Study of Digital Teaching Media Needs at SMAN 1 Way Sulan

ABSTRACT : The transformation of education in the digital era requires schools to integrate technology into the learning process to make it more interactive, adaptive, and contextual. This research is motivated by the need for SMAN 1 Way Sulan to optimize the use of digital teaching media to improve student interest and learning outcomes in various subjects. The purpose of this study is to identify the need for digital teaching media based on the characteristics of the subject area, determine teacher and student preferences for the digital tools and platforms used, analyze implementation obstacles, and formulate strategic recommendations for the development of digital teaching media in secondary schools. This study uses a narrative qualitative approach with data collection techniques through in-depth interviews, classroom observations, and document analysis. The research participants consisted of 10 teachers and 30 students who were selected purposively from various subjects at SMAN 1 Way Sulan. Data analysis was carried out using thematic analysis techniques through a process of reduction, categorization, and triangulation of sources to maintain the validity of the research results. The results show that the need for digital teaching media varies in each subject. The science and mathematics (MIPA) field requires visual media and interactive simulations, the language field requires communicationbased digital applications and modules, while the social sciences field requires media that display infographics and socio-economic data. Teachers and students tend to choose platforms such as Canva, Google Sites, and interactive PowerPoint because of their ease of access and visual appeal. The main obstacles faced are limited infrastructure, unequal internet access, and low digital literacy among some teachers. This study concludes that optimizing digital teaching media at SMAN 1 Way Sulan requires the development of technology-based interactive learning materials, improving teacher competency through ongoing training, and improving school infrastructure. These findings are expected to serve as a reference for developing technology-based education policies in secondary schools to realize effective learning oriented towards 21st-century competencies.

KEYWORDS : About five key words in alphabetical order, separated by comma