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All Journal Jurnal Dikdas Publikasi Pendidikan EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial 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 Mimbar Ilmu COLLASE (Creative of Learning Students Elementary Education) Indonesia Berdaya Journal for Lesson and Learning Studies Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Educational Sciences Jurnal Basicedu Journal of Innovation and Research in Primary Education Kelola: Jurnal Manajemen Pendidikan Journal of Character and Elementary Education Equator Science Journal (ESJ) Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Tadulako Social Science and Humaniora Journal Jurnal DIKDAS JPDIP
Sisriawan Lapasere
Prodi PGSD Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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Implementing the Make a Match Model to Improve Third-Grade Students' Speaking Skills: An Action Research Study Septiana Nur; Muhammad Aqil; Surahman Wilade; Rizal Rizal; 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.v5i1.3083

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 Nurma Yuntika Tolodo; Nashrullah Nashrullah; Sisriawan Lapasere; Zulnuraini Zulnuraini; Dyah Rahmawati; 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.v5i1.3224

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 Kadek Herawati; Herlina Herlina; Sisriawan Lapasere; Zulnuraini Zulnuraini; Ammar Abdullah Joni Guci; 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.v5i1.3292

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.
Principal's Strategic Management in School Revitalization: A Case Study on Learning Quality Improvement at SDN Inti Tomoli Wiwin Wiwin; Rizal Rizal; Sisriawan Lapasere; Mahfud Mahmud Gamar; Muhammad Nazimuddin Al Kamil; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3410

Abstract

Despite growing interest in principal leadership, empirical studies examining how strategic management practices at the elementary school level translate into concrete learning quality improvements remain limited, particularly in underserved local contexts. This study aimed to analyze the principal's strategic management practices in school revitalization efforts and their implications for improving learning quality at SDN Inti Tomoli, Parigi Moutong Regency, Central Sulawesi, Indonesia. A qualitative descriptive approach with a case study design was employed. Data were collected through in-depth semi-structured interviews, structured observations, and student questionnaires involving the principal, teachers, school committee members, and 28 students from Grades IV–VI. Data analysis followed the Miles and Huberman interactive model. Five interconnected strategic management dimensions were identified: participatory learning planning aligned with the Independent Curriculum, teacher competency development, facilities revitalization with transparent budget governance, empowerment-based resource organization, and multi-stakeholder evaluation. These practices produced measurable improvements in instructional quality, student motivation, and school culture. A notable finding was that participatory organizational structures did not fully resolve disparities in teacher technology access. The findings confirm that principal strategic management is central to successful elementary school revitalization and sustainable learning quality improvement, while extending the literature by foregrounding budget transparency and culturally responsive pedagogy as consequential dimensions of effective revitalization management.
Learning Interest in Elementary Science Education: A Descriptive Study of the Attention–Engagement Divergence Among Fifth-Grade Students in Rural Indonesia Azzahra Zahwa Adillah; Sisriawan Lapasere; Pahriadi Pahriadi; Surahman Surahman
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3489

Abstract

Learning interest is a multidimensional psychological construct that critically shapes students’ academic engagement and outcomes in elementary science education. Empirical evidence on its disaggregated indicator profile in Integrated Natural and Social Sciences (IPAS) under Indonesia’s Independent Curriculum remains limited, particularly in rural school contexts. This descriptive quantitative study examined learning interest among 15 fifth-grade students at Porame State Elementary School, Sigi Regency, Central Sulawesi. Data were collected via a validated 20-item Likert-scale questionnaire (Cronbach’s α = 0.81) across four indicators: subject interest, student attention, feelings of enjoyment, and active engagement, analyzed using univariate percentage analysis. The overall learning interest score was 72.75% (high), with attention reaching the very high level (88.33%), while subject interest (67.33%), enjoyment (68.00%), and active engagement (67.33%) each fell in the moderate range. Notably, only 46.66% of students studied independently in the teacher’s absence. This attention–engagement divergence suggests that high behavioral compliance does not necessarily reflect deep affective or autonomous engagement, a pattern characteristic of teacher-centered instructional contexts. Findings contribute to the reconceptualization of learning interest as an asymmetrically developing construct and call for inquiry-based, locally contextualized IPAS instruction to foster genuine student engagement.
Problem-Based Learning Assisted by Jellyfish Game Media to Improve Student Learning Activity in Natural and Social Sciences Haswin Haswin; Sinta Satria Dewi Pendit; Sisriawan Lapasere; Abdul Rahman; Putriwanti
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3554

Abstract

Low student learning activity in elementary science education remains a persistent challenge, particularly within Indonesia's newly implemented Independent Curriculum. This study addressed this problem by integrating Problem-Based Learning (PBL) with Jellyfish game media to improve student learning activity in Natural and Social Sciences (IPAS).  A Classroom Action Research (CAR) design following Kemmis and McTaggart's cyclical model—comprising planning, acting, observing, and reflecting—was conducted across two cycles with 24 fourth-grade students at SD Inpres Tipo, Palu City. Data were collected through validated observation sheets (inter-rater κ = 0.82), tests, interviews, and documentation, and analyzed using quantitative scoring and Miles et al.'s qualitative framework. Mean learning activity scores increased progressively from 45.41 (low) in the pre-cycle to 64.06 (moderate) in Cycle I and 86.77 (very good) in Cycle II, representing a total gain of 41.36 points. The most pronounced gain was observed in group discussion involvement. These findings demonstrate that game-assisted PBL effectively transforms passive student behavior into active, collaborative engagement, consistent with constructivist theory and the ICAP framework. The Jellyfish game functioned as a structural scaffold that redistributed participatory roles within learning groups, a novel contribution to game-based learning literature.
Audio-Visual Media as an Instructional Innovation to Increase Learning Interest in Indonesian Language Sajma Sajma; Herlina Herlina; Sisriawan Lapasere; Zulnuraini Zulnuraini; Kasmawati Kasmawati
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3559

Abstract

Low student learning interest remains a persistent challenge in Indonesian language instruction at the elementary level, often resulting from overreliance on lecture-based delivery and inadequate use of engaging instructional media. This study employed a two-cycle Classroom Action Research (CAR) design to examine the effectiveness of audio-visual media in increasing the learning interest of 28 fifth-grade students at SD Inpres 2 Besusu, Palu. Data were collected using a validated Likert-scale learning interest questionnaire (Cronbach's α = 0.81), teacher and student activity observation sheets, and documentation. Quantitative data were analyzed by calculating percentage scores against established category criteria, while qualitative data were processed through reduction, display, and conclusion-drawing stages. In Cycle I, the mean learning interest reached 61.86% (fair–good category), with only 14.29% of students achieving the very good level. Following reflective refinements to media content and teacher facilitation strategies, Cycle II yielded a mean of 83.09% (very good category), with 85.71% of students reaching the highest category—a 21.23 percentage-point increase. These findings demonstrate that iteratively designed audio-visual media, supported by facilitative teaching, effectively transforms passive learning behavior into active engagement in Indonesian language classrooms. This study contributes process-oriented evidence for the role of multimedia learning principles in elementary literacy education and offers a replicable intervention model for teachers seeking to increase student learning interest.
Pembelajaran Tanggap Budaya (Culturally Responsive Teaching) di Kelas IV Sekolah Dasar Sisriawan Lapasere; Nengsih Julianti; Herlina Herlina; Rizal Rizal; Ammar Abdullah Joni Guci
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.859

Abstract

This study aims to identify how to implement culturally responsive teaching in grade IV of SDN Inpres 1 Birobuli. The method used was qualitative descriptive with the subject of grade IV students of SDN Inpres 1 Birobuli, the respondents of this study were students with a total of 27 people and teachers of grade IV A of SDN Inpres 1 Birobuli. The instruments in this study are observation sheets, interview guidelines, document studies and questionnaires. Data collection was carried out by conducting observations, interviews, document studies, and questionnaires. The data analysis used was a qualitative analysis from Miles and Huberman. The results of the research show that the implementation of culturally responsive teaching at SDN Inpres 1 Birobuli has created inclusive and meaningful learning by integrating local culture. This method improves students' understanding, motivation, and tolerance, although it still needs optimization in all subjects. If this method is applied more consistently, it is expected to produce a younger generation that appreciates cultural diversity. The implication of this study is that the implementation of culturally responsive teaching (CRT) at SDN Inpres 1 Birobuli can create inclusive and meaningful learning by integrating local culture, which enhances students' understanding, motivation, and tolerance towards diversity. Although it has shown positive results, the implementation of this method still needs to be optimized across all subjects. Therefore, continuous efforts are required in teacher training and providing teaching materials that support the integration of local culture in learning, in order to produce a younger generation that appreciates and preserves Indonesia's cultural diversity.
Impelementasi Penerapan Kurikulum Merdeka pada Mata Pelajaran Seni Budaya dan Prakarya (SBdP) Siswa Kelas IV Kalista Musdalifa; Yun Ratna Lagandesa; Sisriawan Lapasere; Kadek Hariana; Dyah Rahmawati
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.860

Abstract

The independent curriculum was present because of the Covid-19 pandemic at the end of December 2019, becoming one of the points where the continuity of education, especially in Indonesia, experienced changes. The learning crisis that occurred accompanied by the emergency conditions of the Covid-19 pandemic had a major impact on changes in education in Indonesia. Based on the results of observations conducted by researchers at SDN Inti No. 2 Pewunu, teachers are able to apply indicators in implementing the independent curriculum. These teachers have been able to implement the independent curriculum in accordance with the guidelines contained in the independent curriculum book and are implemented comprehensively. There are several steps in the independent curriculum learning model, especially in Arts and Crafts subjects, including apperception activities, modeling, constructivism, inquiry, learning communities, assessment, asking questions and reflection. For example, activities such as asking students to create works in Arts and Crafts learning are carried out by working together in groups, which can hone students to be able to work together and think critically. This study shows that implementing the independent curriculum in elementary school, especially in Arts and Crafts, helps improve students' teamwork and critical thinking. The use of constructivist activities, inquiry models, and reflection makes students more engaged in learning. Additionally, group-based tasks and assessments improve their understanding and encourage creativity. This approach provides teachers with the opportunity to adapt their methods to better meet students' needs in the post-pandemic education era.
Penerapan Profil Pelajar Pancasila Dalam Kurikulum Merdeka Pada Mata Pelajaran Pendidikan Pancasila di Sekolah Dasar Shakina Shakina; Nashrullah Nashrullah; Sisriawan Lapasere; Arif Firmansyah; Muslim A.R
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.876

Abstract

This study examines the implementation of the Pancasila Student Profile within the Independent Curriculum for fifth-grade Pancasila Education at SDN 16 Dampelas. Using a qualitative descriptive method, data was collected through classroom observations, interviews with teachers and the principal, and document analysis. Findings indicate successful integration of core character values including religious devotion, global diversity awareness, mutual cooperation, independence, critical thinking, and creativity. These values were cultivated through daily routines such as pre-lesson prayers, group collaborative work, cultural appreciation activities, and classroom discussions.However, the study identified implementation challenges, particularly teachers' limited conceptual understanding of the Pancasila Student Profile framework, attributable to insufficient training opportunities under the new curriculum. Only a small percentage of teaching staff had received comprehensive curriculum training. The study recommends expanded professional development programs and ongoing mentoring to enhance implementation quality and ensure consistent application across all grade levels. The implication of this study highlights the need for improving teachers' understanding and skills in implementing the Pancasila Student Profile, particularly within the context of the Independent Curriculum. Comprehensive and ongoing training programs are essential to support the development of students' character in line with Pancasila values. This will strengthen the integration of national values and enrich students' learning experiences, resulting in a generation with strong competencies and character to face global challenges.
Co-Authors A.R, Muslim A.Rahmaeni M, A.Rahmaeni M Abdul Rahman Agon Salum Tonio Amelia Citra Amin Basri Andi Imrah Dewi Andi Nur Isnayanti Andi Nur Isnayanti Andi Rahmaeni M Annisa Triagustin AR, Muslim Ardiana, Risma Nur Ari Astuti Arif Firmansyah Arif Firmansyah Asriani Asriani Asriani, Asriani Asriani, Asriani Ayu Amalia Shaltina Azizah Azizah Azizah Azizah Azizah Azizah Thalib Azzahra Zahwa Adillah Bau Ratu Dedi Rore Poting Deliana Pratiwi Denisa Deviyanti, Ida Ayu Putu Puja Dewi Tri Rahayu Dyah Aini Purbarani Dyah Aini Purbarani Dyah Rahmawati Dyah Rahmawati Eka Afrianda Eltrian Fadlia Mubakkira, Fadlia Mubakkira Fahriadi Fahriadi Faradilla Nur Itsnaini Faradilla, Aulia Febi Yulianti Febriana, Yunda Filiansi, Mutmoza Fitra Fitra, Fitra Fresya Angnelvin Dengkidala Gita Ismi Nurain Glorya Pashya Koela Guci, Ammar Abdullah Joni Gunawan Gunawan Haswin Haswin Herlina Herlina Herlina, Herlina Huber Yaspin Tandi, Elfika Arif Firmansyah Ida Ayu Putu Puja Deviyanti Isthifara Aulya Ivone Juvelia Sinolidi Janatul Huzhlifat Jeni Ariyanti Jessicka Klarita Ombitaka Kadek Hariana Kadek Herawati Kadek Marsela Yustini Resintia Kalista Musdalifa Kasmawati Kasmawati Khaeratun Hisan Kheren Evelin Tenggeli Lestari, Nova Hermina Made Pristyawati Mahfud M. Gamar Mahmud Gamar, Mahfud Mahmud Gamar Marlene Juita Kadoi Marungkil Pasaribu Masri Amin Parla Mas’adi Mas’adi Melyani Sari Sitepu Miftahul Inayah Moh. Ahdan Syafitra Monipo, Yulan Mubarik Mubarik Muhamad Kausar Muhammad Aqil Muhammad Fasli Muhammad Nazimuddin Al Kamil Muhammad Nazimuddin Al Kamil Muhammad Nazimudin Al Kamil Muhammad Nazimudin Al Kamil Murlan, Muliati Muslim A.R Nashrullah . Nashrullah ., Nashrullah Nashrullah, Nashrullah Nengsih Julianti Ni Kadek Delin Ariani Ni Made Dina Adelia Ni Nyoman Anis Kristina Yanti Ni Nyoman Nevy Noor Alfulaila Noor Alfulaila Noviana, Firta Nur Aviza Nur Fadlun Nur Hasifa Nur Kamilah Nur Qurrota Aini Nuraini Nuraini Nurgan Tadeko Nurgan Tadeko Nurhalizah Nurhalizah Nurma Yuntika Tolodo Nurrahma Nurrahma Nursakinah, Nursakinah Nurul Annisa Nurul Fitriah Aras Nurul Fitriah Aras, Fitriah_arasss Nurul Istiqamah Nurul Maulidya Nurwahida Nurwahida Pahriadi Paidi, Zulhilmi Pratama, Ryan Andhika Putri Maharani Dwi Rarasati Putri Nur Sakina Karadjo Putriwanti Putriwanti Putriwanti Rahma, Dewi Rahmatia J. Balang Rahmawati, Rahmawati Rangga Putera Boroallo Revalinda Anggraeni Ranuntu Rhifa A-h Zahra Ramadhani Ricky Raisandi Risqi Ramadani. S Rizal Rizal Rizal Rizal, Rizal Roberto Rolly Bolalong Roberto Rolly Bulalong Rolly Bolalong, Roberto Rosnadi Rosnadi Ryan Andhika Pratama Ryan Andika Pratama Sajma Sajma Sakinah Sakinah Sarah Azizah Septiana Nur Shakina Shakina Sinta Satria Dewi Pendit Sinta Satria Dewi Pendit Sinta Satria Dewi Pendit Siti Helmyati Sitti Nur Fadillah Sri Wahyuni Sri Wahyuni Sri Wahyuni Sukri Sukri Supriyadi, Supriyadi Surahman Wilade Syachputri M, Winanda Tanggerahi, Lawrence Usnia, Usnia Vera Angelina Pesik Viovri Venesya Widiani, Ni Nyoman Wildani, Wildani Wildani Wiwin Wiwin Wolingalo, Anggita Frestianingsih Yun Ratna Lagandesa Yuni Rahmawati Yusdin Bin M Gagaramusu Yusdin Gagaramusu Yusuf Kendek Zulnuraini