TEACHERS’ USE OF INTERACTIVE FLAT PANELS (IFP) TO ENHANCE CHILDREN’S LANGUAGE AND COGNITIVE SKILLS

Abstract

This study explores how teachers use Interactive Flat Panels (IFPs) to improve language and cognitive skills in children aged 4–8 and examines factors that support or hinder this use. A qualitative descriptive approach was applied, with data from observations, interviews, and documentation involving four teachers and twenty students at two schools in Semarang. Results show that strategies such as guided verbal interaction, digital storytelling, educational games, and cognitive scaffolding enhanced children’s listening, speaking, literacy, problem-solving, and critical thinking skills. Supporting factors included technological resources, teacher competence, school policies, and parental involvement, while obstacles included limited digital skills, unsuitable content, technical problems, and low parental support. The study’s limitations are its small sample and short observation period, suggesting future research should include more schools and longer studies. Overall, the findings inform effective digital learning strategies for early childhood development.