<![CDATA[Penelitian ini bertujuan untuk mengetahui frekuensi penggunaan teknologi informatika oleh siswa kelas VIII SMP Negeri 8 Satap Dompu, serta menganalisis sikap mereka terhadap pelajaran informatika berbasis teknologi di lingkungan sekolah. Penelitian menggunakan metode deskriptif kualitatif dengan pendekatan penelitian lapangan, melibatkan 1 guru informatika dan 10 siswa sebagai responden. Instrumen pengumpulan data meliputi observasi, kuesioner, dan wawancara. Hasil menunjukkan bahwa penggunaan teknologi informatika cukup tinggi, namun sikap positif terhadap informatika masih perlu ditingkatkan. Hasil angket menunjukkan 20% siswa memberikan respon “sangat baik”, 50% “baik”, 20% “cukup”, dan 10% “kurang baik”. Temuan ini diperkuat oleh hasil wawancara dan observasi yang mengindikasikan kesadaran siswa akan pentingnya informatika, meskipun terdapat kendala dalam akses dan pemahaman teknologi. Rekomendasi diberikan untuk peningkatan fasilitas dan strategi pembelajaran berbasis teknologi yang lebih inklusif. This study aims to determine the frequency of information technology usage by eighth-grade students at SMP Negeri 8 Satap Dompu, as well as to analyze their attitudes toward technology-based informatics lessons within the school environment. The research employed a qualitative descriptive method with a field research approach, involving one informatics teacher and ten students as respondents. Data collection instruments included observation, questionnaires, and interviews. The results showed that the use of information technology was fairly high, but positive attitudes toward informatics still need improvement. The questionnaire results indicated that 20% of students responded “very good,” 50% “good,” 20% “fair,” and 10% “poor.” These findings were reinforced by interview and observation results, which indicated students’ awareness of the importance of informatics, despite some obstacles in technology access and comprehension. Recommendations were provided for improving facilities and implementing more inclusive technology-based learning strategies.]]>
