Readiness of SDN Pancasila in Bandung in integrating Informatics as a subject

Muhammad Fathin Mughits

doi:10.64014/hipkin-jer.v3i2.745

Abstract

This study examines the readiness of SDN Pancasila to integrate informatics as a formal subject in daily activities. A sequential exploratory design with a mixed-methods approach was used in this study, including in-depth interviews with ICT teachers and the principal, observations of computer laboratories, and a quantitative questionnaire. This exploratory approach, complemented by supplementary questionnaire data, enabled an in-depth analysis of teachers' perceptions and students' baseline conditions. Results indicate that the infrastructure relies on outdated devices and operating systems, and on unstable internet connections, requiring teachers to adapt their learning approaches independently. The current curriculum treats informatics solely as an extracurricular activity, thereby limiting access to programming and computational thinking materials. ICT teacher competency is low due to the lack of formal training and adequate teaching materials. However, student enthusiasm and interest in computer practice are very high. This study concludes that the main obstacles to informatics integration at Pancasila Elementary School are limited infrastructure, a suboptimal curriculum structure, and low teacher competency. These findings provide empirical insight into the challenges of implementing informatics education in elementary schools and offer an evaluation framework for improving elementary-level educational technology policy.

Abstrak

Penelitian ini memeriksa kesiapan SDN Pancasila untuk mengintegrasikan Informatika sebagai mata pelajaran formal dalam kegiatan sehari-hari. Desain sequential exploratory dengan pendekatan campuran digunakan dalam penelitian ini, meliputi wawancara mendalam dengan guru TIK dan kepala sekolah, observasi laboratorium komputer, serta kuesioner kuantitatif. Pendekatan eksploratif yang dilengkapi dengan data pelengkap dari kuesioner ini memungkinkan analisis mendalam terhadap persepsi guru serta kondisi awal murid. Hasil menunjukkan bahwa infrastruktur bergantung pada perangkat lama dengan sistem operasi usang dan koneksi internet yang tidak stabil, sehingga mengharuskan guru menyesuaikan pendekatan pembelajaran secara mandiri. Kurikulum saat ini menempatkan Informatika hanya sebagai ekstrakurikuler, sehingga materi pemrograman dan berpikir komputasional menjadi terbatas. Kompetensi guru TIK rendah akibat minimnya pelatihan formal dan bahan ajar yang memadai. Namun, antusiasme dan minat murid terhadap praktik komputer sangat tinggi. Penelitian ini menyimpulkan bahwa kendala utama integrasi Informatika di SDN Pancasila adalah keterbatasan infrastruktur, struktur kurikulum yang belum optimal, serta rendahnya kompetensi guru. Temuan ini memberikan pemahaman empiris tentang tantangan implementasi pendidikan Informatika di sekolah dasar dan menawarkan kerangka evaluasi untuk perbaikan kebijakan teknologi pendidikan di tingkat dasar.

Kata Kunci: integrasi digital; kesiapan sekolah; Kurikulum Merdeka; sekolah dasar

Keywords:

digital integration elementary school Kurikulum Merdeka school readiness

References

Afnani, M. R., & Attalina, S. N. C. (2025). Studi kesiapan guru dalam mengintegrasikan peran teknologi digital pada pembelajaran Kurikulum Merdeka di sekolah dasar. Nusantara: Jurnal Pendidikan Indonesia, 5(2), 482-495.

Agustianis, R. T. (2025). The implementation of Informatics subject in the Kurikulum Merdeka at SMP 26 Bandung. Hipkin Journal of Educational Research, 2(2), 243-254.

Ainan, N. M. (2025). The role of the library in supporting ICT learning in primary school. Hipkin Journal of Educational Research, 2(3), 369-378.

Ardiansah, A., Komara, D. A., & Halimah, L. (2022). Evaluation of the library management program as a learning resources with discrepancy model. Curricula: Journal of Curriculum Development, 1(1), 87-100.

Arifin, A., & Famukhit, L. (2019). Analisis minat siswa terhadap mata pelajaran Teknologi Informasi dan Komunikasi (TIK) dengan pengenalan dan pelatihan keterampilan dasar komputer di Sekolah Dasar Negeri Wonoasri 1 Ngadirojo Pacitan. Journal of Social Empowerment, 4(1), 429-433.

Aristi, Y. (2026). ICT implementation in elementary school using the Kurikulum Merdeka. Hipkin Journal of Educational Research, 3(1), 83-94.

Arsyad, M. A., Saintika, Y., & Setyadi, R. (2021). Analisis kesiapan penerapan e-learning di sekolah dasar menggunakan e-learning readiness model: Studi kasus Madrasah Islamiyah Darwata Karangasem. Jasiek (Jurnal Aplikasi Sains, Informasi, Elektronika dan Komputer), 3(1), 1-10.

Caspersen, M. E., Gal-Ezer, J., McGettrick, A., & Nardelli, E. (2019). Informatics as a fundamental discipline for the 21st century. Communications of the ACM, 62(4), 58-58.

Dagiene, V., Hromkovic, J., & Lacher, R. (2021). Designing informatics curriculum for K-12 education: From concepts to implementations. Informatics in Education, 20(3), 333-360.

El-Hamamsy, L., Bruno, B., Audrin, C., Chevalier, M., Avry, S., Zufferey, J. D., & Mondada, F. (2023). How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps. International Journal of STEM Education, 10(1), 1-43.

Gallego Joya, L., Merchán Merchán, M. A., & López Barrera, E. A. (2025). Development and strengthening of teachers' digital competence: Systematic review. Contemporary Educational Technology, 17(1), 1-15.

Hadiapurwa, A., Joelene, E. N., Nugraha, H., & Komara, D. A. (2023). Social media usage for language literacy development in Indonesia. Jurnal Kajian Informasi & Perpustakaan, 11(1), 109-126.

Kakavas, P., & Ugolini, F. C. (2019). Computational thinking in primary education: A systematic literature review. Research on Education and Media, 11(2), 64-94.

Karima, J., & Chitanana, L. (2026). Assessing primary school teachers' self-directed learning competences in ICT integration: A case study of Gweru Urban District. Cogent Education, 13(1), 1-23.

Kibirige, I. (2023). Primary teachers' challenges in implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the post-pandemic era in Uganda. Education Sciences, 13(4), 1-13.

Klarisa, L., Setiyanti, A. A., Purnomo, H. D., & Gundo, A. J. (2023). Analisis kesiapan pembelajaran artificial intelligence di tingkat pendidikan dasar (Studi kasus di SMP Negeri 1 Salatiga). Edukatif: Jurnal Ilmu Pendidikan, 5(3), 1543-1552.

Machmud, M. T. B., Fadhilatunnisa, D., & Fakhri, M. M. (2021). Indonesia teacher competencies in integrating information and communications technology for education. Athens Journal of Technology and Engineering, 8(4), 331-348.

Melisa, M. (2024). Analisis kesiapan guru dalam menggunakan teknologi informasi dan komunikasi untuk pembelajaran Kurikulum Merdeka. Al-Miskawaih: Journal of Science Education, 3(1), 443-462.

Murithi, J., & Yoo, J. E. (2021). Teachers' use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innovation and Education, 3(1), 1-11.

Naima, D. R. I. S. (2026). The labor market in the context of digital transformation: Shifts in occupational structure and challenges of social adaptation. European Journal of Philosophical Research, 13(1), 1678-1688.

Paramitha, B. D., & Mustari, M. (2023). Manfaat dan tantangan teknologi informasi pada pendidikan di sekolah dasar. Edupedika: Jurnal Studi Pendidikan dan Pembelajaran, 2(2), 9-18.

Purnama, M. R., Adnyana, I. P. I. K., Sogen, A. T., Indrawan, G., & Santosa, M. H. (2025). Teacher’s readiness toward artificial intelligence in the school of North Bali. Jurnal Paedagogy, 12(1), 23-32.

Purnasari, P. D., Sadewo, Y. D., Santosa, D. S. S., & Sanoto, H. (2024). Analisis digitalisasi pembelajaran sekolah dasar wilayah perbatasan. Scholaria: Jurnal Pendidikan dan Kebudayaan, 14(2), 198-205.

Radynska-Cenkier, K. (2026). Contrasting national strategies for digital inclusion in education: A comparative analysis of Mauritius and Singapore. Turkish Online Journal of Educational Technology-TOJET, 25(1), 34-44.

Rosyiddin, A. A. Z., Fiqih, A., Nugraha, H., Hadiapurwa, A., & Komara, D. A. (2023). The effect of interactive PowerPoint media design on student learning interests. Edcomtech: Jurnal Kajian Teknologi Pendidikan, 8(1), 12-24.

Saqjuddin, S., Aba, A., & Aopmonaim, N. H. (2025). Inovasi manajemen pembelajaran coding dan AI untuk meningkatkan literasi digital siswa sekolah dasar. Journal of Information System and Education Development, 3(2), 19-24.

Subiyantoro, S., & Musa, M. Z. (2024). Preparing Indonesian primary school teachers for deep learning: Readiness, challenges, and institutional support. Cognitive Development Journal, 2(2), 77-86.

Sucipto, S., Sukri, M., Patras, Y. E., & Novita, L. (2024). Tantangan implementasi Kurikulum Merdeka di sekolah dasar: Systematic literature review. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 12(1), 1-11.

Syaleh, H. I. (2026). Digital learning technologies and student engagement: Evidence from primary and secondary education. The Journal of Educatio et Didactica, 2(2), 73-90.

Tisza, G., Markopoulos, P., & Bekker, T. (2023). Learning to code: Interplay of attitude, emotions, and fun. Humanities and Social Sciences Communications, 10(1), 1-11.

Wuisan, D. S. S., & Pratiangga, A. (2023). Teknologi Informasi dan Komunikasi di sekolah dasar di Jawa Barat digunakan sebagai sarana pendidikan. ADI Pengabdian kepada Masyarakat, 4(1), 13-17.

Zein, D. N., Hadiapurwa, A., Wulandari, Y., & Komara, D. A. (2023). Implementation of monitoring and evaluation of BPI Bandung high school library. Tibanndaru: Jurnal Ilmu Perpustakaan dan Informasi, 7(2), 156-167.

Zingwena, M. S., & Madhlangobe, L. (2026). An investigation of ICT strategies implemented by school leaders to enhance early childhood class management: A case study of Harare primary schools. International Journal of Education, 1(1), 12-29.