Article Per Year (5 Year)
p-Index From 2021 - 2026
6.143
P-Index
This Author published in this journals
All Journal Jurnal Dikdas Jurnal Inspirasi Pendidikan EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Hasil Pengabdian Kepada Masyarakat Jurnal PAJAR (Pendidikan dan Pengajaran) Nazhruna: Jurnal Pendidikan Islam Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Education Journal Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Journal of Educational Sciences Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal Basicedu Journal of Innovation and Research in Primary Education Jurnal Banua Oge Tadulako Kelola: Jurnal Manajemen Pendidikan Jurnal Pendidikan Islam Jurnal Penelitian Pendidikan Indonesia Mitra Sains
Rizal, Rizal
Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

Published : 53 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 53 Documents
Search

 2   3   4   5   6 
Relationship Between Reading Interest and Indonesian Language Learning Outcomes of Grade IV Elementary School Students Monipo, Yulan; Wilade, Surahman; Aqil, Moh.; Rizal, Rizal; Lapasere, Sisriawan
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2034

Abstract

Reading interest plays a crucial role in academic achievement, particularly during elementary education when foundational literacy skills are established. However, limited research has examined this relationship within Indonesian elementary education contexts. This study investigated the correlation between reading interest and Indonesian language learning outcomes among fourth-grade students. A quantitative correlational design was employed with 16 fourth-grade students at SD Inpres 5 Taipa Laga selected through simple random sampling. Data were collected using a validated 13-item reading interest questionnaire (Cronbach's α = 0.85) and students' midterm examination scores in Indonesian language. Statistical analysis was conducted using Pearson's correlation with significance set at p ≤ 0.05. All participants demonstrated either high (44%) or very high (56%) reading interest levels. Academic performance showed similar distribution with 44% achieving good scores and 56% excellent scores. Correlation analysis revealed a statistically significant positive relationship between reading interest and learning outcomes (p = 0.003). Students with very high reading interest achieved excellent academic performance (88.9%) compared to those with high interest (14.3%). The findings validate Expectancy-Value Theory by demonstrating how intrinsic motivation correlates with academic achievement. Results align with previous research emphasizing the importance of reading interest in literacy development. The strong correlation suggests that educational interventions targeting reading interest cultivation may enhance academic outcomes. Study limitations include small sample size and cross-sectional design, necessitating longitudinal research with diverse populations to establish causal relationships.
Improving Grade 3 Students' Beginning Reading Skills Through the Peel and String Syllable Method Nurafni, Nurafni; Wilade, Surahman; Aqil, Muhammad; Rizal, Rizal
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2090

Abstract

Early reading proficiency is fundamental for academic success, yet many elementary students struggle with foundational literacy skills. This study investigated the effectiveness of the syllabic peel and arrange method in improving early reading skills among third-grade students. A classroom action research design following the Kemmis and McTaggart model was implemented across two cycles with 12 third-grade students at State Elementary School 03 Malala, Indonesia. Data were collected through oral reading tests using a four-aspect rubric and structured observation sheets. The intervention employed systematic syllable recognition, word formation, and sentence construction activities supported by manipulative materials and peer-assisted learning. The intervention yielded substantial improvements across assessment phases. Classical absorption increased from 56.0% (pre-action) to 69.9% (Cycle I) and 79.8% (Cycle II), while classical completeness rose from 25% to 41% and 58% respectively. Students achieving mastery (≥65) increased from 3 (25%) to 7 (58%), with four students attaining perfect scores by Cycle II. Teacher and student activity observations demonstrated progressive improvement, reaching "Very Good" categories in Cycle II. The syllabic peel and arrange method significantly enhances early reading skills when implemented through scaffolded instruction with appropriate supports. However, 42% of students required additional intervention, highlighting the need for multi-tiered literacy support systems in elementary schools.
Implementation of the Merdeka Curriculum in a Pioneer Elementary School: A Qualitative Study of Planning, Pedagogy, and Assessment Practices Syamsidar, Syamsidar; Rahmah, Nur; Muslim AR., Muslim AR.; Rizal, Rizal; Wilade, Surahman
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2322

Abstract

This study examines the implementation of the Merdeka Curriculum at SD Negeri 6 Palu, one of the pioneer schools in Central Sulawesi. Using a qualitative descriptive approach, the research involved three teachers representing Phase A (grades 1-2), Phase B (grades 3-4), and Phase C (grades 5-6). Data were collected through classroom observations during three learning sessions, semi-structured interviews conducted over three days (60 minutes each), and document analysis of teaching modules, learning objectives flow, and learning outcomes. The findings reveal that curriculum implementation has been carried out effectively across three stages. In the planning stage, teachers systematically analyzed government-provided learning outcomes, developed learning objectives flow, and created comprehensive teaching modules aligned with curriculum requirements. During implementation, teachers employed student-centered pedagogical approaches including differentiated instruction, varied teaching methods, and contextual learning appropriate to students' developmental levels. In the assessment stage, teachers utilized diagnostic, formative, and summative methods through multiple instruments including oral tests, written examinations, and performance-based assessments. The study demonstrates that intensive professional development and institutional commitment enable successful curriculum implementation. However, variations in implementation sophistication suggest the need for sustained professional learning communities to support continuous pedagogical refinement. Future research should examine implementation across diverse school contexts and include student learning outcomes and stakeholder perspectives.
Praktik Manajemen Kelas dalam Pembelajaran Deep Learning Keterampilan Guru Abad 21 yang Kreatif dan Inovatif Rizal, Rizal; Surahman, Surahman; Asriani, Asriani; Putriwanti, Putriwanti; Rahmawati, Dyah; Pratama, Ryan Andhika
Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Vol. 5 No. 6 (2025): November 2025 - Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat
Publisher : Indonesian Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59395/altifani.v5i6.977

Abstract

Kegiatan pengabdian di SD Inpres 1 Toboli bertujuan untuk meningkatkan kompetensi guru dalam menerapkan pembelajaran berbasis teknologi dan Deep Learning. Melalui tahapan observasi, pelatihan, pendampingan, dan evaluasi, diperoleh hasil bahwa guru mengalami peningkatan signifikan dalam literasi digital dan keterampilan pedagogik. Pelatihan dengan AI Teachy membantu guru menyusun modul ajar yang sistematis, kontekstual, dan berorientasi pada asesmen autentik, sedangkan pendampingan Wordwall membekali mereka dengan kemampuan merancang media pembelajaran digital yang interaktif. Hasil evaluasi menunjukkan adanya perubahan dari pembelajaran konvensional menuju pembelajaran yang kreatif, inovatif, dan berpusat pada siswa. Siswa menjadi lebih aktif, termotivasi, serta mampu memahami konsep melalui pengalaman belajar yang kontekstual dan menyenangkan. Kegiatan ini terbukti efektif dalam meningkatkan kualitas pembelajaran dan dapat dijadikan model pengembangan profesional guru di sekolah dasar, khususnya di wilayah pedalaman.
The Role of Elementary Teachers in Visual Arts Instruction: Navigating Challenges in Post-Tsunami Educational Contexts Mayuni, Anidya Citra; Rizal, Rizal; Lagandesa, Yun Ratna; Isnayanti, Andi Nur; Wilade, Surahman; Ruana, Rahmat Maghfirah
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.v5i1.2747

Abstract

This study examines the multidimensional roles teachers perform in Visual Arts instruction for fifth-grade students within the Merdeka Curriculum framework at SD Inpres 1 Talise, a post-disaster educational context in Palu, Indonesia. Employing qualitative descriptive methodology, data were collected through classroom observations, semi-structured teacher interviews, and student questionnaires (n=23) measuring perceptions of teacher effectiveness across 20 items. Results revealed that teachers simultaneously enact three primary roles: educator (20.65% of positive responses), facilitator, and motivator, achieving an overall effectiveness rating of 71.56% despite significant resource constraints. Interview data documented sophisticated pedagogical strategies including character modeling, project-based facilitation, and differentiated motivation techniques. However, persistent challenges emerged including limited facilities, constrained instructional time, and inadequate professional development. Unexpectedly, students demonstrated creative adaptation to resource scarcity through material improvisation and peer mentoring. The findings extend existing literature by demonstrating that moral development remains central to arts education even within student-centered curricula, while revealing how teachers in resource-constrained post-disaster contexts employ adaptive strategies to fulfill complex pedagogical responsibilities. This research contributes empirical evidence for developing targeted teacher professional development, schedule restructuring, and infrastructure investment policies that recognize arts education as critical educational and therapeutic infrastructure, particularly in disaster-affected communities.
Teachers' Intervention Strategies for Reading Difficulties Among Second-Grade Students: A Qualitative Case Study in Primary Education Ramadhani, Nur Rahmi Rezki; Rizal, Rizal; Aqil, 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.v5i1.2768

Abstract

Reading difficulties among early-grade students constitute a critical concern in Indonesian primary education, yet empirical documentation of teachers' intervention practices in authentic classroom settings remains limited. This qualitative case study examined teachers' efforts in addressing reading difficulties among four second-grade students at SD Negeri Beka, employing observations, semi-structured interviews, and documentation analysis over two academic semesters. Data were analyzed using Miles and Huberman's framework, with triangulation ensuring trustworthiness. Three primary factors contributed to reading difficulties: phonological awareness deficits (letter recognition and decoding challenges), limited parental support and home literacy environments, and motivational challenges. Teachers implemented multiple interventions including picture word cards for multisensory instruction, daily supplementary reading sessions providing additional instructional time, and provision of developmentally appropriate materials with large print and illustrations. Longitudinal observations documented gradual improvements in students' decoding accuracy, reading fluency, and self-efficacy, though progress remained incomplete and varied across individual learners. While teachers demonstrated commitment and creativity, gaps existed between implemented practices and evidence-based intervention components, particularly regarding explicit systematic phonics instruction and progress monitoring. Findings underscore the need for professional development programs equipping Indonesian teachers with research-validated intervention strategies while building upon existing pedagogical strengths and contextual awareness.
Smart Apps Creator-Based Digital Media and Elementary Science Achievement: Evidence from Rural Schools Dengkidala, Fresya Angnelvin; Nurrahma, Nurrahma; Rizal, Rizal; Lapasere, Sisriawan; 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.v5i1.2769

Abstract

The integration of digital technology in elementary science education remains limited in rural Indonesian schools, where conventional lecture-based instruction predominates and student learning outcomes are suboptimal. This study investigated the effect of Smart Apps Creator-based digital media on fifth-grade students' science learning outcomes at Sintuwulemba State Elementary School, Poso Regency. A quasi-experimental one-group pretest-posttest design was employed with 25 fifth-grade students. Participants completed a validated 20-item multiple-choice achievement test before and after a four-week intervention involving interactive digital media incorporating visual animations, simulations, instructional videos, and formative assessments. Data were analyzed using descriptive statistics and paired-samples t-test. The intervention produced a significant improvement in learning outcomes, with mean scores increasing from 61.56 (SD = 2.45) to 83.04 (SD = 1.70), representing a 34.9% gain (t = 28.63, df = 24, p < 0.001, Cohen's d = 10.21). The intervention proved equally effective across all initial achievement levels, demonstrating no correlation between pretest scores and improvement magnitude. Smart Apps Creator-based digital media significantly enhances elementary science learning outcomes through multimodal content delivery and interactive engagement. These findings support technology integration in rural schools as an equity-enhancing pedagogical strategy, though randomized controlled trials with extended follow-up periods are needed to establish long-term effectiveness and generalizability.
Problem-Based Learning with Environmental Integration: An Action Research Study on Fifth-Grade Indonesian Language Achievement Hidayati, Miftahul; Rizal, Rizal; Aqil, Muhammad; Hariana, Kadek; Fasli, 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.v5i1.2789

Abstract

Student learning outcomes in Indonesian language subjects remain suboptimal in rural elementary schools, necessitating pedagogical innovations that leverage locally available resources. This study examined the effectiveness of implementing a Problem-Based Learning (PBL) model assisted by environmental resources in improving Indonesian language learning outcomes among fifth-grade students. This classroom action research employed the Kemmis and McTaggart spiral model across two cycles at SDN 3 Sirenja, involving nine fifth-grade students. Data were collected through structured observation protocols documenting teacher and student activities, field notes, and criterion-referenced achievement tests. Quantitative data were analyzed using descriptive statistics to determine individual absorption rates and classical learning mastery, while qualitative data underwent thematic analysis following Miles, Huberman, and Saldaña's framework. Classical learning completeness increased dramatically from 11.11% at baseline to 88.88% in Cycle II, exceeding the institutional standard of 80%. Classical absorption rates improved from 32.22% to 80%, while teacher activity increased from 80.64% to 87.17% and student activity rose from 71.42% to 87.90%, indicating transformed classroom dynamics. The findings demonstrate that environment-assisted PBL significantly enhances Indonesian language learning in rural contexts by transforming passive instruction into active, student-centered learning. This approach offers a sustainable pedagogical model for resource-constrained schools, leveraging local environmental resources rather than requiring expensive materials or technology infrastructure.
Development and Validation of Smart Apps: A Culturally Responsive Digital Learning Media Integrating Local Wisdom for Elementary Education Nevy, Ni Nyoman; Firmansyah, Arif; 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.v5i1.2800

Abstract

Education in the twenty-first century increasingly requires innovation that integrates technology with cultural values to create meaningful learning experiences. This study aimed to develop and evaluate Smart Apps, an interactive digital learning media integrating IPAS content with Central Sulawesi's local wisdom, specifically the traditional Lalove musical instrument, for fifth-grade students. Employing Research and Development (R&D) design guided by the ADDIE model, the study involved 28 fifth-grade students at SDN Inpres 1 Lolu, one classroom teacher, and two expert validators. Data were collected through validation sheets, practicality questionnaires, observations, and interviews, analyzed using descriptive statistics and thematic analysis. The developed media achieved exceptional validity, with material quality rated at 93.33% and media quality at 90.00%, both categorized as "very valid." Practicality assessments revealed strong endorsement from teachers (86.67%) and students (92.90%), confirming the media's user-friendliness and pedagogical effectiveness. The Lalove integration enhanced student engagement and cultural appreciation. An unexpected finding revealed gender-differentiated participation patterns in collaborative technology use, warranting future investigation. The findings validate that culturally responsive digital media can simultaneously achieve pedagogical rigor and learner appeal. This study contributes the TPACK+C framework, extending traditional TPACK to incorporate cultural knowledge as an essential dimension for technology integration in culturally diverse contexts, providing a replicable model for developing culturally grounded educational technology.
Principal Leadership and Educational Quality Management: A Case Study in Indonesian Elementary School Yanti, Ni Nyoman Anis Kristina; Rizal, Rizal; Pahriadi, Pahriadi; Aqil, Muhammad; Wilade, Surahman; 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.v5i1.2850

Abstract

Effective principal leadership is crucial for implementing educational quality management in elementary schools, yet empirical evidence from Indonesian contexts remains limited. This study examined how principal leadership practices contribute to successful quality management implementation at SDN 5 Tolai, Central Sulawesi. A qualitative descriptive case study was employed, involving nine participants comprising one principal and eight teachers. Data were collected through semi-structured interviews, document analysis, and structured questionnaires using a five-point Likert scale. Qualitative data were analyzed using Miles et al.'s interactive model, while quantitative data employed percentage descriptive analysis. The principal demonstrated highly effective leadership with 97.5% overall effectiveness rating across transformational influence, participatory decision-making, strategic teacher empowerment, quality culture development, and continuous improvement mechanisms. Five interconnected themes emerged: transformational and inspirational motivation through personal example, participatory governance balancing consultation with administrative efficiency, competency-based delegation enhancing teacher confidence, institutionalized integrity values fostering transparency, and monthly reflection sessions supporting systematic evaluation. Observation confirmed 93.75% quality management implementation, though facility optimization gaps revealed resource constraints beyond leadership control. Effective principal leadership significantly contributes to sustainable educational quality management through synergistic integration of transformational leadership behaviors and Total Quality Management principles, demonstrating that relational trust and systematic processes outweigh material resources in driving quality improvement.
Co-Authors A.R, Muslim Agnes Priswi Yudtika Amin Basri Andi Nur Isnayanti Andi Tanra Tellu Andriani Andriani Anthonius Palimbong Ardiana, Risma Nur Arif Firmansyah Arif Firmansyah Asriani Asriani, Asriani Atira Permata Delima Azizah Azizah Azizah Azizah Bau Ratu Delin Ariani, Ni Kadek Dengkidala, Fresya Angnelvin Dewi Tri Rahayu Dhevy Puswiartika Dyah Rahmawati Elmadita Elmadita Fahriadi Fahriadi Fasli, Muhammad Filiansi, Mutmoza Firmansyah B. Hi. Majo Guci, Ammar Abdullah Joni Hasan Hasan Herlina, Herlina Hidayati, Miftahul Hj. Musdalifah Nurdin Huber Yaspin Tandi, Elfika Arif Firmansyah Ian Trianti Jeisi Riska Merdekawati Mentu Juraid Abdul Latief Kadek Hariana Khairunnisa Khairunnisa Lamanasa, Farsya Gabriella Lestari, Nova Hermina Mayuni, Anidya Citra Melyani Sari Sitepu Midian Midian Miki Risnawati Misnah Misnah Moh Ansar Hasan Monipo, Yulan Muhammad Aqil Munarti Sinanang Muslim AR., Muslim AR. Muzdalifa, Riza Nashrullah . Nevy, Ni Nyoman Ni Luh Sri Rahayu Nur Fadhilatu Rahmah, Nur Fadhilatu Nur Hasifa Nur Rahmah Nur ‘Azah NurAfni NurAfni Nuraini Nuraini okta okta Pahriadi Paidi, Zulhilmi Patewa, Anna Thasya Pratama, Ryan Andhika Putri Maharani Dwi Rarasati Putriwanti Putriwanti Rahmawati, Dyah Rahul Aditya Rajes, Sagma Ramadhani, Nur Rahmi Rezki rezky Pratama Astiana Rifalda, Rifalda Rosola, Rosola Ruana, Rahmat Maghfirah Ryan Andika Pratama Safira Ibrahim Sahrul Saehana Sani, Nurul Kami Sarjan N. Husain Sinta Satria Dewi Pendit Sisriawan Lapasere Sri Wahyuni Sucitra Dewi Surahman Wilade syamsidar syamsidar Widayati Pujiastuti Wildani, Wildani Wildani Yanti, Ni Nyoman Anis Kristina Yulianti, Febi Yun Ratna Lagandesa Yusdin Gagaramusu Zulnuraini