IFP-BASED LEARNING INTEGRATED WITH TRADITIONAL GAMES FOR MATHEMATICAL ABSTRACTION AND CRITICAL LITERACY
DOI:
https://doi.org/10.24252/auladuna.v13i1a7.2026Keywords:
Interactive Flat Panel (IFP), Mathematical Abstraction, Critical LiteracyAbstract
This study examined the implementation of Interactive Flat Panel (IFP)-based learning integrated with traditional games to enhance mathematical abstraction and critical literacy among elementary students. Using a mixed-methods implementation research design, the study involved 89 fourth-grade students, 10 teachers, and one principal at SDN Meduri 2 Margomulyo. Data were collected through pretests, posttests, observations, interviews, and documentation. Results showed improvements in mathematical abstraction and critical literacy. Qualitative findings revealed greater student engagement, conceptual understanding, reasoning, and participation in discussions. The integration of traditional games and IFP technology provided meaningful learning contexts that supported abstract reasoning and critical analysis. The findings suggest that technology-supported contextual learning can effectively promote higher-order thinking skills in elementary mathematics education.
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