The true excellence of a gift is not measured by its price, but by how well it serves its purpose. In education, this principle matters more than ever. As Indonesia enters a new phase of educational reform—one that emphasizes deep learning, joyful engagement, and play-based instruction—the success of government initiatives depends not on hardware alone, but on whether those tools are appropriate, usable, and effective in real classrooms.
A New Push for Play-Based Learning
Following the Indonesian government’s rollout of new early-education standards calling for deep learning and joyful engagement, many school districts have begun introducing play-based curricula that extend beyond early childhood into the elementary years. This shift is supported by decades of research showing that learning through play should not stop when children enter formal schooling.
Play-based and child-directed learning approaches help students become better thinkers, collaborators, and creators. Studies have demonstrated that students in such environments often achieve stronger academic outcomes, improved social skills, and higher engagement. In short, joyful learning does not replace rigor—it strengthens it.
The Teacher’s Reality: A Content Gap
However, implementing play-based learning is not easy. For teachers to succeed, they need rich teaching materials: activity books, lesson ideas, interactive content, visual media, and practical classroom tools. Even in large cities, sourcing these materials is challenging. For teachers in rural and remote areas, it is often nearly impossible.
Without adequate content, the vision of deep and joyful learning remains an aspiration rather than a reality. Teachers urgently need access to structured, ready-to-use educational resources that support modern pedagogy.
The IFP Initiative: A Powerful but Incomplete Gift
Recognizing the need for modern classrooms, the Indonesian government launched a nationwide initiative to distribute 75-inch Interactive Flat Panels (IFP)—known as Merah Putih IFP—manufactured by Hisense. These large interactive displays represent a significant investment, not only in product cost but also in logistics, distribution, and infrastructure, especially for rural schools.
Thousands of elementary schools have now received these IFPs. Yet many teachers face the same question once the screen is turned on: What do we do with it?
Without the right applications and educational content, the IFP becomes little more than a large blank screen. In some cases, media reports have shown the devices being used for karaoke rather than teaching—not due to negligence, but due to a lack of appropriate learning software. This raises a critical question: Is an expensive device truly a good gift if it cannot fulfill its educational purpose?
The situation echoes the Chromebook controversy, where devices failed to deliver value due to limited internet access. Internet connectivity has not magically improved across Indonesia. In many regions, it remains slow, unreliable, or unavailable. Without addressing this reality, technology investments risk repeating past mistakes.
Kipin: Making the Gift Appropriate
This is where KipinIFP and Kipin Classroom devices transform the equation.
Kipin provides a native digital learning application designed specifically for IFPs, fully compatible with the Merah Putih IFPs now deployed nationwide. More importantly, Kipin works with or without internet, making it uniquely suited for Indonesia’s diverse infrastructure conditions.
Kipin brings substance to the screen:
- Over 5,000 eBooks
- More than 2,000 educational videos
- Thousands of additional teaching materials, activities, and learning resources
With Kipin, the IFP becomes what it was always meant to be: a powerful teaching and learning tool. The combination of IFP hardware and Kipin software creates a truly effective, classroom-ready system—one that supports play-based learning, deep engagement, and collaborative exploration.
A Gift Fulfilled
The excellence of a gift lies in its appropriateness. A 75-inch interactive display is undeniably valuable—but without the right content and application, it is incomplete. With Kipin, the gift is fulfilled.
Kipin makes the current IFP program effective. Kipin supports teachers, empowers students, and accelerates educational impact. Together, IFPs and Kipin enable the government’s vision of deep learning and joyful engagement to become a daily classroom reality.
In the end, the question is no longer whether Indonesia is investing enough in education—but whether it is investing wisely. With the right tools, applied in the right way, the answer is finally clear.
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