Article Per Year (5 Year)
p-Index From 2021 - 2026
7.757
P-Index
This Author published in this journals
All Journal Jurnal Dikdas Publikasi Pendidikan EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Penelitian Pendidikan IPA (JPPIPA) Hasil Pengabdian Kepada Masyarakat Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah JURNAL EDUCATION AND DEVELOPMENT Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Basicedu COLLASE (Creative of Learning Students Elementary Education) Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Educational Sciences Jurnal Basicedu Journal of Innovation and Research in Primary Education Kelola: Jurnal Manajemen Pendidikan Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Tadulako Social Science and Humaniora Journal Jurnal DIKDAS
Sisriawan Lapasere
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 59 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 59 Documents
Search

 2   3   4   5   6 
Discovery Learning Assisted by Concept Maps: Improving Fifth-Grade Students' Learning Outcomes in Arts and Culture Education Syachputri M, Winanda; Lagandesa, Yun Ratna; Lapasere, Sisriawan; Pendit, Sinta Satria Dewi; Isnayanti, Andi Nur; Wilade, Surahman
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2571

Abstract

Traditional teacher-centered approaches in Arts and Culture education often result in passive learning and poor conceptual understanding among elementary students. This study investigated the effect of Discovery Learning assisted by concept maps on fifth-grade students' learning outcomes in Arts and Culture at SD Inpres 1 Kawatuna, Palu, Indonesia. A quasi-experimental one-group pretest-posttest design was employed with 27 fifth-grade students (19 males, 8 females) selected through saturated sampling. The intervention consisted of six 90-minute sessions integrating Discovery Learning with concept mapping activities. Data were collected using a validated cognitive achievement test (Cronbach's α = 0.717) and analyzed using paired-samples t-test and normalized gain analysis.  The paired-samples t-test revealed statistically significant improvement from pretest (M = 56.48, SD = 13.52) to posttest (M = 85.70, SD = 7.89), with t(26) = 10.18, p < 0.001, and an exceptionally large effect size (Cohen's d = 2.54). Normalized gain analysis demonstrated medium-level effectiveness (g = 0.692, 69.2%).  Discovery Learning assisted by concept maps significantly enhances Arts and Culture learning outcomes by fostering active engagement and systematic knowledge organization. The integrated approach addresses passive learning limitations and promotes deeper conceptual understanding, offering evidence-based pedagogical strategies for Indonesian elementary educators.
Smart Apps Creator-Based Digital Media and Elementary Science Achievement: Evidence from Rural Schools Dengkidala, Fresya Angnelvin; Nurrahma, Nurrahma; Rizal, Rizal; Lapasere, Sisriawan; Wilade, Surahman
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.v5i1.2769

Abstract

The integration of digital technology in elementary science education remains limited in rural Indonesian schools, where conventional lecture-based instruction predominates and student learning outcomes are suboptimal. This study investigated the effect of Smart Apps Creator-based digital media on fifth-grade students' science learning outcomes at Sintuwulemba State Elementary School, Poso Regency. A quasi-experimental one-group pretest-posttest design was employed with 25 fifth-grade students. Participants completed a validated 20-item multiple-choice achievement test before and after a four-week intervention involving interactive digital media incorporating visual animations, simulations, instructional videos, and formative assessments. Data were analyzed using descriptive statistics and paired-samples t-test. The intervention produced a significant improvement in learning outcomes, with mean scores increasing from 61.56 (SD = 2.45) to 83.04 (SD = 1.70), representing a 34.9% gain (t = 28.63, df = 24, p < 0.001, Cohen's d = 10.21). The intervention proved equally effective across all initial achievement levels, demonstrating no correlation between pretest scores and improvement magnitude. Smart Apps Creator-based digital media significantly enhances elementary science learning outcomes through multimodal content delivery and interactive engagement. These findings support technology integration in rural schools as an equity-enhancing pedagogical strategy, though randomized controlled trials with extended follow-up periods are needed to establish long-term effectiveness and generalizability.
Development and Validation of Smart Apps: A Culturally Responsive Digital Learning Media Integrating Local Wisdom for Elementary Education Nevy, Ni Nyoman; Firmansyah, Arif; Wilade, Surahman; Rizal, Rizal; Lapasere, Sisriawan
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.v5i1.2800

Abstract

Education in the twenty-first century increasingly requires innovation that integrates technology with cultural values to create meaningful learning experiences. This study aimed to develop and evaluate Smart Apps, an interactive digital learning media integrating IPAS content with Central Sulawesi's local wisdom, specifically the traditional Lalove musical instrument, for fifth-grade students. Employing Research and Development (R&D) design guided by the ADDIE model, the study involved 28 fifth-grade students at SDN Inpres 1 Lolu, one classroom teacher, and two expert validators. Data were collected through validation sheets, practicality questionnaires, observations, and interviews, analyzed using descriptive statistics and thematic analysis. The developed media achieved exceptional validity, with material quality rated at 93.33% and media quality at 90.00%, both categorized as "very valid." Practicality assessments revealed strong endorsement from teachers (86.67%) and students (92.90%), confirming the media's user-friendliness and pedagogical effectiveness. The Lalove integration enhanced student engagement and cultural appreciation. An unexpected finding revealed gender-differentiated participation patterns in collaborative technology use, warranting future investigation. The findings validate that culturally responsive digital media can simultaneously achieve pedagogical rigor and learner appeal. This study contributes the TPACK+C framework, extending traditional TPACK to incorporate cultural knowledge as an essential dimension for technology integration in culturally diverse contexts, providing a replicable model for developing culturally grounded educational technology.
Principal Leadership and Educational Quality Management: A Case Study in Indonesian Elementary School Yanti, Ni Nyoman Anis Kristina; Rizal, Rizal; Pahriadi, Pahriadi; Aqil, Muhammad; Wilade, Surahman; Lapasere, Sisriawan
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 Delin Ariani, Ni Kadek; Rizal, Rizal; Pahriadi, Pahriadi; Aqil, Muhammad; Wilade, Surahman; Lapasere, Sisriawan
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.
The Effectiveness of the Word Square Learning Model on Reading Ability: A Quasi-Experimental Study of Fourth-Grade Students in Indonesian Language Instruction Shaltina, Ayu Amalia; Herlina, Herlina; Lapasere, Sisriawan; Aqil, Muhammad; Putriwanti, Putriwanti; Surahman, Surahman
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.v5i1.2858

Abstract

Reading ability constitutes a fundamental skill essential for academic success, yet many elementary students experience persistent difficulties in developing adequate reading competencies. The Word Square model, a game-based puzzle intervention, offers a promising approach to enhance reading instruction through active word recognition and contextual learning. This study investigated the effectiveness of the Word Square learning model on reading ability among fourth-grade elementary students in Indonesian language instruction. A quasi-experimental design with nonequivalent control groups was employed, involving 44 students divided into experimental (n=22) and control (n=22) groups. The experimental group received Word Square instruction while the control group participated in conventional teaching. Reading ability was assessed through pretest and posttest measurements. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene's homogeneity test, independent samples t-test, and normalized gain (N-gain) analysis. The experimental group achieved significantly higher posttest scores (M=89.64) compared to the control group (M=70.86), with t=13.636, p<0.001. The N-gain coefficient of 0.7325 indicated high effectiveness, demonstrating substantial improvement relative to students' growth potential. The Word Square learning model significantly enhances reading ability among fourth-grade students, providing robust empirical support for game-based, student-centered pedagogical approaches in elementary literacy instruction. These findings offer practical implications for educators seeking evidence-based strategies to improve reading outcomes.
Collaborative Leadership Practices and Their Impact on Educational Quality Management Yulianti, Febi; Rizal, Rizal; Pahriadi, Pahriadi; Aqil, Muhammad; Wilade, Surahman; Lapasere, Sisriawan
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.
Integrating Discovery Learning with Kahoot to Enhance Elementary Science Learning Outcomes: A Classroom Action Research Study Itsnaini, Faradilla Nur; Lagandesa, Yun Ratna; Lapasere, Sisriawan; Rizal, Rizal; Pratama, Ryan Andhika; Surahman, Surahman
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.v5i1.2910

Abstract

Low science learning outcomes in elementary schools often result from traditional teacher-centered instruction that fails to actively engage students in the learning process. This study investigated the effectiveness of integrating the Discovery Learning model with Kahoot media to improve science learning outcomes among fourth-grade elementary students. Employing a classroom action research design following Kemmis and McTaggart's spiral model, this study involved 23 fourth-grade students at Al Khairaat Tondo Elementary School in Indonesia. Data were collected through learning achievement tests, structured observations of teacher and student activities, and implemented across two cycles during October-November 2025. The intervention yielded substantial improvements in learning outcomes. Mean scores increased from 45.86 (pre-test) to 66.86 (Cycle I) and 76.26 (Cycle II), while classical completion rates rose from 4.34% to 56.52% and ultimately 82.60%, exceeding the predetermined success threshold of 65%. Observation data demonstrated enhanced student engagement (82.35% to 93.33%) and improved teacher implementation quality (75% to 94.04%) across cycles. The integrated Discovery Learning and Kahoot approach significantly enhanced both cognitive achievement and student engagement in science education. The synergistic combination of constructivist inquiry-based pedagogy with game-based assessment effectively transformed learning experiences for students with initially low achievement levels.
Enhancing Reading Comprehension Through Mind Mapping: A Classroom Action Research Study with Fifth-Grade Elementary Students Azizah, Sarah; Aqil, Muhammad; Zulnuraini, Zulnuraini; Joni Guci, Ammar Abdullah; Wilade, Surahman; Lapasere, Sisriawan
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.v5i1.2963

Abstract

Reading comprehension remains a persistent challenge in elementary education, with students frequently struggling to organize textual information and identify main ideas. This study investigated the effectiveness of mind mapping strategies in enhancing reading comprehension among fifth-grade students. Employing a classroom action research design based on the Kemmis and McTaggart model, this study involved 33 fifth-grade students at SD Inpres 3 Tondo across two iterative cycles. Data were collected through observation sheets for teacher and student activities, reading comprehension rubrics, and documentation. Analysis combined descriptive statistics for quantitative data and thematic analysis for qualitative observations. Reading comprehension performance improved significantly from 63% (sufficient category) in Cycle I to 79% (good category) in Cycle II, representing a 16-percentage-point increase. Student engagement increased from 65% to 91%, while teacher effectiveness improved from 89% to 95%. An unexpected finding revealed that struggling readers benefited disproportionately from the intervention, showing 24-percentage-point gains compared to 12-percentage-point improvements among higher-performing students. The findings support dual coding theory and schema theory, demonstrating that visual-verbal integration through mind mapping facilitates deeper cognitive processing. Mind mapping proved effective as an accessible, low-cost intervention that transforms comprehension from an invisible individual activity into a visible collaborative process, with implications for literacy instruction in resource-constrained contexts.
Pengaruh Model Pembelajaran Course Review Horay Berbantuan Media Video Animasi Powtoon Terhadap Hasil Belajar IPAS Siswa Kelas IV SD Inpres 1 Tanamodindi Kamilah, Nur; Zulnuraini, Zulnuraini; Herlina, Herlina; Lapasere, Sisriawan
JURNAL DIKDAS Vol. 13 No. 2 (2025): 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.v13i2.4710

Abstract

This research aims to determine the effect of the Course Review Horay (CRH) learning model, assisted by Powtoon-based animation video media, on the IPAS learning outcomes of Grade IV students at SD Inpres 1 Tanamodindi. The population in this study consists of all grade IV students at SD Inpres 1 Tanamodindi for the 2024/2025 academic year, totaling 47 students. The sample in this research comprised Grade IV-A as the experimental group and Grade IV-B as the control group. Data collection techniques used tests and documentation. The instrument used was a multiple-choice test instrument that had been tested for validity and reliability. Data analysis employed prerequisite tests, including normality and homogeneity tests, as well as hypothesis testing using the Independent Sample t-test, which was analyzed using SPSS version 25. Based on the analysis results of the Independent Sample t-test, a significant value (Sig. 2-tailed) of 0.000 < 0.05 was obtained from the pretest and posttest of the experimental group, so H0 is rejected, and H1 is accepted.
Co-Authors A.R, Muslim A.Rahmaeni M, A.Rahmaeni M Amin Basri Andi Imrah Dewi Andi Nur Isnayanti Andi Rahmaeni M AR, Muslim Ardiana, Risma Nur Arif Firmansyah Asriani Asriani, Asriani Aviza, Nur Azizah Azizah Azizah Azizah, Sarah Dedi Rore Poting Delin Ariani, Ni Kadek Dengkidala, Fresya Angnelvin Dewi Tri Rahayu Dyah Aini Purbarani Dyah Rahmawati Fadlia Mubakkira, Fadlia Mubakkira Fahriadi Fahriadi Faradilla, Aulia Febriana, Yunda Filiansi, Mutmoza Fitra Fitra, Fitra Guci, Ammar Abdullah Joni Herawati, Kadek Herlina Herlina Herlina, Herlina Itsnaini, Faradilla Nur Joni Guci, Ammar Abdullah Julianti, Nengsih Kadek Hariana Kadoi, Marlene Juita Lasmana, Bayu Lestari, Nova Hermina Marungkil Pasaribu Mas'adi, Mas'adi Melyani Sari Sitepu Monipo, Yulan Mubarik Mubarik Muhammad Aqil Murlan, Muliati Musdalifa, Kalista Nashrullah, Nashrullah Nazimuddin Al Kamil, Muhammad Nevy, Ni Nyoman Noor Alfulaila Noviana, Firta Nur Hasifa Nur ‘Azah Nur, Septiana Nuraini Nurhalizah, Nurhalizah Nurkamilah Nurkamilah Nursakinah, Nursakinah Nurul Annisa Nurul Fitriah Aras, Fitriah_arasss Pahriadi Paidi, Zulhilmi Pratama, Ryan Andhika Putri Maharani Dwi Rarasati Putriwanti Putriwanti Rahma, Dewi Rahmawati, Dyah Rahmawati, Rahmawati Resintia, Kadek Marsela Yustini Rizal Rizal Rizal, Rizal Rolly Bolalong, Roberto Rosnadi Ryan Andika Pratama Sakinah Sakinah Shakina, Shakina Shaltina, Ayu Amalia Sinta Satria Dewi Pendit Siti Helmyati Sitti Nur Fadillah Sri Wahyuni Sukri Supriyadi Supriyadi Surahman Surahman Surahman Wilade Syachputri M, Winanda Tanggerahi, Lawrence Tolodo, Nurma Yuntika Usnia, Usnia Vera Angelina Pesik Widiani, Ni Nyoman Wildani, Wildani Wildani Wolingalo, Anggita Frestianingsih Yanti, Ni Nyoman Anis Kristina Yulianti, Febi Yun Ratna Lagandesa Yuni Rahmawati Yusdin Gagaramusu Yusuf Kendek Zulnuraini