West Bandung Regency, West Java, August 14, 2026 – The presence of Interactive Digital Panels (IFPs) in schools provides teachers with a new experience in designing more diverse and interactive learning. These devices are not only used as learning media but also provide opportunities for teachers to develop teaching materials tailored to student needs and utilize artificial intelligence (AI) to support classroom learning.
The teachers felt this experience after participating in the Advocacy for the Utilization of Digital Learning Tools activity held by the Directorate of Junior High Schools, Directorate General of Early Childhood Education, Basic Education, and Non-Formal and Informal Education, Ministry of Basic and Secondary Education (Kemendikdasmen), in West Bandung, some time ago.
The presence of digital devices in schools needs to be accompanied by increased teacher capacity so that available technology can be optimally utilized in the learning process. Through advocacy activities, teachers not only learn about the various features of IFP but also learn to develop media and teaching materials and utilize AI as needed in the classroom.
The Director General of Early Childhood Education, Basic Education, and Non-Formal and Informal Education (PAUD, Dikdas, and PNFI), Gogot Suharwoto, emphasized that the provision of digital devices must go hand in hand with school revitalization and teacher competency improvement. According to him, the measure of success in educational digitalization is not simply the availability of devices in schools, but rather the extent to which the technology helps teachers deliver more meaningful learning for students.
"Technology doesn't replace the role of teachers. Instead, it should strengthen teachers' abilities and roles to deliver more interactive, creative, and student-centered learning. Therefore, once the devices are available in schools, the most important thing is to ensure teachers are able to utilize them optimally to improve the quality of the learning process and outcomes," said Gogot.
He added that the use of technology also needs to encourage teachers to continue learning, collaborating, and developing teaching materials that are relevant to student characteristics.
"We want the Digital Interactive Board to be more than just a classroom tool. It should be a vibrant part of the learning process, used by teachers to explain concepts more engagingly, open up interaction, foster student creativity, and ultimately help every child have a better learning experience. This is the spirit of digitalization, which aims to realize Quality Education for All," he added.
Sumirah, a math teacher at SMPN 1 Atap Rimbakarya in West Bandung Regency, experienced the benefits of the program firsthand. She learned various ways to utilize IFP, from developing plans and creating interactive learning media to developing a Learning Management System (LMS) using AI.
"I learned a lot from today's advocacy activities. We learned about how to utilize the digital interactive boards provided to our school. From planning, to creating interactive learning media, and even how to create a Learning Management System using artificial intelligence, which is currently developing in the education sector," said Sumirah.
After participating in the activity, Sumirah plans to further explore the material she learned before applying it to her lessons. She will refine her planning, teaching materials, and learning media to ensure IFP can be more effectively implemented in the classroom. "By utilizing what I've been taught, I will refine it and apply it to my lessons, starting with planning, then developing teaching materials, and so on," she said.
For Sumirah, the use of technology is expected to make learning more active, including in mathematics. She hopes that students who previously tended to be passive can become more engaged and enthusiastic in participating in learning. "I hope that learning at my school, especially in my class, can be more active. Many students who were previously passive can participate well in learning, especially in mathematics, which was previously boring and confusing, but now they are more enthusiastic, and then they can achieve even better learning outcomes," said Sumirah.
Sumirah also expressed her appreciation for the IFP and the opportunity to participate in the training. She noted that the activities provided new knowledge that can be used to support learning in schools.
"I would like to thank the Ministry of Primary and Secondary Education, and also President Prabowo Subianto, for providing us with this digital interactive board and providing us with training opportunities here. This allows us to gain more new knowledge and utilize it to the best of our ability for the advancement of Indonesian education," Sumirah said.
Dewa Romshani, a teacher at PGRI 385 Puteran Middle School, also experienced advocacy. For Dewa, the activity opened up new opportunities for him, introducing him to various IFP features he hadn't previously encountered, such as the use of five fingers, two screens, and the automatic translation feature in English.
"Thank God, I learned a lot from this advocacy training, starting with the features of the digital interactive board, starting with five fingers, then two screens, and then I learned that English can also be used on this interactive board, starting with automatic translation," said Dewa.
According to Dewa, the experience helped him understand that learning isn't just about the material, but also the media used to deliver and develop that material. He sees AI and IFP as potential components of developing learning media. "I've become more aware that learning isn't just about the material, but also about the learning media that can be used and developed by AI and this interactive board," he said.
After participating in the advocacy program, Dewa plans to share the knowledge he has gained with fellow teachers at the school. He will also re-explore the material he has learned to develop more diverse learning media for students.
"I mentioned the first one earlier: I will share it with my fellow teachers at school. Secondly, of course, with the students. The primary goal of this advocacy training is to further develop teaching media," Dewa said.
According to him, the development of this media is expected to provide a more varied learning experience and encourage students to be more creative in using IFP. "Students will have more variety in their learning, and they will be able to be more creative in using this interactive board," he said.
Dewa also hopes the advocacy activities will reach more teachers. He believes the training, attended by representatives from each school, should be followed by opportunities for other teachers to apply the knowledge and skills gained more widely.
"My hope for this advocacy training is that it will reach a wider range of teachers, as this is representative training, with one representative per school. Perhaps in the future, more teachers can participate in this advocacy training," Dewa said.
Dewa expressed his appreciation for the advocacy activities, which he believes have been beneficial for teachers in developing technology-based learning. "Thank you to President Prabowo Subianto and the Ministry of Education for holding this advocacy training. This training is certainly very beneficial for us as teachers, especially for those who are far behind, like those in the 3T areas. It is truly beneficial," he said.
For Sumirah and Dewa, providing digital devices marked the beginning of a new learning process for teachers. After familiarizing themselves with the various features and how to use them, they had the opportunity to continue experimenting, developing the media, and adapting it to the needs of their students.
With ongoing support, it is hoped that digital devices will become more closely integrated into everyday learning practices, so that the technology available in schools truly provides a more active and diverse learning experience for students.*** (Author & Photographer: Irfan)
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