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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Publikasi Pendidikan Ulul Albab: Jurnal Studi Islam An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya Dan Sosial Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer Edukasi Islami: Jurnal Pendidikan Islam Shirkah: Journal of Economics and Business COLLASE (Creative of Learning Students Elementary Education) Dinasti International Journal of Education Management and Social Science Dinasti International Journal of Economics, Finance & Accounting (DIJEFA) Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Al-Kawakib Bosowa Journal of Education Journal of Educational Sciences Journal of Education and Religious Studies Journal of Innovation and Research in Primary Education HISTORIA: Jurnal Program Studi Pendidikan Sejarah Afshaha: Jurnal Bahasa dan Sastra Arab Accounting Research Journal Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Tadulako Social Science and Humaniora Journal Jurnal Pendidikan Progresif JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Nashrullah, Nashrullah
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Religion Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Improving Fourth-Grade Students' Learning Outcomes in Science and Social Studies Through Numbered Heads Together Kurnia, Siti; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Rahman, Abdul; Wahyuni, Sri; 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.v5i1.3059

Abstract

Persistent challenges in elementary science education, including teacher-centered pedagogy, low student engagement, and inadequate learning outcomes, necessitate pedagogical innovations that promote active participation and conceptual understanding. This classroom action research investigated the effectiveness of the Numbered Heads Together (NHT) cooperative learning model in enhancing fourth-grade students' learning outcomes in Science and Social Studies (IPAS) at SD Inpres Perumnas Palu. Twenty-eight students participated in two iterative cycles comprising planning, implementation, observation, and reflection phases. Data were collected through achievement tests, structured observation sheets for teacher and student activities, and field documentation, analyzed using both quantitative and qualitative methods. Findings demonstrated progressive improvements across all measured variables. Teacher activity increased from good (68-73%) in Cycle I to very good (92-95%) in Cycle II. Student engagement advanced from adequate (61-63%) to very good (80-81%). Most significantly, classical mastery rose from 33% at baseline to 43% in Cycle I and 79% in Cycle II, surpassing the 65% success criterion. Results confirm that NHT effectively transforms passive learning environments into active collaborative spaces, supporting both cognitive achievement and social-emotional development. The structured accountability mechanisms inherent in NHT promote equitable participation and peer-mediated learning consistent with social constructivist principles, demonstrating applicability in resource-limited settings with diverse student populations.
Enhancing Elementary Science Learning Through Jigsaw Cooperative Learning: A Classroom Action Research Nurfadila, Syabina; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Firmansyah, Arif; Nazimuddin Al Kamil, Muhammad; 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.v5i1.3060

Abstract

Despite progressive curriculum reforms emphasizing student-centered learning in Indonesia's Kurikulum Merdeka, elementary IPAS instruction remains predominantly teacher-centered, limiting student engagement and conceptual understanding. This classroom action research employed Kemmis and McTaggart's cyclical model across two intervention cycles with 28 Grade IV students at SD Inpres Perumnas Palu. Data were collected through achievement tests, structured observations of teacher and student activities, and field documentation. Analysis integrated quantitative measures of learning mastery with qualitative assessment of instructional processes using Miles and Huberman's framework. Classical mastery remained stable between pre-action baseline (28.57%) and Cycle I (28.57%), indicating that procedural implementation alone proved insufficient. Following targeted refinements in Cycle II—including enhanced scaffolding, systematic group monitoring, and explicit instructional guidance—classical mastery increased dramatically to 85.71%, surpassing the 80% success criterion. Student activity improved from 58% to 69.5%, while teacher activity increased from 55% to 68%. Findings demonstrate that Jigsaw cooperative learning effectiveness depends critically on implementation quality rather than structural arrangements alone. Results align with constructivist and sociocultural learning theories, particularly Vygotsky's Zone of Proximal Development, confirming that appropriately scaffolded peer interaction enables students to achieve understanding beyond independent capabilities. The study extends predominantly Western cooperative learning scholarship into Indonesian elementary contexts, providing empirical evidence for pedagogically thoughtful implementation strategies.
Implementing STAD Cooperative Learning to Improve Elementary Science Learning Outcomes: A Classroom Action Research Irwan, Zahra Zinnira; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Firmansyah, Arif; Nazimuddin Al Kamil, Muhammad; 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.v5i1.3061

Abstract

Traditional teacher-centered instruction in Indonesian elementary schools limits student engagement and conceptual understanding, particularly in integrated science curricula. This study investigated the effectiveness of Student Teams Achievement Division (STAD) cooperative learning in improving IPAS (Natural and Social Sciences) learning outcomes among fifth-grade students. Employing classroom action research design, this study implemented STAD across two iterative cycles with 32 fifth-grade students at SD Inpres Perumnas Palu during the 2025/2026 academic year. Data were collected through achievement tests, structured classroom observations, and teacher interviews. Quantitative analysis measured individual and classical mastery rates, while qualitative analysis using the Miles and Huberman framework examined engagement patterns and implementation quality. Classical mastery increased substantially from 19% at baseline to 40% in Cycle I and 87% in Cycle II, exceeding the 80% success criterion. Mean achievement scores rose 65% from 49.29 to 81.15. Student engagement improved from 70% to 86%, while teacher implementation quality increased from 75% to 83%. Heterogeneous grouping facilitated effective peer scaffolding, with proportionally greater gains among initially lower-performing students. STAD effectively enhances both academic achievement and student engagement in integrated science instruction. The study demonstrates that structured cooperative learning, supported by reflective practice and iterative refinement, operationalizes constructivist principles and supports holistic student development in resource-constrained educational contexts.
Enhancing Science and Social Studies Learning Outcomes Through the Picture and Picture Cooperative Learning Model: A Classroom Action Research in Indonesian Elementary Education Mengkido, Kurniawati; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Rahman, Abdul; Wahyuni, Sri
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.v5i1.3136

Abstract

Elementary students in IPAS (Integrated Science and Social Studies) often struggle with abstract concepts requiring visual representation and collaborative reasoning. The Picture and Picture cooperative learning model offers a pedagogical approach integrating visual scaffolding with structured group activities. This study examined the effectiveness of the Picture and Picture model in improving Grade V students' learning activities and outcomes in IPAS instruction at SD GKST Talabosa, Indonesia. A two-cycle Classroom Action Research design was employed with 12 fifth-grade students during the 2025/2026 academic year. Data were collected through achievement tests, structured observations of teacher and student activities, and field notes. Analysis combined quantitative measures of mastery levels with qualitative examination of instructional processes. Student engagement increased from adequate (69.23%-72.30%) in Cycle I to very good (81.53%-86.15%) in Cycle II. Teacher performance improved from good (68.42%-75.00%) to very good (76.00%-85.33%). Classical mastery advanced dramatically from 25% at baseline to 66.66% in Cycle I and 100% in Cycle II. Lower-achieving students demonstrated the greatest gains. The Picture and Picture model effectively enhances IPAS learning by combining dual-coding theory, constructivist principles, and social interdependence. The model provides an accessible, low-cost strategy particularly effective in resource-constrained settings, supporting both cognitive development and collaborative competence in elementary science education.
The Effectiveness of Animated Videos and Quizizz on Learning Outcomes in Natural and Social Sciences Among Fourth-Grade Elementary Students Reva, Reva; Rahman, Abdul; Nuraini, Nuraini; Nashrullah, Nashrullah; Purbarani, Dyah Aini
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.v5i1.3218

Abstract

This study investigates the effectiveness of animated videos and Quizizz on student learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade elementary students. A quasi-experimental design with nonequivalent control group pretest-posttest was employed, involving 40 students at SD Negeri 8 Mamboro divided into experimental (n=20) and control (n=20) groups. The experimental group received instruction through animated videos and Quizizz, while the control group continued with conventional methods over three weeks. Data were collected using validated achievement tests (Cronbach's α = 0.767) and analyzed through Mann-Whitney U and Wilcoxon Signed-Rank tests. Results revealed significant differences between groups, with the experimental group achieving superior posttest performance (M = 76.75, SD = 11.154) compared to controls (M = 65.00, SD = 15.728), confirmed by Mann-Whitney U test (U = 104.000, p = 0.009). Normalized gain analysis demonstrated moderate effectiveness for the experimental group (N-Gain = 0.4876) versus low effectiveness for controls (N-Gain = 0.2688). Completion rates improved substantially from 5% to 60% in the experimental group, compared to 10% to 25% in controls. These findings support cognitive theory of multimedia learning and self-determination theory, demonstrating that integrated implementation of animated videos and Quizizz significantly enhances elementary science learning outcomes through dual-channel information processing and gamified assessment that sustains motivation and engagement.
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.
Co-Authors A.R, Muslim Abdul Rahman Abdurrahman Mansyur Age, Meinar R Agustinus Jarak Patandean Ahmad Yusam Thobroni, Ahmad Yusam Ahsantudhonni, Ahsantudhonni Alfikri, Mohamad Alini, Intan Nur Amrulloh, Friendis Syani Andri Primadi AR, Muslim Ardy Firdauz, Muhammad Hariz Arif Firmansyah Asdar Asdar Aslam, Mohd Mizan Asriyyah, Kinnatul Asror, Moh Asrori, Ahmad Fajar Aviza, Nur Aziz, Imam Nur Aziza, Raudhatul Azizah Azizah Azizah, Balkis Nur Azzahra, Faiza Bahri, Efri Syamsul Budi Darma Setiawan Dedi Junaedi, Dedi Dyah Aini Purbarani Elzaanin, Amina A.A Euis Saribanon, Euis Eva Setya Rini Evi Fatimatur Rusydiyah Fadila Fadila, Fadila Febriawati, Titin Gagaramusu, Yusdin Bin. M Handayani, Susanty Hanun Asrohah Haq, Muhammad A'inul Herlina Herlina Irwan, Zahra Zinnira Isman, Ainul Fatha Kadek Hariana Kamisani, Nurul Khairunnisa Khairunnisa Khuzaimah, Ade Kurnia, Syifatiani Kusuma, Sofyan Dena Lapabande, Mifta Ahmad Buhari M. Yogi Riyantama Isjoni Manggato, Sandra Dwi Chikitha Mengkido, Kurniawati Muchdar Muchdar Muchdar, Muchdar Muhammad Hasyim, Muhammad Muslim AR, Muslim AR Nazimuddin Al Kamil, Muhammad Ningsih, Ni Komang Ayu Nuraini Nuraini Nurfadila, Syabina Nurgan Tadeko Nurhalizah, Nurhalizah Nurliyan, Nurliyan Parla, Nurbaya Moh. Amin Rahmawati, Dyah Redna, Redna Resintia, Kadek Marsela Yustini Reva, Reva Rizal Rizal Rochmaniyah, Eky Putri Rusanti, Ega Ruzakki, Hasan S, Stepanus Sahala S. Pontoh, Aprilia Monica Sani, Nurul Kami Saskia, Nur Lailatus Shakina, Shakina Sisriawan Lapasere Siti Khoiriyah siti kurnia, siti Sri Wahyuni Subastian, Djamal sukri Sukri, sukri Surahman Surahman Surahman Wilade Suryobuwono, Abdullah Ade Syaiful B Arsyid Tangke, Fadlun Nirman Taskirah Tunnisah, Taskirah Tohir, Muhammad Tolodo, Nurma Yuntika Vachruddin, Vrisko Putra Wulandari Wulandari Yemifaira, Ade Yuliantini Yuliantini Yun Ratna Lagandesa Yusdin Gagaramusu Zulnuraini