IMPLEMENTASI TEKNOLOGI DIGITAL DALAM PROSES PEMBELAJARAN KELAS VI DI SD NEGERI MARABAHAN 2

This study aimed to describe the implementation of digital technology in sixth-grade learning, analyze teachers’ strategies in its use, and identify supporting factors and challenges at SD Negeri Marabahan 2. Although various studies have examined the use of digital media in elementary schools, studies that simultaneously investigate forms of implementation, teacher strategies, supporting factors, and challenges in the context of sixth-grade learning remain limited. This study employed a descriptive qualitative approach. Data were collected through interviews with the principal and sixth-grade teacher, non-participant observations of the learning process and student activities, and documentation. Data analysis followed the stages of data reduction, data display, and conclusion drawing, while trustworthiness was strengthened through source and method triangulation. The findings showed that digital technology was used in almost every subject through LCD projectors, laptops, internet access, interactive display boards, Canva, Quizizz, learning videos, PowerPoint, and electronic worksheets. The teacher planned media use based on learning materials, objectives, student characteristics, and readiness, and combined it with lectures, discussions, question-and-answer sessions, idea sharing, and ice-breaking activities. Implementation was supported by digital facilities, school leadership policies, the Cemara Learning Community, teacher working groups, and professional training. The main challenge was the continuous need to improve teachers’ competence in response to rapid technological change, while students’ technical difficulties could be addressed through teacher guidance. During digital learning activities, students were perceived as more enthusiastic and showed more active engagement, participation, and learning responses. These findings indicate that successful digital learning depends on the integration of infrastructure, teachers’ digital-pedagogical competence, institutional support, and continuous professional development. ABSTRAKPenelitian ini bertujuan mendeskripsikan implementasi teknologi digital dalam proses pembelajaran kelas VI, menganalisis strategi guru dalam pemanfaatannya, serta mengidentifikasi faktor pendukung dan kendala yang dihadapi di SD Negeri Marabahan 2. Meskipun berbagai penelitian telah membahas penggunaan media digital di sekolah dasar, kajian yang secara bersamaan menelaah bentuk implementasi, strategi guru, faktor pendukung, dan kendala dalam konteks pembelajaran kelas VI masih terbatas. Penelitian menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui wawancara dengan kepala sekolah dan guru kelas VI, observasi nonpartisipatif terhadap proses pembelajaran dan aktivitas peserta didik, serta dokumentasi. Analisis data mengikuti tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperkuat melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa teknologi digital telah digunakan hampir pada setiap mata pelajaran melalui LCD proyektor, laptop, jaringan internet, papan layar interaktif, Canva, Quizizz, video pembelajaran, PowerPoint, dan E-LKPD. Guru merencanakan penggunaan media berdasarkan materi, tujuan pembelajaran, karakteristik, dan kesiapan peserta didik, kemudian memadukannya dengan ceramah, diskusi, tanya jawab, berbagi gagasan, dan ice breaking. Implementasi didukung oleh sarana digital, kebijakan kepala sekolah, Komunitas Belajar Cemara, KKG, dan pelatihan profesional. Kendala utama berupa tuntutan peningkatan kompetensi guru untuk mengikuti perubahan teknologi yang cepat, sedangkan kendala teknis pada peserta didik dapat diatasi melalui bimbingan guru. Selama pembelajaran digital, peserta didik dipersepsikan lebih antusias dan menunjukkan keterlibatan, partisipasi, serta respons belajar yang lebih aktif. Temuan ini menegaskan bahwa keberhasilan pembelajaran digital ditentukan oleh keterpaduan fasilitas, kompetensi pedagogis digital guru, dukungan kelembagaan, dan pengembangan profesional berkelanjutan.