Social Reality of Teachers' Use of Digital Learning Media in Facilitating Science Learning at State Elementary School 4 Karangtengah, Trenggalek Regency

Abstract

The integration of digital technology in education has transformed instructional practices at the elementary school level, particularly in Social and Natural Sciences (IPAS), a subject characterized by abstract and complex concepts. Digital learning media provide opportunities to enhance students’ understanding through visual, interactive, and contextual learning experiences. However, the use of digital media in elementary schools remains inconsistent due to variations in teachers’ digital competence and institutional support. This study aims to explore the social reality of teachers’ utilization of digital learning media in facilitating IPAS learning at SD Negeri 4 Karangtengah, Trenggalek Regency. This study employed a qualitative approach with a case study design. The participants consisted of teachers directly involved in IPAS instruction. Data were collected through classroom observations, in-depth interviews, and documentation. Data analysis followed the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings indicate that teachers prepared digital learning media by selecting content aligned with IPAS materials, adjusting to available school facilities, and considering their own digital skills. The use of digital media supported students’ conceptual understanding by presenting learning materials in a more engaging and concrete manner. However, implementation was not yet optimal due to limited technological skills, resistance to change, and infrastructure constraints. Overall, teachers demonstrated positive perceptions of digital learning media and acknowledged their potential to support effective IPAS learning.