<![CDATA[Teacher learning quality and children's learning activities are essential indicators of successful early childhood education. Preliminary observations conducted in kindergartens in Gedung Meneng District, Tulang Bawang Regency revealed that classroom instruction was still dominated by conventional teaching methods, resulting in limited children's participation during the learning process. One of the efforts to improve learning quality is the utilization of digital learning media, particularly the Interactive Flat Panel (IFP). This study aimed to analyze the implementation of the Interactive Flat Panel in improving teacher learning quality and children's learning activities. The study employed a quantitative approach using Classroom Action Research based on the Kemmis and McTaggart model, consisting of two cycles with four meetings in each cycle. The participants were 40 children in Group B and 12 teachers at TK 02 Yapindo, Gedung Meneng District, Tulang Bawang Regency. Data were collected through observations, documentation, and assessment sheets, and analyzed using descriptive quantitative techniques by comparing the results of the pre-cycle, Cycle I, and Cycle II. The findings indicated that the implementation of the Interactive Flat Panel improved teacher learning quality from 67% in the pre-cycle to 79% in Cycle I and 91% in Cycle II. Children's learning activities also increased from 71% in the pre-cycle to 78% in Cycle I and 89% in Cycle II. These findings demonstrate that the Interactive Flat Panel effectively creates a more interactive, engaging, and child-centered learning environment while enhancing teachers' competence in utilizing digital technology for instructional purposes. Therefore, the Interactive Flat Panel can be recommended as an alternative digital learning medium to improve the quality of learning in early childhood education.]]>
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