Embracing Digital Technology: The Use of Interactive Flat Panels (IFPs) in Science Education
DOI:
https://doi.org/10.67686/didaktika.v10i2.2244Abstract
Digital technology is increasingly integrated into education and is encouraging the use of interactive devices in classrooms. One of the widely used devices is the interactive flat panels (IFPs), which has the potential to improve learning effectiveness. This case study aims to explore the impact of IFP use on student learning outcomes and identify student perceptions of its implementation in the classroom. This study employed an explanatory sequential mixed methods design, beginning with a quantitative analysis of students’ learning outcomes and perceptions using paired-sample t-tests and effect size calculations. Subsequently, semi-structured interviews were conducted to further explore and explain the quantitative findings. The results indicate that the use of IFPs in science learning significantly improves students’ learning outcomes (t = -16.540, p< .05), with a large effect size (Cohen’s d = 2.7). In addition, students demonstrate positive perceptions of IFP use, particularly in terms of supporting their understanding of vibration and wave concepts as well as its ease of use. Nevertheless, several students reported experiencing discomfort when viewing the IFP screen for extended periods. These findings provide implications for optimizing the use of IFP to ensure more effective implementation while maintaining students’ comfort during the learning process.
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