The Application of Interactive Whiteboard Media to Improve Learning Understanding of Writing Descriptive Text Material for Slow Learner Students in Grade IV 009 Sandaran

This study aims to analyze the implementation of Interactive Whiteboard (IWB) media in improving cognitive engagement and reducing learning barriers among slow-learning students in writing descriptive texts. Specifically, this study examines the effectiveness of interactive IWB features in improving students’ ability to compose systematic and coherent descriptive texts. This study employed a Classroom Action Research approach consisting of four stages: planning, action, observation, and reflection. The subjects and informants were three slow-learning students at SDN 009 Sandaran. Data were collected through observation, interviews, documentation, and writing tests, while data validity was established through triangulation and analyzed using the Miles and Huberman model. The findings showed that IWB implementation effectively enhanced students’ visual engagement through concept mapping using tree diagrams, digital ink features, and collaborative annotations. The visual representations functioned as memory supports that reduced students’ difficulties in organizing ideas and transitioning to independent writing. The students’ descriptive writing skills improved significantly, reflected in the increase of average scores from 60–65 in Cycle I to 80–85 in Cycle II, with 100% classical mastery achievement.