Analysis of Teachers’ Needs for Interactive Science Multimedia Based on an Ethno-Inquiry Approach in Elementary Schools

Abstract

Elementary science education requires interactive media to effectively teach abstract concepts, yet teachers predominantly rely on conventional, teacher-centered resources. This study analyzes the needs of upper-grade elementary teachers for interactive science multimedia integrated with an Ethno-Inquiry approach, a pedagogical model that combines scientific investigation with local cultural wisdom. Employing a quantitative descriptive method within the analysis phase of the ADDIE development model, data were collected via an online questionnaire from 31 upper-grade teachers in Pekalongan, Indonesia. The findings reveal that educators face significant barriers, including limited ICT infrastructure and a lack of contextually appropriate digital media. Consequently, there is a unanimous demand for technology-based tools featuring dynamic animations, virtual simulations, and educational games to visualize complex phenomena. Furthermore, all respondents expressed strong interest in adopting Ethno-Inquiry multimedia to foster contextual, meaningful, and culturally responsive learning experiences. Ultimately, this study provides crucial empirical evidence and a foundational reference for developing innovative science multimedia that addresses actual classroom challenges, preserves local wisdom, and enhances student engagement in elementary schools