Management of Interactive Flat Panel (IFP) Utilization in Improving Learning Quality in Elementary Schools (A Case Study at SDN 2 Kiarapedes, Purwakarta Regency)

Abstract

The presence of advanced technology such as the Interactive Flat Panel (IFP) does not automatically enhance the quality of learning in elementary schools. Various findings indicate a gap between the ownership of technology and its optimal utilization, often influenced by teachers’ limited digital competence, technical constraints, and the absence of clear managerial planning. This study examines the management of IFP utilization at SDN 2 Kiarapedes, Purwakarta Regency, through four management functions: planning, organizing, implementing, and controlling. A qualitative approach using a case study method was employed to gain an in-depth understanding of management practices. Data were collected through in-depth interviews, observations, and document studies, then analyzed interactively through data reduction, presentation, and verification using triangulation and member checks. The results show that systematic and participatory planning enables pedagogical and technical integration of the IFP, while organizing involving a dedicated team and teacher coordination supports operational readiness and a conducive learning environment. The implementation of IFP utilization enhances student engagement, motivation, and collaboration through active learning, multimedia, and touch-screen interaction. Adaptive and participatory supervision, involving teachers, the principal, parents, and the community, ensures the achievement of learning objectives and students’ digital literacy. These findings affirm that the success of IFP integration depends not only on the availability of technology but also on well-structured management, teacher training, professional support, and a collaborative school culture. Consequently, the IFP becomes an effective pedagogical medium rather than merely a presentation tool.