<![CDATA[Penelitian ini bertujuan untuk menganalisis penggunaan media pembelajaran dalam mata pelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) di SMA Negeri 16 Samarinda, meliputi jenis media yang digunakan, persepsi guru dan siswa terhadap efektivitas media, serta kendala yang dihadapi dalam implementasinya. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi, wawancara dengan guru dan peserta didik, serta dokumentasi pembelajaran. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan teknik triangulasi untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa guru telah menggunakan berbagai media pembelajaran secara variatif dengan mengombinasikan media digital seperti video pembelajaran, Canva, Padlet, dan smartboard dengan media konvensional seperti LKPD, diskusi kelompok, dan galeri walk. Penggunaan media pembelajaran terbukti meningkatkan pemahaman siswa terhadap materi PPKn yang bersifat abstrak, meningkatkan motivasi belajar, serta mendorong keaktifan dan partisipasi siswa dalam proses pembelajaran. Meskipun demikian, terdapat beberapa kendala seperti keterbatasan fasilitas teknologi, gangguan jaringan internet, serta keterbatasan waktu pembelajaran. Guru mengatasi kendala tersebut dengan menyiapkan media alternatif offline dan mengombinasikan media pembelajaran digital dan konvensional. This study aims to analyze the use of instructional media in the subject of Pancasila and Civic Education (PPKn) at State Senior High School 16 Samarinda. It covers the types of media used, teachers’ and students’ perceptions of the effectiveness of the media, as well as the challenges encountered in its implementation. The research employs a qualitative approach with a descriptive method. Data were collected through observation, interviews with teachers and students, and learning documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing using triangulation techniques to ensure data validity. The results show that teachers have utilized a variety of instructional media by combining digital media such as learning videos, Canva, Padlet, and smartboards with conventional media such as student worksheets, group discussions, and gallery walks. The use of instructional media has been proven to enhance students’ understanding of abstract PPKn material, increase learning motivation, and encourage students’ activeness and participation in the learning process. However, several challenges remain, including limited technological facilities, internet network disruptions, and limited instructional time. Teachers address these challenges by preparing alternative offline media and combining digital and conventional instructional media.]]>
