Needs Analysis of Enrekang Local-History-Based Digital Media in Ipas (Integrated Science and Social Studies) Learning at The Elementary School Level

Mohammad Natsir; Syawal; Ismaya; Mawaddatul Maykam

doi:10.35877/454RI.eduline5316

Authors

Mohammad Natsir Universitas Muhammadiyah Enrekang, Indonesia
Syawal Universitas Muhammadiyah Enrekang, Indonesia
Ismaya Universitas Muhammadiyah Enrekang, Indonesia
Mawaddatul Maykam STKIP Andi Mattappa Pangkep, Indonesia

DOI:

https://doi.org/10.35877/454RI.eduline5316

Keywords:

Digital Media, Local History, IPAS Learning, Need Analysis, 3T Elementary School

Abstract

Local history integration in Environmental and Social Sciences (IPAS) learning at elementary schools remains limited, particularly in 3T (frontier, outermost, disadvantaged) areas such as SDN Kecil Buntu Kaiyang, Enrekang Regency. This study aimed to analyze the needs for local-history-based digital media in IPAS learning, viewed from the needs of students, teachers, the curriculum, and the characteristics of content and media design. A descriptive qualitative approach with a need-assessment design was employed. Data were collected through classroom observation, semi-structured interviews with three homeroom teachers, the school principal, 26 students of grades IV–VI, and two community/cultural figures, a focus group discussion (FGD) with the homeroom teachers, a supporting student-interest questionnaire, and curriculum document analysis. Data were analyzed descriptively through data reduction, categorization, and source-and-technique triangulation. The results show that IPAS learning has followed the Merdeka Curriculum, but local-history content remains largely undocumented and under-integrated, constrained by limited local media, digital materials, and the school's 3T geographic conditions. Teachers, the principal, students, and community figures agreed on the strong need for contextual, interactive digital media rooted in Massenrempulu history, local kingdoms, adat traditions, and local historical figures, prioritizing video, animation, illustrated stories, digital maps, and interactive quizzes that remain usable under limited connectivity. The findings provide an empirical basis for developing a local-history-based digital media blueprint for IPAS learning in 3T elementary schools.

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