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Abstract
This study aims to explore the effectiveness of digital collaboration through Interactive Flat Panel Displays (IFPD) in stimulating young children’s early numeracy skills at TK Aisyiyah Ngunut, as well as the factors influencing its implementation. The study employed a qualitative case study approach, with data collected through semi-structured interviews with the principal, early childhood education teachers, and parents, as well as participatory classroom observations. The findings indicate that the use of IFPD increased children’s engagement, motivation, independence, and numeracy skills. Children were able to understand number concepts, grouping, simple addition, and number sequences through direct interaction with digital media. Collaborative activities also strengthened children’s social skills and teamwork. The successful implementation of IFPD was influenced by teacher competence, the quality of digital content, parental support, and device readiness. These findings suggest that IFPD is an interactive and effective learning medium for stimulating early childhood numeracy skills when supported by adequate enabling factors.
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References
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- Almulhim, M. G., & Fujita, T. (2026). The enhancement of number sense through the interactive reading of mathematical stories in kindergarten. Education Sciences, 16(2), 296. https://doi.org/10.3390/educsci16020296
- Alsaeed, M. S., & Aladil, M. K. (2024). Digital and physical interactive learning environments: Early childhood mathematics teachers’ beliefs about technology through reflective writing. Education Sciences, 14(5), 517. https://doi.org/10.3390/educsci14050517
- Apicerni, D., Stievano, P., Dawe, J., Melogno, S., & Pezzuti, L. (2026). Evaluating early precursors of academic skills: Preliminary validation of a touchscreen-based digital assessment in preschoolers. Journal of Intelligence, 14(1), 4. https://doi.org/10.3390/jintelligence14010004
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- Daryati, M. E. (2025). The effectiveness of interactive learning media in improving early childhood numeracy skills. Jurnal Pena PAUD, 6(1), 1–13. https://doi.org/10.33369/jpp.v6i1.41166
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- Nurfadila, M. Y., Hajar, S., & Arsyad, N. F. (2024). Utilizing quizizz for game-based learning in elementary science education. Journal of Education and Computer Applications, 1(1), 12-19.
- Nurfadila, M. Y., Suarlin, S., & Elpisah, E. (2026). Unplugged Coding in Elementary Education: A Systematic Review of Its Impact on Cognitive, Social, and Motivational Skills. Elementary Education: Journal of Studies, Analysis, and Development, 1(1), 28-42.
- OECD. (2020). Early learning and child well-being: A study of five-year-olds. OECD Publishing.
- Papadakis, S. (2021). The impact of digital technology on early childhood education: A review of research. Education Sciences, 11(9), 1–15.
- Pd, E. M., & Nurfadila, M. Y. (2026). Addressing Educational Inequality in Indonesia: Policy Challenges and Digital Solutions for Disadvantaged Regions. Edelweiss: Journal Of Innovation In Educational Research, 3(3).
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References
Alkouri, Z., & Wardat, Y. (2025). Digital integration in preschool math: Assessing the efficacy of a structured curriculum in classroom settings. International Electronic Journal of Mathematics Education, 20(4), em0845. https://doi.org/10.29333/iejme/16662
Almulhim, M. G., & Fujita, T. (2026). The enhancement of number sense through the interactive reading of mathematical stories in kindergarten. Education Sciences, 16(2), 296. https://doi.org/10.3390/educsci16020296
Alsaeed, M. S., & Aladil, M. K. (2024). Digital and physical interactive learning environments: Early childhood mathematics teachers’ beliefs about technology through reflective writing. Education Sciences, 14(5), 517. https://doi.org/10.3390/educsci14050517
Apicerni, D., Stievano, P., Dawe, J., Melogno, S., & Pezzuti, L. (2026). Evaluating early precursors of academic skills: Preliminary validation of a touchscreen-based digital assessment in preschoolers. Journal of Intelligence, 14(1), 4. https://doi.org/10.3390/jintelligence14010004
Astiawati, E. (2025). Interactive storybook design for developing early childhood numeracy literacy. Indonesian Journal of Innovation Studies.
Brooks, E., & Sjöberg, J. (2024). Computational play in early childhood mathematics learning. Education Sciences.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Daryati, M. E. (2025). The effectiveness of interactive learning media in improving early childhood numeracy skills. Jurnal Pena PAUD, 6(1), 1–13. https://doi.org/10.33369/jpp.v6i1.41166
Farihah, I., Nadzifah, U., & Hakim, A. (2025). Teachers’ use of interactive flat panels (IFP) to enhance children’s language and cognitive skills. ISTIWA’, 1(1), 56–67.
Fleer, M. (2019). Digital technologies and learning in the early years. Cambridge University Press.
Hidayah, F. N., & Retnawati, H. (2024). The impact of numeracy on early childhood development: A meta-analysis of experimental studies. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 9(3), 559–573.
Kamiliyah, Z., Faruk, R., & Charizah, M. (2025). Digital technology in strengthening mathematical concepts in early childhood: A systematic literature review. Noumerico: Journal of Technology in Mathematics Education, 3(2), 102–111.
Mastikawati, M. (2023). The effect of early numerical literacy on early childhood cognitive development. PPSDP International Journal of Education, 2(2).
Mastikawati, M. (2023). The effect of early numerical literacy on early childhood cognitive development. PPSDP International Journal of Education, 2(2), 315–324.
Narisa, P., Abd Aziz, N. A., & Wahyuni, S. (2025). Innovative pedagogy: Improving early childhood numeracy skills using manipulative media. International Journal of Pedagogy, 3(2), 78–86.
Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly, 42, 239–246.
Papadakis, S. (2021). The impact of digital technology on early childhood education: A review of research. Education Sciences, 11(9), 1–15.
Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy and numeracy skills in young children. Early Childhood Research Quarterly, 42, 239–246.
Nugraha, A. C., & Nuriadin, I. (2024). The development of children’s early numeracy skills in the Piaget’s preoperational stage. Mathema: Jurnal Pendidikan Matematika.
Nurfadila, M. Y., Hajar, S., & Arsyad, N. F. (2024). Utilizing quizizz for game-based learning in elementary science education. Journal of Education and Computer Applications, 1(1), 12-19.
Nurfadila, M. Y., Suarlin, S., & Elpisah, E. (2026). Unplugged Coding in Elementary Education: A Systematic Review of Its Impact on Cognitive, Social, and Motivational Skills. Elementary Education: Journal of Studies, Analysis, and Development, 1(1), 28-42.
OECD. (2020). Early learning and child well-being: A study of five-year-olds. OECD Publishing.
Papadakis, S. (2021). The impact of digital technology on early childhood education: A review of research. Education Sciences, 11(9), 1–15.
Pd, E. M., & Nurfadila, M. Y. (2026). Addressing Educational Inequality in Indonesia: Policy Challenges and Digital Solutions for Disadvantaged Regions. Edelweiss: Journal Of Innovation In Educational Research, 3(3).
Rolfhus, E., et al. (2022). The structure of early numeracy: Evidence from multi-factorial models. Trends in Neuroscience and Education.
Torres, P. E., et al. (2021). A systematic review of physical-digital play technology and developmentally relevant child behaviour.
Yang, Y., et al. (2020). Formative assessment with interactive whiteboards: A one-year longitudinal study of primary students’ mathematical performance. Computers & Education, 150, 103833.