Teacher Management Strategies in Technology-Integrated IPAS Learning: A Case Study of Two Elementary Schools

Ana Nurjanah; Sobari Sobari

doi:10.58905/jse.v7i1.760

Authors

Ana Nurjanah Nusantara Islamic University, Bandung, Indonesia
Sobari Sobari Nusantara Islamic University, Bandung, Indonesia

DOI:

https://doi.org/10.58905/jse.v7i1.760

Keywords:

Digital Literacy, Elementary School, Teacher Management Strategy, Technology Integration, IPAS learning

Abstract

The rapid development of information and communication technology presents both opportunities and challenges for elementary education, particularly in enhancing students’ literacy and learning engagement. This study aims to analyze teacher management strategies in integrating technology into science and social studies (IPAS) learning at SDN Giriwinaya and SDN Sukabakti. The research employed a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, classroom observations, and document analysis involving IPAS teachers, school principals, students, and school committee members. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while data trustworthiness was ensured through triangulation, member checking, and audit trails. The findings reveal that teacher management strategies in technology integration are implemented through four interconnected stages: planning, organizing, implementation, and evaluation. Teachers design TPACK-based lesson plans, organize technological and human resources collaboratively, implement interactive digital learning activities, and conduct evaluations using digital assessments and reflective practices. These strategies contribute to increased student engagement, improved understanding of IPAS concepts, and the development of digital literacy. The study concludes that teachers’ managerial roles are critical in ensuring effective and sustainable technology integration in elementary education. The findings offer theoretical contributions to educational management and practical implications for teachers, school leaders, and policymakers in developing context-sensitive technology-based learning strategies.

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