<![CDATA[Abtrak: Penelitian ini bertujuan mendeskripsikan manajemen sarana dan prasarana pendidikan di SD Negeri Inpres Vim 3 Kotaraja, Jayapura. Penelitian menggunakan pendekatan kualitatif deskriptif dengan sumber data kepala sekolah, wakil kepala sekolah bidang sarana prasarana, guru, dan peserta didik. Data dikumpulkan melalui wawancara, observasi, dokumentasi, pencatatan, dan perekaman, kemudian divalidasi melalui triangulasi teknik, sumber, dan waktu. Hasil penelitian menunjukkan bahwa perencanaan dan pengadaan sarana prasarana telah tercantum dalam program kerja tahunan sekolah serta diprioritaskan berdasarkan kebutuhan pembelajaran. Penerimaan, inventarisasi, penyimpanan, pemeliharaan, pemanfaatan, monitoring, dan penghapusan telah dilaksanakan, tetapi pemahaman warga sekolah belum merata. Faktor pendukung meliputi ketersediaan fasilitas, dukungan anggaran, kepemimpinan kepala sekolah, kerja sama guru, dan partisipasi orang tua. Faktor penghambat mencakup keterbatasan ruang penyimpanan, kekurangan sarana tertentu, pemeliharaan belum konsisten, kehilangan barang, rendahnya kesadaran masyarakat sekitar, serta keterbatasan kompetensi teknologi guru. Temuan ini menegaskan bahwa pengelolaan yang terencana, partisipatif, dan terpantau rutin dapat memperkuat kualitas pembelajaran serta keberlanjutan fasilitas sekolah. Kata kunci: manajemen sarana prasarana, pendidikan dasar, inventarisasi, pemeliharaan, kualitas pembelajaran. Abstract: This study describes the management of educational facilities and infrastructure at SD Negeri Inpres Vim 3 Kotaraja, Jayapura. It employed a descriptive qualitative approach involving the principal, vice principal for facilities, teachers, and students. Data were collected through interviews, observation, documentation, field notes, and recording, and validated using technique, source, and time triangulation. Findings show that planning and procurement have been incorporated into the school annual work program and prioritized according to learning needs. Receiving, inventorying, storing, maintaining, using, monitoring, and disposing of facilities have been implemented; however, school members’ understanding of procedures remains uneven. Supporting factors include available learning facilities, budget support, principal leadership, teacher collaboration, and parental participation. Inhibiting factors include limited storage space, insufficient facilities, inconsistent maintenance, loss of property, low community awareness, and limited teacher technological competence. The study confirms that planned, participatory, and regularly monitored facility management can strengthen learning quality and facility sustainability. Keywords: facility management, primary education, inventory, maintenance, learning quality.]]>
