<![CDATA[The integration of digital technology into education has encouraged the use of smartboard as an interactive digital learning medium. The successful implementation of smartboard depends not only on the availability of technological facilities but also on teachers’ perceptions as the primary users in the learning process. This study aimed to describe sixth-grade teachers’ perceptions of smartboard utilization in classroom instruction and to identify the challenges and strategies employed to optimize its use at SD Negeri Serang 02. This research employed a descriptive qualitative approach involving four sixth-grade teachers and one vice principal for curriculum affairs selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed through data organization, coding, categorization, interpretation, and credibility testing using triangulation and member checking. The findings revealed that teachers had positive perceptions of smartboard utilization, reflected in their understanding of its functions, experiences integrating it into various stages of instruction, and evaluation that it facilitated content delivery while increasing student engagement. The identified challenges included the limited number of smartboard units, unstable internet connectivity, and classroom management when students used the device alternately. Optimization was supported through school policies, instructional planning, teacher professional development, and collaboration among teachers. The findings indicate that successful smartboard utilization is influenced by teachers’ perceptions, institutional support, and teachers’ ability to adapt instructional strategies to students’ learning needs.]]>
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