<![CDATA[Students’ scientific conceptual understanding in elementary school IPAS learning is often suboptimal due to the predominance of conventional teaching methods and the limited use of interactive media to visualize abstract concepts. This study aimed to examine the effectiveness of interactive PowerPoint media assisted by an Interactive Flat Panel (IFP) in improving the scientific conceptual understanding of fifth-grade elementary school students. A quasi-experimental approach was employed using a non-equivalent control group design. A total of 78 students participated in the study, comprising 22 fifth-grade students from SD Negeri Gudang as the experimental group and 55 fifth-grade students from SD Negeri 1 Nagrak as the control group. Data were collected through multiple-choice written tests administered as pretests and posttests to assess conceptual understanding at Bloom’s C2 cognitive level, complemented by observation and documentation. As the data were not normally distributed, hypothesis testing was conducted using the Mann–Whitney U test, while learning gains were analyzed using the N-Gain analysis with the assistance of SPSS. The Mann–Whitney U test revealed a statistically significant difference between the two groups, as indicated by an Asymp. Sig. (2-tailed) value of 0.001 (p < 0.05). Meanwhile, the control group obtained a mean N-Gain score of 51%, categorized as less effective, whereas the experimental group achieved a mean N-Gain score of 68%, categorized as effective. The integration of interactive PowerPoint visualization with the touch-based, kinesthetic features of the IFP effectively transformed science learning into a more concrete, multisensory, and student-centered learning experience, thereby strengthening students’ cognitive retention. These findings underscore the importance of optimizing IFP technology as an interactive exploratory medium to support the implementation of deep learning in elementary school science education.]]>
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