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Abstract
This study aims to analyze the implementation of information and communication technology (ICT)-based learning at Muhammadiyah Karangbendo Elementary School. A descriptive qualitative approach was employed, involving second- and fifth-grade teachers as research subjects. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that ICT-based learning has been implemented through the use of digital learning media, supported by teachers’ adequate ICT competencies and relatively complete facilities and infrastructure. However, several obstacles remain, particularly in terms of limited optimization of ICT use and varying teacher readiness. Overall, ICT-based learning has a positive impact on supporting more engaging and relevant learning processes, indicating the need for a shift in teachers’ perceptions toward utilizing learning resources that align with students’ contemporary characteristics.