Representasi Digital dan Pendalaman Konsep Matematis dalam Pembelajaran Matematika SD: Studi Kualitatif di Tiga Sekolah Dasar di Jawa Barat

Abstract

This study explores how digital representations are used in elementary mathematics instruction and examines their role in supporting deep learning. Despite the growing presence of technology in schools, many teachers still struggle to help students understand abstract concepts like fractions and geometry. Using a qualitative method, data were gathered through classroom observations, interviews with nine teachers of Grades IV–VI, and analysis of teaching materials from three elementary schools in urban and rural settings. The findings show that teachers used various digital tools such as simulations, educational videos, and learning apps to help students grasp abstract concepts like fractions and geometry. Some teachers created their own digital resources due to limited access to online platforms. Students generally responded with increased interest and better understanding. However, challenges remain, including limited infrastructure, lack of preparation time, and varying levels of digital literacy among teachers. While digital tools are present, their use often falls short of promoting deep learning, which involves critical thinking and reflective exploration. The study suggests that ongoing teacher training and improved access to digital infrastructure are essential to maximize the educational benefits of digital media in elementary mathematics