Abstract
The use of instructional media is an important aspect of supporting science learning in elementary schools, particularly because media can help teachers present learning materials more concretely and accommodate students’ characteristics. This study aims to analyze the use of science instructional media in upper-grade elementary schools in Cileunyi District, Bandung Regency. This study employed a quantitative approach with a descriptive design. The participants consisted of 35 teachers of Grades IV, V, and VI from 24 elementary schools, selected using total sampling. Data were collected through a four-point questionnaire consisting of the response categories very often, often, rarely, and never. The final instrument consisted of 17 valid items covering the relevance of media to learning objectives and materials, relevance to students’ characteristics, media effectiveness and efficiency, and the use of media for learning evaluation. Data were analyzed descriptively using achievement percentages and usage categories. The results showed that the use of media in terms of relevance to students’ characteristics reached 77.71%, categorized as often; relevance to learning objectives and materials reached 77.57%, categorized as often; and media effectiveness and efficiency reached 74.11%, also categorized as often. Meanwhile, the use of media for learning evaluation achieved 49.52%, categorized as rarely. These findings indicate that teachers frequently use instructional media during core science learning activities; however, its use for evaluation, remedial activities, and enrichment remains limited. The findings highlight the need to strengthen the use of instructional media across various stages of science learning.