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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

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Teachers' Understanding and Implementation of the Merdeka Curriculum in Indonesian Elementary Schools Rahmawati, Yuni; Herlina, Herlina; Lapasere, Sisriawan; Gagaramusu, Yusdin Bin M; Mas'adi, Mas'adi; 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.v5i1.2966

Abstract

Teachers' comprehensive understanding of the Independent Curriculum constitutes a fundamental prerequisite for successful educational transformation in Indonesia. Despite nationwide policy implementation through Permendikbudristek No. 12 of 2024, limited empirical evidence exists regarding teachers' depth of curriculum comprehension at the elementary level. This qualitative descriptive study, grounded in postpositivist paradigm, examined four classroom teachers at SD BK Jonooge through semi-structured interviews, systematic classroom observations, and document analysis. Data were analyzed using Miles and Huberman's interactive model, encompassing data reduction, display, and conclusion drawing. Findings revealed that curriculum implementation remains suboptimal, with teachers demonstrating limited understanding of core components including learning outcomes (CP), learning goal flows (ATP), and project-based learning principles. Implementation challenges manifested in persistent traditional pedagogical approaches, symbolic integration of Pancasila Student Profile values, and predominant summative assessment practices. These deficits stemmed primarily from severely inadequate professional development—training conducted only once biennially—compounded by insufficient facilities and limited professional learning community participation. Paradoxically, student learning outcomes showed improvement despite incomplete implementation fidelity. The study elaborates teacher understanding as a multidimensional construct encompassing cognitive, pedagogical, and metacognitive dimensions, challenging deficit-oriented implementation narratives. Findings underscore urgent need for sustained, job-embedded professional development utilizing collaborative learning models, establishment of robust professional learning communities, and redesigned curriculum materials with explicit implementation guidance to optimize educational transformation.
Culturally-Embedded Gamification: Integrating Behoa Valley Local Wisdom to Enhance Elementary Science Learning Outcomes Kadoi, Marlene Juita; Rizal, Rizal; Wilade, Surahman; Pahriadi, Pahriadi; 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.v5i1.2968

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.
Implementing Strategic Management for Learning Quality: How Rural School Principals Navigate Resource Constraints Nurhalizah, Nurhalizah; Rizal, Rizal; Wilade, Surahman; Nashrullah, Nashrullah; Purbarani, Dyah Aini; 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.v5i1.2984

Abstract

Primary education plays a critical role in shaping future human resources, making the quality of learning processes essential. This study examined the strategic management practices of the principal at SDN 2 Bora, a rural primary school in Indonesia, in achieving national learning process standards. The research addressed challenges commonly faced by rural schools, including limited facilities, varied teacher competencies, and fluctuating student motivation. A qualitative case study design was employed, involving 16 teachers, 150 students, 30 parents, and educational staff as participants. Data were collected through questionnaires, systematic observations, in-depth interviews, and document analysis. The Miles and Huberman interactive model was used for data analysis, supplemented by triangulation techniques to ensure trustworthiness. Findings revealed that the principal demonstrated effective strategic management across three key components. Strategic planning was conducted collaboratively and systematically (teacher rating: 95.0%, student: 87.6%, parent: 94.6%). Implementation was supported through active instructional leadership and supportive supervision (teacher: 92.5%, student: 88.5%, parent: 86.8%). Evaluation was performed regularly to guide continuous improvement (teacher: 90.9%, student: 89.3%, parent: 87.1%). Overall stakeholder satisfaction averaged 90.2%, categorized as "Very Good." The study concludes that strategic management significantly improved teacher performance, student engagement, and parental involvement, demonstrating that effective leadership can overcome resource constraints in achieving educational quality standards in rural primary schools.
Implementation of Process-Standard Management in Science and Social Studies Learning: A Case Study of Grade V Elementary School Aviza, Nur; Rizal, Rizal; Wilade, Surahman; Nashrullah, Nashrullah; Nazimuddin Al Kamil, Muhammad; 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.v5i1.3053

Abstract

Process-standard management plays a crucial role in ensuring quality education, yet its implementation in integrated science and social studies (IPAS) learning under Indonesia's Merdeka Curriculum remains understudied, particularly in resource-limited elementary schools. This qualitative descriptive case study examined process-standard implementation in Grade V IPAS learning at SD Inpres Perumnas Palu through a 31-item student questionnaire (N=31), semi-structured interviews with the teacher and principal, and documentation analysis. The overall implementation achieved a mean score of 3.66/4.00 (95.6%), indicating good to very good quality. Assessment and follow-up demonstrated the strongest performance (M=3.75), while planning and implementation scored 3.65 and 3.60 respectively. Strengths included clear instructional objectives, positive classroom climate, varied teaching methods, systematic formative and summative assessment, and strong school leadership support. However, gaps emerged in student involvement in planning (M=3.13), collaborative learning opportunities (M=3.00), and critical thinking stimulation (M=3.10). An unexpected finding revealed students distinguished between structured group discussions and authentic peer collaboration. Findings confirm that while teachers successfully implement visible pedagogical practices, deeper competencies in curriculum-based planning, sustained inquiry facilitation, and comprehensive diagnostic-formative assessment require strengthened professional development and institutional support.
Strategic Management of School Principals in Implementing Deep Learning: A Case Study of Indonesian Elementary Education Resintia, Kadek Marsela Yustini; Rizal, Rizal; Wilade, Surahman; Nashrullah, Nashrullah; Nazimuddin Al Kamil, Muhammad; 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.v5i1.3055

Abstract

Deep learning implementation requires strong strategic leadership, yet limited empirical evidence exists on how principals manage this process in resource-constrained primary schools. This qualitative case study examined strategic management practices of the principal at SD Inpres Perumnas Palu in implementing deep learning. Data were collected through semi-structured interviews with the principal and two teachers, a 25-item Likert-scale questionnaire administered to 31 students, and document analysis. Data analysis followed Miles, Huberman, and Saldaña's interactive model involving data reduction, display, and conclusion drawing. Findings revealed systematic strategic management across three phases: planning through vision-mission alignment and cascade training models (mean effectiveness: 94.8%), implementation via pedagogical guidance and resource mobilization including ATM curriculum adaptation and multi-format supervision, and evaluation through weekly collaborative meetings and systematic monitoring using 15-indicator instruments. Student perceptions indicated predominantly positive deep learning experiences (overall mean = 3.61), with highest scores in mindful learning (mean = 3.76) and joyful learning (mean = 3.71) dimensions. Challenges included ICT competency variations, time constraints, and infrastructure limitations. Strategic management effectively enabled deep learning implementation despite resource constraints, with principal leadership creating conditions supporting pedagogical innovation. The study demonstrates how transformational leadership translates into concrete strategic processes, contributing frameworks for implementing curriculum reform in developing educational contexts.
Implementing the Make a Match Model to Improve Third-Grade Students' Speaking Skills: An Action Research Study Nur, Septiana; Aqil, Muhammad; 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.v5i1.3083

Abstract

Speaking skills remain inadequately developed in Indonesian elementary education, with students exhibiting passive participation, low confidence, and limited verbal interaction opportunities. This study investigated the effectiveness of the Make a Match cooperative learning model in enhancing third-grade students' speaking competencies through systematic classroom intervention. Employing classroom action research methodology across two iterative cycles at SD Inpres 3 Tondo, this study involved 28 third-grade students and one teacher during the 2025 academic year. Data were collected through structured observations, learning outcome assessments, interviews, and documentation, with analysis integrating quantitative descriptive statistics and qualitative thematic interpretation to evaluate teacher pedagogical quality, student engagement patterns, and speaking achievement outcomes. Substantial improvements were documented across all measured dimensions. Teacher pedagogical quality increased from 61.11% in Cycle I to 94.44% in Cycle II, while student engagement rose from 44.44% to 94.44%. Most significantly, academic achievement rates improved dramatically from 41.67% to 83.33% of students meeting the minimum completion criterion, representing a 41.66 percentage point gain. Findings validate that Make a Match cooperative learning, when implemented with skilled facilitation including enhanced supervision, motivational strategies, and explicit procedural guidance, effectively transforms passive learners into confident communicators. This research contributes empirical evidence demonstrating that speaking skill development requires integrated attention to pedagogical structures, teacher quality, and student psychological support within cooperative learning frameworks.
Implementation of the Independent Curriculum in Elementary Education: A Case Study of Fourth-Grade Teaching Practices in Indonesia Tolodo, Nurma Yuntika; Nashrullah, Nashrullah; Lapasere, Sisriawan; Zulnuraini, Zulnuraini; Rahmawati, Dyah; 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.v5i1.3224

Abstract

The Independent Curriculum represents Indonesia's response to pandemic-induced learning disruptions, emphasizing learner-centered pedagogy and differentiated instruction. However, implementation at specific grade levels, particularly fourth grade as a critical transition point, remains insufficiently documented. This study examined Independent Curriculum implementation in fourth grade at SD Inpres 1 Tondo, focusing on learning planning, instructional implementation, and assessment practices. A qualitative descriptive case study was conducted over three months (August-October 2025) with one purposively selected fourth-grade teacher. Data were collected through non-participant classroom observations, semi-structured interviews, and document analysis of teaching modules and assessment instruments. Data analysis employed Miles et al.'s interactive model involving data reduction, display, and conclusion drawing. Findings revealed comprehensive teacher understanding of curriculum principles and systematic learning planning incorporating diagnostic assessments and differentiated strategies. Implementation demonstrated student-centered approaches and varied media utilization. However, persistent challenges emerged including limited student engagement during transition periods, inadequate infrastructure constraining material distribution, textbook variation complicating delivery, insufficient family support, and assessment complexity in holistic evaluation. Teacher adaptation of standardized instruments reflected contextual responsiveness but raised standardization concerns. Independent Curriculum implementation quality depends on dynamic interactions among teacher competence, institutional resources, family involvement, and systemic support. Successful realization requires comprehensive ecosystem approaches addressing professional development, infrastructure investment, parent engagement, and assessment literacy simultaneously.
Learning Obstacles in Fraction Addition: An Analysis of Ontogenic, Epistemological, and Didactical Factors Among Elementary Students Herawati, Kadek; Herlina, Herlina; Lapasere, Sisriawan; Zulnuraini, Zulnuraini; Guci, Ammar Abdullah Joni; 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.v5i1.3292

Abstract

Understanding fraction addition is an essential foundational competence in elementary mathematics learning, yet many students experience persistent difficulties. These difficulties can be understood as learning obstacles that hinder students' learning processes and outcomes. This study aimed to analyze learning obstacles experienced by grade VB students at SD Negeri 15 Palu regarding fraction addition concepts. The research employed a descriptive qualitative approach with a case study design. Participants consisted of one mathematics teacher and three purposively selected students based on low-level fraction addition understanding. Data collection techniques included classroom observations, structured interviews, conceptual understanding tests, and documentation. Data analysis was conducted interactively through data collection, condensation, presentation, and conclusion drawing stages. Results indicated that students experienced three types of learning obstacles: ontogenic, epistemological, and didactical. Ontogenic obstacles were evident in students' low learning readiness, encompassing physical, mental, emotional, and prior knowledge dimensions (47.72% and 45.45% readiness levels). Epistemological obstacles were manifested in limited conceptual understanding, errors in denominator equalization, numerator determination, and procedural application. Didactical obstacles were not significantly found, as the teacher demonstrated highly effective teaching skills (84.32% performance level). These findings indicate that students' learning difficulties in fraction addition are predominantly caused by student readiness and conceptual understanding factors rather than instructional quality. This study provides important implications for developing mathematics learning that strengthens learning readiness and meaningful conceptual understanding in elementary schools.
The Role of Teachers in Shaping the Character of Fourth Grade Students at SDN Ululere Elementary School, Bungku Timur Subdistrict, Morowali Regency Lasmana, Bayu; Nashrullah, Nashrullah; Lapasere, Sisriawan; Zulnuraini, Zulnuraini; Rahmawati, Dyah; Alfulaila, Noor
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.861-870

Abstract

Character education plays an important role in shaping the personalities of elementary school students. This study aims to analyze the role of teachers in shaping the character of fourth-grade students at SDN Ululere. The research method used is descriptive qualitative with data collection through observation, interviews, and documentation. The results show that teachers play the role of educators, teachers, and coaches in shaping students' character. As educators, teachers instill religious values and responsibility through habitual prayer, exemplary behavior, and routine activities such as class duty. As teachers, teachers integrate character values into learning through group discussions and differentiated learning, emphasizing honesty, cooperation, and responsibility. As coaches, teachers provide personal guidance, routine religious activities, and training in student independence. From this character-building process, four main characters are strengthened, namely religious, honest, independent, and responsible. This study confirms that character building in students requires a collaborative approach between teachers, schools, and parents in a consistent and sustainable manner.
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