<![CDATA[The academic foundation of this research rests upon the discernible disparity between the theoretical affordances of printed image media as a visual pedagogical tool to concretize IPAS learning concepts and the empirical reality of its suboptimal deployment at SDN 4 Sama Guna. Although teachers have integrated such media into instruction, empirical observations reveal considerable variation in students' comprehension levels and participatory engagement, indicating that the utilization of printed image media has yet to yield a significant contribution to enhanced learning outcomes. Initial observations showed that only 6–7 of the 21 students were active in class and 9 students (43%) scored below the Minimum Completion Criteria (KKM) of 70. The study aims to: (1) elaborate the implementation of printed image media in IPAS instruction for third-grade students at SDN 4 Sama Guna, and (2) identify the supporting and constraining factors. Employing a qualitative descriptive approach with 21 students, the third-grade teacher, and the school principal as research subjects, data were collected through participatory observation, in-depth interviews, and documentation. Data analysis was conducted using the Miles and Huberman interactive model, with validity testing through source, technique, and time triangulation. The findings demonstrate that the implementation of printed image media occurs twice a week (Tuesdays and Thursdays) through preparatory phases (selection, printing, mounting on cardboard), implementation phases (displaying, explanation, discussion, evaluation), and active student involvement. According to the teacher and student informants, the media helped concretize abstract concepts, increased student interest and participation, and was associated with better understanding; evaluation documentation indicated that the scores of initially passive students met or exceeded the KKM. Five supporting factors were identified, namely media-material alignment, image clarity, visual appeal, student engagement, and ease of use. Five inhibiting factors were identified, namely limitations in the quantity and variety of images, suboptimal print quality, restricted dimensions, time constraints in preparation, and inadequate infrastructure support. The teacher responded with five adaptive strategies, namely diversifying image sources, enlarging image sizes, enhancing print quality, optimizing time management, and integrating supplementary media. These findings are context-specific to a single class at SDN 4 Sama Guna and result from a qualitative analysis.]]>
