Interactive flat panel-based science learning: A simulation-based analysis of learning motivation and outcomes in early childhood education

Siti Rahma; Halida; Henny Sanulita; Warneri; Kurnia  Ningsih

doi:10.58524/jasme.v6i4.1530

Authors

Siti Rahma Universitas Tanjungpura, Indonesia
Halida Universitas Tanjungpura, Indonesia
Henny Sanulita Universitas Tanjungpura, Indonesia
Warneri Universitas Tanjungpura, Indonesia
Kurnia Ningsih Universitas Tanjungpura, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i4.1530

Keywords:

Early Childhood Education, Interactive Flat Panel-Based Learning, Learning Motivation, Science Learning Outcomes, Simulation-Based Analysis

Abstract

Background: Interactive Flat Panel (IFP)-based science learning integrates multimedia, interactive activities, and guided exploration into early childhood education. However, methodological approaches for jointly assessing learning motivation and science learning outcomes remain insufficiently established, particularly in distinguishing statistical changes from instructional effectiveness.

Aims: This study aimed to illustrate a simulation-based framework for analyzing changes in learning motivation and science learning outcomes following IFP-based instruction among children aged 5–6 years.

Method: A quantitative methodological simulation employed a one-group pretest–posttest design using synthetic data representing 20 preschool children. The proposed intervention comprised six teacher-guided sessions incorporating interactive multimedia, educational games, and animal classification activities. Data were analyzed using descriptive statistics, paired-samples t-tests, and Cohen's dz.

Results: Simulated motivation scores increased from 59.45 to 74.25 (Δ = 14.80; t(19) = 13.152; p < 0.001; dz = 2.941), while science learning scores increased from 58.25 to 73.35 (Δ = 15.10; t(19) = 14.947; p < 0.001; dz = 3.342). These hypothetical patterns illustrate statistical procedures rather than empirical learning gains.

Conclusion: The simulation demonstrates an analytical framework for assessing pretest–posttest differences. Authentic participant data, validated instruments, and controlled experimental designs are necessary to establish instructional effectiveness.

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