Transforming Primary Education through Digital Integration: A Case Study from Rural Indonesia
DOI:
https://doi.org/10.64538/pathalogy.v1i2.58Keywords:
Constructivist Pedagogy; , Digital Learning; , Educational Technology; , Gamification; , Primary Education; , Rural Schools;, Teacher Professional Development.Abstract
The integration of digital technology in primary education holds transformative potential for enhancing student engagement, comprehension, and autonomy. This study investigates the implementation of digital learning tools at SD Kanisius Wonogiri, a rural Indonesian elementary school, using a qualitative case study approach. Data were collected through participatory classroom observations, semi-structured interviews with teachers and students, and document analysis, and analyzed thematically. Findings reveal that gamified platforms and interactive digital content significantly improve students’ understanding of abstract concepts and foster active learning. Teachers reported increased student motivation and participation when using tools such as Quizizz and Kahoot!, while students expressed enthusiasm for the interactive nature of lessons. The research also identified critical barriers, including unreliable internet access, limited device availability, and insufficient teacher training factors that hinder the optimal use of educational technology. The study underscores the importance of aligning digital integration with pedagogical frameworks like constructivism and connectivism, as well as the need for systemic support through infrastructure investment and continuous professional development. It concludes that while technology alone cannot transform education, it can serve as a powerful enabler of pedagogical innovation when supported by a sustainable, collaborative ecosystem
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