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All Journal Jurnal Dikdas EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL EDUCATION AND DEVELOPMENT Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Basicedu Jurnal Abdidas Education Journal Journal Of Human And Education (JAHE) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Educational Sciences Jurnal Basicedu Journal of Innovation and Research in Primary Education Jurnal Banua Oge Tadulako JS (Jurnal Sekolah) Jurnal Akademik Pengabdian Masyarakat Equator Science Journal (ESJ) Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal DIKDAS Horizon of Primary Education (HoPE)
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Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Indonesia
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Analisis Penggunaan Media Pembelajaran SBDP Di Kelas V SD GKST Talabosa Yubelium Putra Topei, yubel; Ratna Lagandesa, yun; Bim M. Gagaramusu, Yusdin; Pahriadi, Pahriadi
JURNAL DIKDAS Vol. 11 No. 1 (2023): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v12i2.3733

Abstract

Instructional media plays an important role as a tool for conveying messages from teachers to students, particularly in delivering curriculum-based material. The use of media in the learning process can stimulate students' thoughts, emotions, attention, and motivation, thereby promoting a more effective learning experience. Media also assists teachers in conveying messages, especially those that are difficult to express through words alone. This study utilized a questionnaire method with multiple-choice and forced-choice types (such as yes–no or agree–disagree), selected for their ease of completion and minimal cognitive load for respondents. An interview technique was also employed, specifically with the principal of SD GKST Talabosa, to understand the implementation of media use in SBdP (Arts, Culture, and Craft) learning. Additionally, questionnaires were distributed to fifth-grade students to gather data on their perceptions and experiences with the use of instructional media. The collected data were presented in tables and descriptive explanations. The results indicated that most students felt their teacher frequently used media in SBdP lessons. A total of 90% of respondents stated that the teacher often used instructional media, while 10% stated it was used very frequently. No respondents reported that the teacher rarely or never used media. Therefore, it can be concluded that the use of instructional media in SBdP learning for fifth-grade students at SD GKST Talabosa is considered fairly good, although some inhibiting factors still exist in its implementation.
Meningkatkan Hasil Belajar Ipa Di Kelas IV SD Negeri Poboya Melalui Metode Inkuiri Takulo, Megawati; Surahman, Surahman; Rizal, Rizal; Pahriadi, Pahriadi
JURNAL DIKDAS Vol. 12 No. 1 (2024): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v12i2.3915

Abstract

The main problem in this study was the low science learning outcomes of fourth-grade students at SD Negeri Poboya. The initial results indicated that most students had not yet achieved the minimum mastery criteria, either individually or classically. This situation required the use of a more effective learning strategy to improve students’ understanding. Therefore, this study applied the inquiry method, which emphasizes active student involvement in observing phenomena, discovering concepts, and drawing conclusions based on their own learning experiences. The research employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The findings revealed that the inquiry method significantly improved students’ science learning outcomes. In the first cycle, the classical mastery level was only 63% with an absorption rate of 64.21%. After improvements in the second cycle, classical mastery increased to 100% with an absorption rate of 88.42%. These results demonstrate that the inquiry method not only enhanced learning outcomes but also created a more interactive, enjoyable, and motivating learning atmosphere, encouraging students to actively engage in understanding science concepts.
Enhancing Elementary Students' Opinion Expression Skills Through the Discussion Method in Indonesian Elementary Schools Stevani David; Efendi Efendi; Pahriadi Pahriadi
Horizon of Primary Education Vol. 1 No. 1 (2025): Horizon of Primary Education
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/hope.v1i1.218

Abstract

The objective of this study was to enhance students' ability to express opinions through the application of the Discussion Method in 5th grade of SD Inpres Tavanjuka. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which consists of four stages: planning, implementation, observation, and reflection. The research was conducted over two cycles. Data were collected through observation and tests administered at the end of each cycle. The findings showed that the classical absorption rate (CAR) for expressing opinions in Cycle I was 71.95%, with a classical learning completeness (CLC) rate of 78.26%. In Cycle II, the results improved, with a CAR of 76.73% and a CLC of 91.30%. Based on the percentage of learning completeness in Cycles I and II, a significant improvement was observed, with an increase of 4.78% in CAR. Thus, it can be concluded that learning through the application of the Discussion Method effectively enhances the ability of 5th grade students at SD Inpres Tavanjuka to express their opinions. The action hypothesis in this study is therefore accepted.
Canva Media Implementation for Enhancing Grade Four Civic Education Learning Outcomes Niluh Chixa Widiani; Yusdin Bin. M. Gagaramusu; Pahriadi Pahriadi; Arif Firmansyah; Muhammad Nazimuddin Al Kamil; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2731

Abstract

Traditional teaching methods in Pancasila and Civic Education (PPKn) often result in passive learning and low student engagement, particularly in rural elementary schools. This study investigated the effectiveness of Canva media implementation in enhancing fourth-grade students' PPKn learning outcomes at SDN 2 Dolo. A Classroom Action Research design following the Kemmis and McTaggart model was employed across two intervention cycles. Thirteen fourth-grade students (8 males, 5 females) participated in the study. Data were collected through pre-tests, post-tests, structured observation sheets for teacher and student activities, and documentation. Quantitative data were analyzed using individual and classical absorption capacity formulas, while qualitative data were analyzed descriptively and categorized. Student mastery rates increased substantially from 15.38% (pre-test) to 38.46% (Cycle I) and 92.30% (Cycle II), with class average scores improving from 58.46 to 86.15. Teacher activity improved from 69.53% (Fair) to 93.75% (Very Good), while student engagement increased from 76.78% (Good) to 94.64% (Very Good). Classical learning completeness in Cycle II (92.30%) exceeded the 75% success criterion. Systematic implementation of Canva media significantly enhances PPKn learning outcomes by transforming abstract civic concepts into concrete, visual, and interactive learning experiences. The cyclical action research approach proved effective for instructional improvement and teacher professional development.
Principal Leadership and Educational Quality Management: A Case Study in Indonesian Elementary School Ni Nyoman Anis Kristina Yanti; Rizal Rizal; Pahriadi Pahriadi; Muhammad Aqil; Surahman Wilade; Sisriawan Lapasere
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2850

Abstract

Effective principal leadership is crucial for implementing educational quality management in elementary schools, yet empirical evidence from Indonesian contexts remains limited. This study examined how principal leadership practices contribute to successful quality management implementation at SDN 5 Tolai, Central Sulawesi. A qualitative descriptive case study was employed, involving nine participants comprising one principal and eight teachers. Data were collected through semi-structured interviews, document analysis, and structured questionnaires using a five-point Likert scale. Qualitative data were analyzed using Miles et al.'s interactive model, while quantitative data employed percentage descriptive analysis. The principal demonstrated highly effective leadership with 97.5% overall effectiveness rating across transformational influence, participatory decision-making, strategic teacher empowerment, quality culture development, and continuous improvement mechanisms. Five interconnected themes emerged: transformational and inspirational motivation through personal example, participatory governance balancing consultation with administrative efficiency, competency-based delegation enhancing teacher confidence, institutionalized integrity values fostering transparency, and monthly reflection sessions supporting systematic evaluation. Observation confirmed 93.75% quality management implementation, though facility optimization gaps revealed resource constraints beyond leadership control. Effective principal leadership significantly contributes to sustainable educational quality management through synergistic integration of transformational leadership behaviors and Total Quality Management principles, demonstrating that relational trust and systematic processes outweigh material resources in driving quality improvement.
Innovative Leadership and Educational Quality Management: A Qualitative Study of Principal Practices in a Indonesian Primary School Ni Kadek Delin Ariani; Rizal Rizal; Pahriadi Pahriadi; Muhammad Aqil; Surahman Wilade; Sisriawan Lapasere
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2851

Abstract

Educational quality management in primary schools requires innovative leadership capable of navigating resource constraints while fostering continuous improvement. However, limited empirical evidence exists on how innovative leadership operationalizes quality management in rural Indonesian contexts. This study examined the innovative leadership strategies of the school principal in implementing educational quality management at SD Inpres Makapa A, Banggai Regency, Central Sulawesi. A qualitative descriptive design was employed, involving the principal and nine teachers as participants. Data were collected through semi-structured interviews, document analysis, and Likert-scale questionnaires, then analyzed using an interactive model comprising data reduction, display, and conclusion drawing with triangulation to ensure trustworthiness. Findings revealed exceptionally high perception scores (95.6%) for innovative leadership across all indicators. The principal demonstrated transformational-innovative leadership through participatory decision-making, transparent communication, continuous professional development, technology integration, and moral-ethical guidance. Three interconnected mechanisms emerged: collaborative culture-building, adaptive practices, and psychological empowerment. Documentary evidence confirmed institutionalized quality management practices, though resource constraints moderated sustainability. Innovative leadership significantly enhances educational quality management effectiveness by leveraging social capital and intrinsic motivation rather than material resources alone. The study provides a replicable model for rural primary schools and emphasizes prioritizing leadership capacity-building alongside infrastructural investments for sustainable quality improvement.
Collaborative Leadership Practices and Their Impact on Educational Quality Management Febi Yulianti; Rizal Rizal; Pahriadi Pahriadi; Muhammad Aqil; Surahman Wilade; Sisriawan Lapasere
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2868

Abstract

Collaborative leadership has emerged as a critical approach for enhancing educational quality management, yet its implementation in resource-constrained rural schools remains underexplored. This qualitative descriptive study examined collaborative principal leadership and its role in implementing educational quality management at SD Inpres 3 Tolai, Central Sulawesi, Indonesia. Data were collected through semi-structured interviews with the principal and nine teachers, document analysis, and structured questionnaires, then analyzed using thematic analysis and descriptive statistics. Findings revealed that collaborative leadership achieved 90.2% effectiveness, characterized by participatory decision-making, professional empowerment, trust-building, and institutionalization of Professional Learning Communities. Six major themes emerged: participatory decision-making, empowerment and professional development, trust-building and democratic climate, Professional Learning Communities, adaptive leadership in the digital era, and implementation challenges including time constraints and resource limitations. Teachers unanimously perceived the principal's leadership as highly collaborative, with 59.4% strongly agreeing and 40.6% agreeing across all measured dimensions. The study demonstrates that collaborative leadership can function effectively in resource-constrained contexts by leveraging relational capital—trust, communication, and shared commitment—to compensate for material limitations. Findings support Collaborative Leadership Theory and Total Quality Management principles, illustrating how distributed decision-making fosters continuous improvement and democratic organizational culture. The research contributes evidence-based insights for strengthening educational leadership capacity in rural Indonesian elementary schools.
Culturally-Embedded Gamification: Integrating Behoa Valley Local Wisdom to Enhance Elementary Science Learning Outcomes Marlene Juita Kadoi; Rizal Rizal; Surahman Wilade; Pahriadi Pahriadi; Sisriawan Lapasere
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2968

Abstract

Elementary science education often remains teacher-centered and disconnected from students' cultural contexts, resulting in low learning outcomes. This study aimed to improve fifth-grade students' learning outcomes in Natural and Social Sciences through a gamification model based on the local wisdom of Behoa Valley at Rompo Elementary School. Employing classroom action research following Kemmis and McTaggart's spiral model, the study involved 12 fifth-grade students across two cycles during October-November 2025. Data were collected through achievement tests, structured observations, and documentation, then analyzed using quantitative and qualitative approaches. The intervention integrated game elements (points, challenges, rewards) via Wordwall platform with place-based learning resources, specifically the Behoa Valley's megalithic sites, to teach earth science concepts. Student learning outcomes improved progressively from pre-test (average: 54.28, completion: 41.67%) through Cycle I (average: 73.33, completion: 66.67%) to Cycle II (average: 80.41, completion: 83.33%). Student and teacher activities achieved "very good" criteria, with engagement scores reaching 94.64% and 90% respectively in Cycle II. The culturally-embedded gamification model significantly improved student learning outcomes by creating meaningful connections between scientific concepts and familiar cultural landscapes. This approach demonstrates that integrating local wisdom with interactive pedagogy enhances both cognitive achievement and cultural identity, offering valuable implications for culturally-responsive STEM education in heritage-rich contexts.
Teachers' Understanding of the Merdeka Curriculum: A Qualitative Study in a Rural Indonesian Elementary School Moh Rifaldi; Sarintan N Kaharu; Pahriadi Pahriadi; Azizah Azizah; Sukri Sukri
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3076

Abstract

This study examined teachers' understanding of the Merdeka Curriculum at SDN 2 Dolo, focusing on conceptual comprehension and practical implementation of curriculum components. The curriculum emphasizes student-centered learning, differentiated instruction, and character development through the Pancasila Student Profile. Understanding teacher readiness is crucial for effective implementation, yet many Indonesian teachers struggle with both conceptual and procedural demands of curriculum reform. This qualitative descriptive study involved four classroom teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, questionnaires, and documentation analysis over two months. The Miles et al. interactive model guided data analysis through reduction, display, and conclusion drawing. Findings revealed that teachers demonstrated strong philosophical alignment with curriculum principles but significant gaps in technical implementation skills. While all teachers embraced student-centered learning concepts, 75% reported difficulties in developing learning objective flows (ATP) and 100% acknowledged inadequate understanding of diagnostic assessment practices. Teachers relied heavily on government-provided materials rather than designing independent teaching modules. However, an unexpected finding showed high teacher motivation and willingness to improve despite these challenges. The study concludes that effective curriculum implementation requires professional development addressing both conceptual understanding and procedural competencies through sustained training, collaborative learning communities, and mentoring support. These findings contribute to understanding the dual nature of teacher knowledge in curriculum reform contexts.
Assessing Creativity in Early Primary Education: Insights from the Merdeka Curriculum in Indonesian Language Learning Tia Athifah; Rizal Rizal; Muhammad Aqil; Pahriadi Pahriadi; Putriwanti Putriwanti; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3107

Abstract

This study examined the effect of the Merdeka Curriculum on creativity development among second-grade students in Indonesian language learning at SD Negeri 02 Dolo. Despite growing emphasis on 21st-century competencies, traditional teacher-centered instruction continues to dominate Indonesian primary classrooms, potentially constraining creativity development. A quasi-experimental one-group pretest-posttest design was employed, complemented by classroom observations, questionnaires, and interviews with 30 second-grade students and their teacher. Data were analyzed using paired-samples t-tests, descriptive statistics, and thematic analysis. Results revealed a paradoxical pattern: while standardized creativity test scores showed minimal change (p = 0.012, d = 0.15), substantial improvements emerged in creative behaviors, autonomous learning, and student engagement. Classroom observation ratings progressed from 80% to 100%, and qualitative data documented increased idea generation, willingness to experiment, and confidence in creative expression. These findings suggest that student-centered, project-based curricula foster meaningful creativity development in young learners, manifesting primarily through behavioral processes rather than immediate test performance gains. The study contributes to early primary education scholarship by revealing limitations of traditional written assessments for capturing children's creativity and supporting the need for multimodal, process-oriented evaluation approaches. Results carry implications for curriculum implementation, teacher professional development, and creativity assessment practices in early primary contexts.
Co-Authors Abdul Rahman Agustina, Agnes Alya Alya Amelia Citra Amin Basri Andhika Pratama, Ryan Andi Imrah Dewi Andi Rahmaeni M AR, Muslim Ardiana, Risma Nur Arif Firmansyah Asriani Asriani Asriani, Asriani Asriani, Asriani Azizah Azizah Azzahra Zahwa Adillah Bau Ratu Diah Septiyani Efendi Elmadita Elmadita Elsa Ramadani Fadlia Mubakkira, Fadlia Mubakkira Faisal Faisal Faradilla, Aulia Febi Yulianti Febriana, Yunda Filiansi, Mutmoza Fitryana Puspitasari Harizkayanti .S Herlina, Herlina Hilda Hilda Huber Yaspin Tandi, Elfika Arif Firmansyah Juraid Abdul Latief Kadek Hariana Khaira, Lisatul lisnawati Haluma M Mahfud M Rizky Djanggola Mahmud Gamar, Mahfud Mahmud Gamar Marlene Juita Kadoi Mirnawati Mirnawati Moh Rifaldi Muh Syarif S Abd Syukur Muhammad Aqil Muhammad Fasli Muhammad Jarnawi Muhammad Kurniawan Muhammad Nazimuddin Al Kamil Muhammad Zaky Muslim AR Nabila Arkha Zhakina Nashrullah . Nasrullah Ni Kadek Delin Ariani Ni Nyoman Anis Kristina Yanti Niluh Chixa Widiani Nur Fadhilatu Rahmah, Nur Fadhilatu Nuraini Nuraini Nuraini Nuraini Nurfaiza, Nurfaiza Nurgan Tadeko Pratama, Ryan Andhika Putriwanti Putriwanti Rahma, Dewi Rahma, Nur Rahmawati, Rahmawati Rajes, Sagma Raya Agni Rini Ramadan Riska Tolodo Rizal Rizal Rizal, Rizal Rosola, Rosola Ryan Andhika Pratama Saiful Lutfi Sarintan N Kaharu Sarintan Nurcahyati Kaharu Sinta, Satria Sisriawan Laapasere Sisriawan Lapasere Sisriawan Lapasere Sri Wahyuni Stevani David Suhendar Sukri Sukri Supriyadi, Supriyadi Supriyatman, Supriyatman Surahman Surahman Surahman Wilade Syech Zainal Takulo, Megawati Tepaso, Avelia Tia Athifah Trisilawati A. Aban Yubelium Putra Topei, yubel Yun Ratna Lagandesa Yusdin Bin. M. Gagaramusu Yusdin Gagaramusu Zulnuraini