<![CDATA[Penelitian ini bertujuan untuk menganalisis karakteristik kebutuhan, praktik integrasi, serta faktor pendukung dan penghambat implementasi literasi digital berbasis cerita bergambar perspektif learning system pada mata pelajaran IPAS kelas VI di SDN IV Plampang, Kabupaten Sumbawa. Menggunakan pendekatan kualitatif dengan desain studi kasus, data dikumpulkan melalui observasi, wawancara, dan dokumentasi dari kepala sekolah, guru, operator, dan siswa. Analisis data menerapkan model interaktif Miles dan Huberman, sedangkan keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa siswa membutuhkan media pembelajaran IPAS yang visual, interaktif, dan kontekstual. Praktik integrasi cerita bergambar digital berbasis kearifan lokal terbukti efektif meningkatkan keterlibatan, motivasi, pemahaman konsep abstrak, dan kemampuan interpretasi visual siswa, serta menciptakan pembelajaran yang lebih komunikatif. Faktor pendukung implementasi meliputi komitmen sekolah, ketersediaan gawai/proyektor, motivasi guru, dan relevansi materi lokal. Sementara itu, faktor penghambatnya adalah keterbatasan jaringan internet, kompetensi digital guru yang belum merata, dan keterbatasan fasilitas teknologi. Penelitian ini menyimpulkan bahwa media cerita bergambar digital dalam perspektif learning system mampu mengoptimalkan pembelajaran IPAS di sekolah dasar. Direkomendasikan adanya peningkatan kompetensi guru dan penguatan infrastruktur secara berkelanjutan. Kata Kunci: literasi digital, cerita bergambar digital, learning system, Digital Literacy Through Illustrated Stories from a Learning System Perspective in Integrated Science and Social Studies (IPAS): A Study at SDN IV Plampang, Sumbawa Regency Abstract This study aims to analyze the characteristic needs, integration practices, as well as supporting and inhibiting factors in implementing digital literacy based on picture stories from a learning system perspective in Grade VI Social and Natural Sciences (IPAS) subjects at SDN IV Plampang, Sumbawa Regency. Utilizing a qualitative approach with a case study design, data were collected through observation, interviews, and documentation involving the principal, teachers, IT operator, and students. Data analysis applied the Miles and Huberman interactive model, while data validity was tested through source and technique triangulation. The results showed that students require visual, interactive, and contextual IPAS learning media. The integration practice of digital picture stories based on local wisdom proved effective in increasing student engagement, motivation, comprehension of abstract concepts, and visual interpretation skills, as well as creating more communicative learning environments. Supporting factors for implementation include school commitment, availability of devices/projectors, teacher motivation, and the relevance of local material. Meanwhile, the inhibiting factors consist of limited internet connectivity, uneven teacher digital competence, and technological facility constraints. This study concludes that digital picture story media, within a learning system perspective, can optimize IPAS learning in elementary schools. Continuous enhancement of teacher competence and infrastructure strengthening are recommended.]]>
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