PEMANFAATAN INTERAKTIF FLAT PANEL (IFP) TERHADAP KUALITAS PEMBELAJARAN IPS OLEH GURU DI SD NEGERI 72 AMBON
DOI:
https://doi.org/10.51878/edutech.v6i3.11595Keywords:
Interactive Flat Panel, pembelajaran IPS, kualitas pembelajaran, teknologi pendidikan, sekolah dasarAbstract
The utilization of digital technology-based learning media is crucial for supporting the quality of elementary school education in the 21st century. This descriptive-interpretive qualitative study aims to analyze the utilization of Interactive Flat Panels (IFP) in Science and Social Studies (IPAS) learning and its impact on learning quality at SD Negeri 72 Ambon. The research subjects consisted of nine IPAS teachers, one school principal, and four third-grade students. Data were gathered through participatory observations across 12 learning sessions in six regular classrooms, in-depth interviews, and documentation of Teaching Modules. The results indicate that teachers' utilization of IFP varies across basic, intermediate, and advanced levels depending on their digital literacy. The use of IFP effectively enriches instructional method variations, enhances students' active engagement in discussions, and facilitates the delivery of abstract science concepts. Supporting factors include school infrastructure and collegial culture, whereas technical obstacles involve unstable internet connectivity. In conclusion, IFP integration contributes positively to creating an interactive learning environment.
ABSTRAK
Pemanfaatan media pembelajaran berbasis teknologi digital sangat penting untuk mendukung kualitas pembelajaran sekolah dasar di era abad ke-21. Penelitian kualitatif deskriptif-interpretatif ini bertujuan untuk menganalisis pemanfaatan Interactive Flat Panel (IFP) dalam pembelajaran IPAS serta dampaknya terhadap kualitas pembelajaran di SD Negeri 72 Ambon. Subjek penelitian terdiri dari sembilan guru IPAS, satu kepala sekolah, dan empat siswa kelas III. Data dikumpulkan melalui observasi partisipatif pada 12 sesi pembelajaran di enam kelas reguler, wawancara mendalam, dan studi dokumentasi Modul Ajar. Hasil penelitian menunjukkan bahwa pemanfaatan IFP oleh guru bervariasi dari tingkat dasar, menengah, hingga lanjutan tergantung pada literasi digital pengampu. Penggunaan IFP terbukti memperkaya variasi metode instruksional, meningkatkan keterlibatan aktif siswa dalam berdiskusi, serta mempermudah penyampaian konsep sains yang abstrak. Faktor pendukung utama meliputi fasilitas sarana sekolah dan budaya kolegialitas, sedangkan kendala teknis mencakup keterbatasan stabilitas koneksi internet. Kesimpulannya, pengintegrasian IFP memberikan kontribusi positif dalam menciptakan ekosistem pembelajaran IPAS yang interaktif dan dinamis.
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