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All Journal Jurnal Pendidikan Karakter Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Jurnal Ilmiah Pendidikan Dasar AKSIOMA: Jurnal Program Studi Pendidikan Matematika Eduma : Mathematics Education Learning and Teaching Syntax Literate: Jurnal Ilmiah Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar Theorems (The Original Research of Mathematics) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Educatio FKIP UNMA BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Kontekstual Jurnal Dharma Bhakti Ekuitas STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Kalam Cendekia: Jurnal Ilmiah Kependidikan International Journal of Educational Innovation and Research Jurnal Cakrawala Pendas Edukasiana: Jurnal Inovasi Pendidikan Journal of Innovation and Research in Primary Education Jurnal Ilmiah Pendidik Indonesia Polinomial : Jurnal Pendidikan Matematika Al-Irsyad: Journal of Education Science Innovative: Journal Of Social Science Research Buletin Ilmiah Pendidikan JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Journal of Education For Sustainable Innovation Journal of Multidisciplinary Research and Development Ijarme
Ujiati Cahyaningsih
Universitas Majalengka
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Journal : Journal of Innovation and Research in Primary Education

 1 
The Impact of Principals' Human Resource Management Competencies on Elementary School Teachers' Performance in Majalengka Regency Bajuri, Diding; Nahdi, Dede Salim; Cahyaningsih, Ujiati
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1492

Abstract

This study explores the impact of principals’ human resource management (HRM) competencies on elementary school teachers’ performance in Majalengka Regency, Indonesia. Given the strategic role of school principals in managing educational resources, especially teachers, this study aims to examine how specific dimensions of HRM competencies contribute to teacher performance. A quantitative, correlational research design with a cross-sectional survey approach was used. The study involved 400 teachers from 80 public elementary schools selected through proportionate stratified random sampling. Data were collected using validated questionnaires measuring HRM competencies (six dimensions) and teacher performance (four dimensions). Statistical analyses included descriptive statistics, Pearson correlations, simple and multiple linear regressions, and Structural Equation Modeling (SEM). The findings revealed that principals’ HRM competencies significantly influenced teacher performance (R² = 0.615, p < 0.001). Among the HRM dimensions, human resource development had the strongest effect (β = 0.402), followed by performance appraisal (β = 0.234) and HR planning (β = 0.203). Teacher performance was generally high, particularly in personality and pedagogical competencies. All regression assumptions were met, confirming the robustness of the analysis.The results suggest that effective HRM by school principals, especially in continuous professional development and fair performance evaluations, plays a pivotal role in enhancing teacher performance. However, compensation and work relationship dimensions showed room for improvement, indicating potential policy gaps. Principals’ HRM competencies are vital for improving teacher performance. Educational policymakers should prioritize leadership development programs focusing on HRM strategies to strengthen teacher quality and educational outcomes at the elementary level.
Improving Understanding of Fraction Concepts Through Problem-Based Learning in Elementary Schools Cahyaningsih, Ujiati; Salimi, Moh; Nahdi, Dede Salim; Jatisunda, Mohamad Gilar; Rasyid, Abdur
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1497

Abstract

Fraction concepts represent one of the most challenging mathematical domains in elementary education, with persistent international difficulties in student comprehension despite their fundamental importance for advanced mathematical proficiency. Traditional instructional methods emphasizing rote memorization have consistently demonstrated limitations in fostering deep conceptual understanding. This study investigated the effectiveness of Problem-Based Learning (PBL) in enhancing elementary students' fraction understanding compared to conventional teaching approaches. A quasi-experimental design with non-equivalent control groups was employed, involving 38 elementary students from nine schools. The experimental group (n=16) received PBL instruction featuring authentic, real-world fraction problems requiring collaborative solution strategies, while the control group (n=22) participated in traditional direct instruction. Data collection utilized pre-test and post-test assessments measuring conceptual and procedural fraction understanding, structured classroom observations documenting engagement and learning behaviors, and student feedback questionnaires capturing motivation and confidence levels. The experimental group demonstrated substantial improvement with a mean increase of 33.25 points (Cohen's d = 3.47), while the control group showed minimal gains (7.78 points, Cohen's d = 0.91). Paired-sample t-tests confirmed statistically significant differences (p < 0.001) favoring the experimental group. Qualitative analysis revealed enhanced collaborative learning, mathematical discourse, and problem-solving confidence among PBL participants. Student motivation scores were significantly higher in the experimental group (M = 4.31 vs. 3.18). Results provide robust empirical evidence supporting PBL's superiority over traditional methods for fraction instruction. The findings validate constructivist learning principles and demonstrate that authentic problem-solving contexts facilitate deeper conceptual understanding, multiple representational thinking, and sustained student engagement, addressing persistent challenges in elementary mathematics education.
Co-Authors Abdur Rasyid Abdur Rasyid, Abdur Ade Rianto Afila, Nurul Agus Rofi’i Andini, Ina Anggi, Muhamad Anik Ghufron Ari Susandi Arum Ratnaningsih Asih Wahyuningsih Asteka, Pipik Atikah Mumpuni Ayu Herlina Dadang Sudirno Dede Salim Nahdi Dela Rohimatunnisa Diding Bajuri, Diding Erika Noviana Hani Sri Mulyani Hartoyo, Seika Reyina Haryanti, Yuyun Dwi Ipang Muhammad Sofyan Ipin Aripin Ira Nurlatifah Jatisunda, Gilar Lita Lita Mahpudin Mahpudin Mahpudin Moh Salimi Mohamad Gilar Jatisunda Muhammad Sofyan, Ipang Mumpuni, Atikah Nina Nuraeni Nur Annisa, Syfa Nurfadilah, Aisah Nurfajriah, Riska Nurudin Araniri Nurul Fazriah, Anisa Nurwidianti, Sinta Pangestika, Rintis Rizkia Puspitasari, Wina Dwi Rahmah Nurjanah, Sri Ramadan, Candra Sapta Ratna Hidayah Rintis Rizkia Pangestika Rohani, Putri Ariffa Rohimatunisa, Dela Royan Fakhrurozi Salamah Anisa Amalia, Neng seka ayu wardani Wardani Setiawan , Yusup Silfi Audina Siwi Utaminingtyas Sri Wulan Anggraeni Sudirno, Dadang Tarpan Suparman Teguh Prasetyo Tika Nurjanah Ubaedillah Vici Suciawati Yanto, Ari Yayan Yeni dwi Kurino Yoyo Zakaria Ansori Yuliati, Yuyu