IMPLEMENTASI TEKNOLOGI DALAM PEMBELAJARAN IPA DI SEKOLAH DASAR: PERAN GURU, KETERLIBATAN SISWA, DAN PENGGUNAAN MEDIA

Abstrak

Perkembangan teknologi digital mendorong pemanfaatannya dalam pembelajaran IPA di sekolah dasar untuk menciptakan proses belajar yang lebih interaktif dan bermakna. Namun, kajian yang mengintegrasikan peran guru, keterlibatan siswa, dan penggunaan media pembelajaran dalam implementasi teknologi pada pembelajaran IPA di sekolah dasar masih terbatas. Penelitian ini bertujuan mendeskripsikan implementasi teknologi dalam pembelajaran IPA di kelas V SDN 111 Muara Bulian ditinjau dari peran guru, keterlibatan siswa, dan penggunaan media pembelajaran. Penelitian menggunakan pendekatan deskriptif kualitatif. Data diperoleh melalui observasi, wawancara dengan guru kelas V, dan studi literatur, kemudian dianalisis secara deskriptif dengan mengelompokkan temuan berdasarkan fokus penelitian serta membandingkannya dengan kajian pustaka. Hasil penelitian menunjukkan bahwa guru berperan sebagai perancang, fasilitator, dan pengarah dalam pemanfaatan teknologi melalui PowerPoint, video pembelajaran, dan WhatsApp yang disesuaikan dengan karakteristik materi IPA. Penggunaan media tersebut dipadukan dengan kegiatan pengamatan langsung terhadap lingkungan sehingga mendorong keterlibatan siswa melalui aktivitas mengamati, mengidentifikasi, berdiskusi, dan mempresentasikan hasil belajar. Meskipun demikian, implementasi teknologi masih menghadapi kendala berupa keterbatasan waktu, ketersediaan perangkat, dan akses telepon genggam siswa. Dengan demikian, implementasi teknologi dalam pembelajaran IPA di sekolah dasar mampu mendukung proses pembelajaran yang lebih kontekstual dan berpusat pada siswa apabila didukung oleh pemilihan media yang tepat, kesiapan guru, serta ketersediaan sarana dan prasarana.

The rapid development of digital technology has encouraged its integration into science learning in elementary schools to create more interactive and meaningful learning experiences. However, studies that comprehensively examine the roles of teachers, student engagement, and the use of instructional media in the implementation of technology for elementary science education remain limited. This study aims to describe the implementation of technology in science learning for fifth-grade students at SDN 111 Muara Bulian by examining the roles of teachers, student engagement, and the use of instructional media. This study employed a descriptive qualitative approach. Data were collected through classroom observations, interviews with the fifth-grade teacher, and a review of relevant scholarly literature. The data were analyzed descriptively by categorizing the findings according to the research focus and comparing them with previous studies. The findings indicate that teachers play important roles as planners, facilitators, and learning guides in integrating technology through PowerPoint presentations, instructional videos, and WhatsApp, which are selected according to the characteristics of the science content. These digital media are combined with direct observation of the surrounding environment, encouraging students to engage actively in observing, identifying, discussing, and presenting their learning outcomes. Nevertheless, the implementation of technology is still constrained by limited instructional time, the availability of digital devices, and students' access to smartphones. Therefore, the integration of technology in elementary science learning supports a more contextual and student-centered learning process when accompanied by appropriate media selection, teacher readiness, and adequate technological facilities.