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Rizal, Rizal
Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Indonesia
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Visual Narratives of Trauma: Analyzing Paintings by Child Survivors of the 2018 Palu Liquefaction Disaster I Made Fenggi Andreana; Yun Ratna Lagandesa; Kadek Hariana; Rizal Rizal
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.v5i1.3247

Abstract

Children survivors of the 2018 Palu liquefaction disaster experienced profound psychological trauma that often exceeds verbal articulation capacity. Visual art provides alternative pathways for understanding children's disaster experiences and psychological states. This study examined visual characteristics in paintings produced by child liquefaction survivors at SDN 1 Petobo to understand how children represent traumatic disaster experiences through artistic expression. A qualitative descriptive design was employed with purposive sampling of child survivors aged 7-12 years. Data collection involved systematic analysis of children's paintings, semi-structured interviews with children, teachers, and parents, and observational documentation. Visual characteristics were analyzed using Miles and Huberman's interactive model, focusing on line quality, spatial organization, symbolic elements, form, and color selection. Triangulation across multiple data sources ensured trustworthiness. Analysis revealed consistent patterns: irregular, broken lines depicted environmental instability; cross-sectional spatial representations demonstrated internalization of liquefaction mechanics; universal inclusion of displaced structures and endangered figures established shared trauma narrative; dark earth tones dominated disaster zones while bright colors in peripheral spaces suggested preserved hope. Notably, rescue personnel were absent from all paintings, indicating ongoing vulnerability perceptions. Children's post-disaster artwork functions as multilayered text encoding traumatic experience, scientific understanding, and psychological states simultaneously. Findings validate art-based approaches for trauma assessment and support integration of creative expression into disaster education curricula.
The Effect of Wordwall-Assisted Interactive Learning Media on Students' Learning Interest in Science and Social Studies Nurlita Aristya Suci; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Putriwanti Putriwanti
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.v5i1.3300

Abstract

Learning interest constitutes a critical affective factor influencing students' engagement and academic success in elementary education. However, IPAS (Integrated Science and Social Studies) instruction in many Indonesian elementary schools remains dominated by conventional, teacher-centered approaches that limit student participation and diminish learning interest. This study examined the effect of Wordwall-assisted interactive learning media on Grade III students' learning interest in IPAS at SD Inpres Lolu. Employing a pre-experimental one-group pretest-posttest design, the study involved 23 students selected through saturated sampling. Data were collected using a validated learning interest questionnaire (Cronbach's Alpha > 0.60) administered before and after the two-week Wordwall implementation. Analysis included descriptive statistics and paired-sample t-test following normality verification. Results demonstrated a significant increase in mean learning interest scores from 62.52 (pretest) to 80.04 (posttest), with a moderate N-gain value of 0.46. The paired-sample t-test confirmed statistical significance (p = 0.01 < 0.05), rejecting the null hypothesis. These findings indicate that Wordwall-based interactive media significantly enhance elementary students' learning interest in IPAS by transforming conventional instruction into engaging, game-based experiences. The study contributes empirical evidence supporting game-based learning integration in elementary science education, with implications for instructional practice and professional development. Future research should employ experimental designs with control groups and examine long-term effects on both affective and cognitive outcomes.
Culturally Responsive Traditional Games: A Constructivist Approach to Enhancing Elementary Science Motivation Ni Luh Anggun Raya Damayanti; Muhammad Aqil; Surahman Wilade; Rizal Rizal; Ryan Andhika Pratama
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.v5i1.3339

Abstract

This study investigated the effectiveness of traditional educational games in enhancing learning motivation among fourth-grade students in Natural and Social Sciences (IPAS) instruction. Employing a pre-experimental one-group pretest-posttest design, the research involved 13 students at SD Inpres 2 Balinggi, Central Sulawesi, Indonesia, during the 2025/2026 academic year. Learning motivation was measured using a validated 15-item questionnaire administered before and after implementing traditional game-based instruction on the "Forces Around Us" topic. Data analysis utilized descriptive statistics, Shapiro-Wilk normality testing, and normalized gain (N-Gain) calculations. Results demonstrated consistent improvement across all participants, with mean motivation scores increasing from 66.15 (pretest) to 73.15 (posttest), yielding an N-Gain of 0.79, indicating high pedagogical effectiveness. The uniform 7-point increase, while preventing standard inferential testing due to zero variance, provided compelling evidence of intervention impact. These findings support constructivist frameworks and culturally responsive pedagogy theories, demonstrating that traditional games effectively transform abstract scientific concepts into concrete learning experiences through culturally grounded activities. The study contributes empirical evidence that traditional educational games serve as accessible, low-cost interventions capable of significantly enhancing student motivation in integrated science instruction, particularly valuable for resource-constrained educational settings while challenging deficit perspectives on traditional pedagogical practices.
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.
Problem-Based Learning with a Deep Learning Orientation in Elementary Science and Social Studies: Fostering Conceptual Understanding and Student Engagement in Grade IV Rini Ramadan; Rizal Rizal; Pahriadi Pahriadi; Nashrullah Nashrullah; 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.v5i2.3624

Abstract

Conventional, teacher-centered instruction in Indonesian elementary classrooms frequently results in surface-level understanding and limited student engagement, particularly in Integrated Science and Social Studies (IPAS). Addressing this gap, this study examined the implementation of a Problem-Based Learning (PBL) model oriented toward a Deep Learning approach—encompassing mindful, meaningful, and joyful learning—in Grade IV IPAS instruction. A Classroom Action Research design was employed across two cycles involving 20 fourth-grade students at SDN Lahuafu, Morowali Regency, during the 2025/2026 academic year. Data were collected through structured classroom observations, semi-structured interviews, a 23-item Likert-scale questionnaire (α = 0.87), and learning outcome tests, and analyzed using Miles and Huberman's interactive model alongside descriptive statistics. Findings indicate that students progressed from passive reception to active contextual reasoning, demonstrating the capacity to analyze and justify conceptual distinctions in real-life contexts. The student response questionnaire yielded an aggregate score of 91% ("Very Good"), with narrow score distribution (103–106) across all participants. These outcomes confirm that PBL, when deliberately oriented toward Deep Learning principles, promotes conceptual depth, collaborative inquiry, and positive affective engagement in primary learners. The findings offer evidence-based guidance for implementing student-centered, inquiry-driven IPAS instruction aligned with the Merdeka Curriculum.
Transformational School Leadership and Quality Management Practices: Insights from a Public Primary School in Indonesia Ilmi Firrizkiyah; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Roberto Rolly Bulalong
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.v5i2.3626

Abstract

Transformational leadership has been widely recognized as a key driver of school improvement; however, limited research has examined how it is operationalized within school quality management processes, particularly at the primary education level in public school contexts. This study employed a qualitative case study design, supplemented by descriptive survey data, to investigate how a principal's transformational leadership contributes to the implementation of school quality management at SD Negeri 1 Pembina Kintom, Indonesia. Data were collected from 16 participants through semi-structured interviews, observations, document analysis, and a validated perception questionnaire (Cronbach's α = 0.87–0.84), and were analyzed using Miles and Huberman's interactive model alongside descriptive frequency analysis. The principal demonstrated strong transformational leadership across all four dimensions: idealized influence (97.00%), inspirational motivation (70.83%), intellectual stimulation (70.00%), and individualized consideration (69.58%). School quality management was consistently rated high across input (62.50%), process (72.91%), and output–outcome (69.60%) components. Cross-analysis revealed that specific leadership dimensions systematically animated corresponding quality management components. Conclusion Transformational leadership functioned not merely alongside quality management but as its operational mechanism, providing practical guidance for principals and policymakers seeking sustainable school improvement.
Teams Games Tournament with Traditional Marble Game as Instructional Media: Improving Science and Social Studies Learning Outcomes in Indonesian Primary Education Dhea Febrianti; Juraid Abdul Latief; Rizal Rizal; Nashrullah Nashrullah; Roberto Rolly Bulalong; 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.v5i2.3632

Abstract

Low student engagement and unsatisfactory learning outcomes in Integrated Science and Social Studies (IPAS) remain persistent challenges in Indonesian elementary classrooms. This study investigates the effect of the Teams Games Tournament (TGT) cooperative learning model assisted by a traditional marble game on the IPAS learning outcomes of fourth-grade students. A quantitative pre-experimental design with a one-group pretest–posttest format was employed. Twenty-eight students from Class IV-A at SD Negeri 24 Palu, Indonesia, participated in the study. Data were collected through a 17-item validated multiple-choice achievement test (α = .905) and classroom observation sheets. Descriptive statistics, normalized gain (N-Gain) analysis, and a paired sample t-test were used to analyze the data. The mean score increased significantly from 50.98 (pretest) to 83.29 (posttest). The mean N-Gain of 0.633 indicated moderate learning improvement. The paired t-test confirmed a statistically significant difference (t(27) = 10.77, p < .001). Classroom observations showed student activity rising from 79% to 95% across two meetings. These findings demonstrate that integrating TGT with culturally familiar game-based media creates an engaging, cooperative learning environment that meaningfully enhances elementary students' cognitive achievement in IPAS, offering a low-cost and contextually relevant instructional alternative for resource-limited settings.
PENGARUH MODEL PROBLEM BASED LEARNING BERRBANTUAN KAHOOT TERHADAP KEAKTIFAN DAN HASIL BELAJAR IPAS SISWA KELAS III SDN 26 PALU Lestari, Diana; Aras, Nurul Fitriah; Pendit, Sinta Satria Dewi; Rizal, Rizal; Rahmawati, Dyah
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 7, No 4 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v7i4.7688

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Model Problem Based Learning berbantuan kahoot terhadap keaktifan dan hasil belajar IPAS siswa kelas III SDN 26 Palu. Penelitian ini menggunakan pendekatan kuantitatif dengan design experimen pre-experimental design dengan bentuk one-group pretest-postest design. Populasi dalam penelitian ini adalah seluruh siswa kelas III tahun ajaran 2024/2025 berjumlah 20 orang. Sampel yang digunakan yaitu kelas III SDN 26 PALU yang berjumlah 20 siswa. Pengambilan sampel menggunakan teknik penarikan sampel acak. Teknik pengumpulan data menggunakan tes hasil belajar, lembar oservasi keaktifan siswa dan guru. Analisis data yang digunakan dalam penelitian ini yaitu analisis statistik deskriptif dan infirensial. Hasil nilai rata-rata pretest yang diperoleh yaitu 35,75 dan nilai rata-rata postest yaitu 82,35. Pada penelitian menggunakan instrumen penelitian berupa tes soal pilihan ganda (PG) dan pengambilan data keaktifan belajar siswa menggunakan angket lembar observasi siswa dan guru. Analisis data menggunakan uji prasyarat yaitu, uji normalitas, uji deskriptif, serta pengujian hipotesis menggunakan uji Independen Sampel T-test berbantuan SPSS For Windows versi 30. Berdasarkan hasil penelitian ini ditunjukkan oleh perhitungan menggunakan jasa komputer SPSS 30 dimana nilai sig (2-tailed) =0,000 0,05 sehingga hipotesis Ho ditolak dan menerima Ha artinya terdapat pengaruh penggunaan model problem based learning berbantuan kahoot terhadap keaktifan dan hasil belajar IPAS siswa kelas III SDN 26 Palu.
EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN IPAS SISWA KELAS IV SDN 26 PALU Wijayanti, Tri Wahyu; Aras, Nurul Fitriah; Pendit, Sinta Satria Dewi; Rizal, Rizal; Rahmawati, Dyah
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 7, No 4 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v7i4.9292

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran problem based learning terhadap kemampuan berpikir kritis pada mata pelajaran IPAS Siswa Kelas IV SDN 26 PALU. Penelitian ini menggunakan analisis kuantitatif menggunakan one-group pretest-posttest design untuk desain pra-eksperimen. Sampel yang digunakan adalah kelas IVSDN 26 PALU yang berjumlah 20 siswa. Pengambilan sampel mengunakan teknik pengumpulan data menggunakan uji tes soal pilihan ganda, observasi dan dokumentasi. Analisis data yang digunakan dalam penelitian ini adalah analisis statistik deskriptif dan infirensial. Hasil nilai rata-rata pretest sebesar 43,35, dan nilai rata-rata posttest sebesar 86,20. Pada penelitian menggunakan instrument penelitian berupa tes soal pilihan ganda (PG) dan pengambilan data menggunakan instrument penelitian, analisis data menggunakan uji prasyarat yaitu uji normalitas, uji deskriptif, serta pengujian hipotesis menggunakan uji Independen Sampel T-test berbantuan  SPSS For Windows versi 29.Berdasarkan hasil penelitian ditunjukkan oleh perhitungan menggunakan jasa computer SPSS versi 29 dimana nilai sig (2-tailed)= 0,001 0,05 sehingga hipotesis HO ditolak dan menerima Ha artinya terdapat pengaruh Efektivitas Model pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Berpikir Kritis Pada Mata Pelajaran IPAS Siswa Kelas IV SDN 26 PALU.
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.
Co-Authors A.R, Muslim Adelia Rizki Ananda Agnes Priswi Yudtika Agus Tri Sudanayasa Ali Djamhuri Amin Basri Amir, Pahriadi Ananya, Nurhayati Oktavia Andi Nur Isnayanti Andi Nur Isnayanti Andi Tanra Tellu Andini Aulia Salsabila Andriani Andriani Anggraini Anggraini Anidya Citra Mayuni Anthonius Palimbong Ardiana, Risma Nur Arif Firmansyah Arif Firmansyah Asriani Asriani Asriani Asriani, Asriani Asriani, Asriani Atira Permata Delima Azizah Azizah Azizah Azizah Basira, Gusmiatni Dediyana Bau Ratu Censia Madelin Krisanti Muharam Danti Indriastuti Purnamasari Daswati Daswati Dewi Tri Rahayu Dhea Febrianti Dhevy Puswiartika Diana Gloria Estevania Palindu Diana Lestari, Diana Djuraid, Djuraid Dyah Aini Purbarani Dyah Rahmawati Dyah Rahmawati Elmadita Elmadita Fahriadi Fahriadi Faradilla Nur Itsnaini Faradilla, Aulia Fasli, Muhammad Febi Yulianti Fia Regina Lestari Filiansi, Mutmoza Firmansyah B. Hi. Majo Fresya Angnelvin Dengkidala Guci, Ammar Abdullah Joni Gunawan Gunawan Hasan Hasan Hendriana Sri Rejeki Herlina Herlina Herlina Herlina Herlina, Herlina Hiola, Kalsum Hj. Musdalifah Nurdin Hj. Widayati Pujiastuti Huber Yaspin Tandi Huber Yaspin Tandi, Elfika Arif Firmansyah I Made Fenggi Andreana Ian Trianti Ilmi Firrizkiyah Imran Imran Isma Tjangkana Jeisi Riska Merdekawati Mentu Juraid Abdul Latief Kadek Hariana Kadek Hariana Kadek Marsela Yustini Resintia Kalsum Kalsum Kasmawati Kasmawati Khairunnisa Khairunnisa Khairunnisa Khairunnisa Lamanasa, Farsya Gabriella Lestari, Nova Hermina lisnawati Haluma Mahmud Gamar, Mahfud Mahmud Gamar Marlene Juita Kadoi Marwah, Sri Aryas Masita, Masita Mawarni Mawarni Melyani Sari Sitepu Midian Midian Miftahul Hidayati Miki Risnawati Misnah Misnah Moh Ansar Hasan Monipo, Yulan Muhammad Aqil Muhammad Aqil Muhammad Fasli Muhammad Nazimuddin Al Kamil Munarti Sinanang Muslim AR Muslim AR., Muslim AR. Mutmainnah, Ainun Muzdalifa, Riza Nashrullah . Nengsih Julianti Ni Kadek Delin Ariani Ni Luh Anggun Raya Damayanti ni luh dewi puspita Ni Luh Sri Rahayu Ni Nyoman Anis Kristina Yanti Ni Nyoman Nevy Noviana, Firta Nunung Damayanti Nur Afni Nur Aini Nur Aviza Nur Fadhilatu Rahmah, Nur Fadhilatu Nur Hasifa Nur Rahmah Nur Rahmi Rezki Ramadhani NurAfni NurAfni Nuraini Nuraini Nurfaidah Nurfaidah Nurhalisa Nurhalisa Nurhalizah Nurhalizah Nurhasnah Nurhasnah Nurlinda Nurlinda Nurlita Aristya Suci Nurrahma Nurrahma Nursakinah, Nursakinah Nurul Fitriah Aras Nurwahida Nurwahida okta okta Oktaviani Karolina Topuha Pahriadi Paidi, Zulhilmi Patewa, Anna Thasya Pusaka, Semerdanta Putri Maharani Dwi Rarasati Putriwanti Putriwanti Rahmat Maghfirah Ruana Rahmawati, Dyah Rahmawati, Rahmawati Rahul Aditya Rajes, Sagma Rangga Putera Boroallo Renita Renita rezky Pratama Astiana Rifalda, Rifalda Rini Ramadan Rizal Rizal Roberto Rolly Bulalong Rosola, Rosola Ryan A. Pratama Ryan Andhika Pratama Ryan Andika Pratama Safira Ibrahim Sahrul Saehana Sakinah Sakinah Sani, Nurul Kami Sarjan N. Husain Sefriyana Sefriyana Septiana Nur Sinta Satria Dewi Pendit Sisriawan Lapasere sri rahmawati raoda Sri Wahyuni Sucitra Dewi Surahman Surahman Surahman Wilade syamsidar syamsidar Takulo, Megawati Tia Athifah Tri Astuti Tungga Dewi Widayati Pujiastuti Wijayanti, Tri Wahyu Wildani, Wildani Wildani Wiwin Wiwin Wolingalo, Anggita Frestianingsih YAAKOB, MOHD FAIZ MOHD Yanthi Yanthi Yosevien Yosevien Yun Ratna Lagandesa Yun Ratna Lagandesa Yunus, Sitti Rahma Yusdin Bin M Gagaramusu Yusdin Bin. M. Gagaramusu Yusdin Gagaramusu Zafira Safitri Zaitun Zaitun Zulnuraini Zumrah, Zumrah