<![CDATA[This study examines the use of the Interactive Flat Panel (IFP) as a digital pedagogical medium to enhance student learning enthusiasm in the Education 5.0 era. A descriptive qualitative approach was applied. Data were collected through semi-structured interviews, classroom observations, and document analysis at one junior high school in Malang Regency, East Java. Participants were selected purposively, involving the principal, vice principal for curriculum, senior teachers, and students. Data analysis used the interactive model by Miles, Huberman, and Saldana (2014). Three main findings emerged. First, digital pedagogy has been implemented through IFP at the policy, curriculum, and classroom practice levels, though institutional system strengthening is still needed. Second, IFP serves effectively as an interactive learning medium, supported by strong teacher judgment, where teachers selectively integrate technology based on pedagogical needs. Third, IFP use consistently enhances student learning enthusiasm through three mechanisms: transforming learning experiences from passive to active, reducing participation anxiety, and building stronger emotional bonds with learning materials. This study confirms that IFP effectiveness as a pedagogical instrument is not determined by technological sophistication, but by the quality of pedagogical integration designed and managed by teachers]]>
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