<![CDATA[Facilities and infrastructure are crucial components in supporting Natural Science (IPA) education in primary schools, which emphasizes hands-on experience, observation, exploration, and practical activities. This study aims to analyze the condition and utilization of science learning facilities and infrastructure and their implications for the learning process at SDN 1 Plosorejo. A descriptive qualitative approach was employed. Data were collected through observations, interviews with the Grade VI teacher, student questionnaires, and documentation. Data validity was ensured through technique triangulation by comparing findings from observations, interviews, questionnaires, and documentation. Data analysis involved data reduction, presentation, and conclusion drawing and verification. The results indicate several limitations, particularly the lack of adequate practical rooms or science laboratories, limited teaching aids, and internet connectivity issues affecting digital media use. Teachers have implemented adaptive strategies by utilizing Smart TVs, videos, visual images, the surrounding environment, and simple teaching aids. These limitations restrict opportunities for students to engage in practical activities, conduct direct observations, and gain concrete learning experiences. However, visual media and interactive activities show positive effects on student engagement and enthusiasm. The findings demonstrate that facility support depends not only on availability but also on condition, accessibility, and teachers’ ability to utilize facilities effectively ]\according to instructional needs. Therefore, improving science education requires planned procurement and maintenance of facilities and optimizing their use by teachers.]]>
