Abstract
This study aims to describe the implementation of digital literacy in elementary school learning and analyze the factors that support and hinder the use of digital technology by teachers and students. However, previous studies have primarily focused on general digital literacy practices without clearly examining how digital technology is integrated into actual classroom learning processes and how this integration influences students’ ability to critically evaluate information. This study used a qualitative approach with a case study design. The research subjects consisted of two sixth-grade teachers and students in their classes at an elementary school, selected using snowball sampling based on their involvement in technology-integrated learning. Data were collected through non-participant observation, structured interviews, and documentation. The results show that even though schools already provide digital facilities and have official websites as learning resources, their use is not yet optimal. Students often search for information freely on the internet without guidance, thus accessing unreliable sources and their ability to select appropriate information is still low. The need for teacher guidance and the lack of use of official school digital resources are the main obstacles. Teachers also consider it important to improve digital literacy by providing useful digital content so that students can develop in accordance with the needs of the 21st century. These findings imply that improving digital literacy requires not only the availability of digital facilities but also structured teacher guidance, the integration of official digital learning resources, and the development of students’ critical information filtering skills. Therefore, schools need to design more guided and structured digital learning activities to ensure that students can use digital technology accurately, responsibly, and effectively.