The Use of Interactive Smart TV in Elementary IPAS Learning: Effects on Student Creativity and Learning Outcomes

Abstract

The use of digital technology in primary education is becoming increasingly important to enhance students' academic success and creativity. Although the presence of Smart TVs in educational environments is already common, there is still little research on their effectiveness as interactive learning tools, particularly in enhancing performance and creativity in subjects such as science and social studies for young students. This study aims to explore how interactive Smart TVs affect the academic performance and creativity of fourth-grade elementary school students. A quantitative method with a quasi-experimental design was used, including a control group and pre-test and post-test measurements. A total of 45 fourth-grade students participated in this study, with 23 allocated to the experimental group and 22 to the control group. Data were analyzed using an independent-samples t-test. The results reveal that the experimental group had significantly higher student creativity scores (M = 62,52) compared to the control group (M = 52,36). Similarly, the experimental group showed a significant improvement in learning outcomes (M = 81,48) compared to the control group (M = 64,09). These results indicate that interactive Smart TVs can effectively enhance both creativity and academic performance, offering a more engaging, interactive, and student-centered learning environment. This research adds value to the academic field by presenting empirical data on the effectiveness of interactive Smart TVs as teaching tools in science and social studies classes in primary education, thereby supporting their application in technology-based learning methods