quality while supporting the implementation of the Merdeka Curriculum, which emphasizes critical thinking, communication, collaboration, and creativity. Ultimately, successful digital transformation depends not only on technology itself but also on teachers' readiness, institutional commitment, and innovative instructional practices.
Author Profile
Imlasiah Zahro is a lecturer and researcher in the Elementary School Teacher Education Program (PGSD), Universitas Terbuka. Her academic interests include educational technology, digital learning innovation, instructional media, and improving the quality of elementary education. This study explores how Interactive Flat Panels can enhance Integrated Science and Social Studies learning through a constructivist approach.
Research Source
Article Title: Analysis of the Utilization of Interactive Flat Panel (IFP) Technology in Enhancing the Quality of Integrated Science and Social Studies (IPAS) Learning in Elementary Schools
Author: Imlasiah Zahro
Journal: Asian Journal of Applied Education (AJAE)
Volume: 5, Issue 3
Year: 2026
Pages: 537–554
DOI: https://doi.org/10.55927/ajae.v5i3.16767
Journal Website: https://journal.formosapublisher.org/index.php/ajae
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