INTEGRASI MEDIA DIGITAL INTERACTIVE FLAT PANEL (IFP) DENGAN MANIPULATIF VIRTUAL POLYPAD BERBASIS TPACK UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MATEMATIKA MURID SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.23969/jp.v11i2.46643Keywords:
Interactive Flat Panel, Polypad, TPACK, learning motivation, mathematics learning outcomes, elementary school, systematic literature reviewAbstract
This study aims to analyze the potential of integrating the Interactive Flat Panel (IFP) digital media with the Polypad virtual manipulative, based on the TPACK (Technological, Pedagogical, and Content Knowledge) framework, in enhancing elementary school students’ motivation and mathematics learning outcomes through a systematic literature review. The study employed a Systematic Literature Review (SLR) following the PRISMA guidelines. The search was conducted in the Google Scholar, ERIC, Scopus, and Semantic Scholar databases, covering publications from 2021 to 2026. Of the 534 identified articles, 25 met the inclusion criteria and were analyzed thematically. The findings indicate that the use of IFP integrated with TPACK-based virtual manipulatives consistently enhances motivation and mathematics learning outcomes. Success factors include the IFP’s multi-touch interactivity, the flexibility of Polypad’s visual representations, and teachers’ TPACK readiness to synergistically orchestrate technology, pedagogy, and mathematics content. For educational practitioners, these findings recommend that teachers not only invest in mastering technological tools, but also actively develop their TPACK competency through continuous professional training and peer collaboration to optimize the impact of IFP and Polypad integration in mathematics learning.
Downloads
References
Azkia, N. F., Muin, A., & Dimyati, A. (2023). Pengaruh media pembelajaran digital terhadap hasil belajar matematika: Meta analisis. JPMI (Jurnal Pembelajaran Matematika Inovatif), 6(5), 1873–1886. https://doi.org/10.22460/jpmi.v6i5.18629
Balda Álvaréz, M. A., Martínez-Fernández, M. C., Rodríguez-González, S., & Barrera-Lombana, N. (2024). A didactic proposal for teaching factorization cases of expressions using virtual manipulatives. EURASIA Journal of Mathematics, Science and Technology Education, 20(10), em2514. https://doi.org/10.29333/ejmste/15198
Brianza, E., Schmid, M., Tondeur, J., & Petko, D. (2022). Situating TPACK: A systematic literature review of context as a domain of knowledge. Contemporary Issues in Technology and Teacher Education, 22(4), 707–753.
Byrne, E. M., Jensen, H., Thomsen, B. S., & Ramchandani, P. G. (2023). Educational interventions involving concrete manipulatives for improving children’s learning and development: A scoping review. Review of Education, 11(1), e3400. https://doi.org/10.1002/rev3.3400
Farra, A., Belbase, S., Tairab, H., Qablan, A., Opoku, M. P., & Safi, S. K. (2024). Impact of using virtual and concrete manipulatives on students’ learning of fractions. Cogent Education, 11(1), 2379712. https://doi.org/10.1080/2331186X.2024.2379712
Hanifah, H., Putri, R. I., & Zulkardi, Z. (2025). Technology, pedagogy, and content knowledge in mathematics education: A systematic literature review. Journal of Education and Learning (EduLearn), 19(1), 280–292. https://doi.org/10.11591/edulearn.v19i1.21816
Hasanah, W., Rosmilawati, I., & Juansah, D. E. (2025). Peran media digital dalam meningkatkan motivasi dan hasil belajar matematika siswa sekolah dasar di era digital. Jurnal Basicedu, 9(2), 1530–1543. https://doi.org/10.31004/basicedu.v9i2.9971
Jiménez Sierra, Á. A., Ortega Iglesias, J. M., Cabero-Almenara, J., & Palacios-Rodríguez, A. (2023). Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review. Frontiers in Education, 8, 1078913. https://doi.org/10.3389/feduc.2023.1078913
Li, Y., Ren, Q., & Huang, R. (2024). A systematic review of TPACK research in primary mathematics education. Mathematics Education Research Journal, 36(4), 893–919. https://doi.org/10.1007/s13394-024-00491-3
Lim, B. Y., Lake, V. E., Beisly, A. H., & Ross-Lightfoot, R. K. (2023). Preservice teachers’ TPACK growth after technology integration courses in early childhood education. Early Education and Development, 34(8), 1741–1758. https://doi.org/10.1080/10409289.2023.2224219
Manny-Ikan, E., Dagan, O., Tikochinski, T. B., & Zorman, R. (2011). Using the interactive white board in teaching and learning—An evaluation of the SMART CLASSROOM pilot project. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 249–273. https://doi.org/10.28945/1523
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235–245. https://doi.org/10.1080/21532974.2023.2247480
Pasambo, E., & Radia, E. H. (2022). Meta analisis pengaruh multimedia sebagai media pembelajaran terhadap hasil belajar matematika siswa sekolah dasar. Jurnal Basicedu, 6(3), 3257–3267. https://doi.org/10.31004/basicedu.v6i3.2533
Polly, D., Byker, E. J., & Colonnese, M. W. (2024). Examining TPACK enactment in elementary mathematics with various learning technologies. Education Sciences, 14(10), 1091. https://doi.org/10.3390/educsci14101091
Rahmawati, D., & Hidayati, Y. M. (2022). Pengaruh multimedia berbasis website pada pembelajaran matematika terhadap motivasi belajar siswa sekolah dasar. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(3), 2367–2375. https://doi.org/10.31004/cendekia.v6i3.1776
Rakes, C. R., Ronau, R. N., Bush, S. B., Driskell, S. O., Niess, M. L., & Pugalee, D. K. (2022). Teaching mathematics with technology: TPACK and effective teaching practices. Education Sciences, 12(2), 133. https://doi.org/10.3390/educsci12020133
Schuck, S., & Lambert, J. (2022). Teachers’ experiences with and perceptions of virtual manipulatives following the COVID-19 pandemic. TechTrends, 67(1), 128–140. https://doi.org/10.1007/s11528-022-00796-9
Shi, Y., Peng, C., Zhang, X., & Yang, H. H. (2017). Interactive whiteboard-based instruction versus lecture-based instruction: A study on college students’ academic self-efficacy and academic press. In S. K. S. Cheung et al. (Eds.), Blended learning: New challenges and innovative practices (pp. 319–328). Springer. https://doi.org/10.1007/978-3-319-59360-9_28
Siller, H.-S., & Ahmad, S. (2024). The effect of concrete and virtual manipulative blended instruction on mathematical achievement for elementary school students. Canadian Journal of Science, Mathematics and Technology Education, 24(2), 229–266. https://doi.org/10.1007/s42330-024-00336-y
Suratman, A., Afyaman, D., & Rakhmasari, R. (2021). Pembelajaran berbasis TIK terhadap hasil belajar matematika dan motivasi belajar matematika siswa. Jurnal Analisa, 7(1), 41–55. https://doi.org/10.15575/ja.v7i1.4828
Zou, Y., Li, X., & Wang, X. (2022). TPACK framework: A comprehensive review. Frontiers in Education, 7, 884482. https://doi.org/10.3389/feduc.2022.884482.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
