ANALYSIS OF TEACHERS^ PERCEPTIONS OF THE LIMITATIONS OF LEARNING MEDIA AND THEIR IMPACT ON THE EFFECTIVENESS OF TEACHING AND EVALUATION IN ELEMENTARY SCHOOLS Cindy Azzahra (a), Bramianto Setiawan, M.Pd. (b), Tia Citra Bayuni, M.Pd (c*),Awalina Barokah S.Pd ., M.Pd (d), Delia Julasari (e), Halimatussadiah (f), Karina Fitriani(g), Sevi Marsha Nabilla (h)
Pendidikan Guru Sekolah Dasar Universitas Pelita Pelita Bangsa, Cikarang, Indonesia
Abstract
This study aims to examine the availability of learning media, identify the limitations faced by teachers, and analyze their impact on the effectiveness of learning and evaluation in elementary schools. A descriptive quantitative approach with a survey method was employed. Data were collected through a questionnaire consisting of 20 items on a 1-4 Likert scale, involving 60 teachers.
The results show that the average score of learning media needs is 3.15, with a percentage of 78.88%, categorized as ^needed.^ About 35% of the items are ^highly needed,^ while 65% are ^needed,^ with no items classified as ^less needed^ or ^not needed.^ The highest needs include the impact of limited media on students^ motivation (88.33%), support for differentiated learning (85.83%), and the effectiveness of evaluation and authentic assessment (84.17%).
These findings indicate that limited learning media significantly affect students^ motivation, engagement, and the quality of evaluation. Major constraints include limited infrastructure, teachers^ digital competence, and supporting facilities. Therefore, strategic efforts are needed, such as providing adequate media, improving teachers^ competence through training, and strengthening institutional support
