Barriers to Instructional Media Use in Secondary School Sociology: A Qualitative Study at SMA Negeri 1 Buru

Hasan  Asyhari; Maria  Montessori; Desri  Nora

doi:10.47239/gw27x342

Authors

Hasan Asyhari SMA Negeri 1 Buru, Buru Regency, Maluku, Indonesia.
Maria Montessori Universitas Negeri Padang, Padang, Indonesia
Desri Nora Universitas Negeri Padang, Padang, Indonesia

DOI:

https://doi.org/10.47239/gw27x342

Keywords:

instructional media, sociology education, teacher confidence, school infrastructure, instructional leadership

Abstract

Instructional media can connect sociological concepts with observable social situations, but their classroom use depends on teachers’ practices and school conditions. This study explored barriers to instructional media use in Grade XI social science lessons at SMA Negeri 1 Buru, Karimun Regency, Indonesia. A qualitative descriptive approach was employed using classroom observation, interviews, and documentation. The participants described in the original study comprised a sociology teacher, the school administrator responsible for facilities and infrastructure, and several students from Grade XI IPS 2. Preliminary observation covered 26 students. Qualitative analysis involved data reduction, data display, and conclusion drawing. Five barriers were reported: the perceived burden of preparing and using media, limited confidence and fear of electrical equipment, inadequate supporting facilities, a preference for lecture-based instruction, and perceived insufficient recognition from the principal. The preliminary observation recorded active participation by eight students in listening, two in asking questions, ten in taking notes, and twelve in completing assigned tasks. These observations describe classroom participation but do not establish that limited media use caused disengagement. The findings suggest that underutilization reflects interacting practical, personal, pedagogical, and organizational constraints. Context-sensitive responses include printed and offline materials, manageable preparation routines, supported practice with equipment, improved facilities, and constructive instructional leadership. Interpretation remains limited by incomplete reporting of interview recruitment, analytical procedures, and ethical safeguards, together with the absence of comparative or learning-outcome data.

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