<![CDATA[This study is motivated by the not-yet-optimal use of animated video media in Science and Social Studies (IPAS) learning at SDN 003 Sungai Paku, where its use is concentrated among upper-grade teachers while other teachers still rely on the lecture method and printed textbooks. This study aims to describe a teacher's perception of the use of animated video media in IPAS learning and to identify the supporting and inhibiting factors in its implementation. The research used a qualitative approach with a descriptive method. The main informant was a Grade V teacher who teaches IPAS, while the school principal served as a supporting informant. Data were collected through in-depth interviews, observation of one Grade V lesson on food-chain ecosystem material, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Data validity was tested using source triangulation, and perception was examined through three indicators: acceptance, understanding, and evaluation. The findings show that the informant holds a positive perception of animated video media because it is regarded as concretizing abstract concepts, strengthening retention, and encouraging students' learning motivation. Observation of one lesson recorded that students paid attention to the material and participated in question-and-answer activities, although this study did not test the media's effectiveness. The inhibiting factors were the limited number of projectors, unstable internet access, and the one-way nature of the media, which were addressed by downloading videos for offline use and scheduling projector rotation. This study concludes that a positive perception has not been fully matched by even distribution of use, so additional facilities and structured training are still needed.]]>
