READINESS, SKILLS, AND ENGAGEMENT OF ELEMENTARY SCHOOL STUDENTS IN INFORMATION AND COMMUNICATION TECHNOLOGY-BASED SCIENCE LEARNING IN BOYOLALI REGENCY

Abstract

This study aims to analyze the readiness, skills, and engagement of elementary school students in Technology and Information Communication (ICT)-based Science and Social Studies (IPAS) learning in Boyolali Regency. Using a mixed methods approach, this study integrates quantitative and qualitative data to obtain a comprehensive overview of students’ technical, cognitive, affective, and social aspects. The findings indicate that students’ technical readiness is in the “adequate” category, particularly in the use of mobile phones as learning media, although gaps in device accessibility still create differences in operational skills. From cognitive and affective perspectives, the use of ICT has been shown to enhance students’ understanding, interest, and learning motivation; however, challenges such as digital distractions and technical issues continue to hinder learning consistency. Meanwhile, students’ social readiness has begun to develop through digital interaction and collaboration, although intensive guidance on online communication ethics is still required. These findings highlight the crucial collaborative roles of teachers, parents, and schools in ensuring effective, ethical, and sustainable use of ICT in learning. This study is expected to contribute to the development of more adaptive and equitable ICT-based IPAS learning strategies in elementary education settings.