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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 Edu Cendikia: Jurnal Ilmiah Kependidikan 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 Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 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

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Pengaruh Model Problem Based Learning (PBL) dengan berbantuan Media Wordwall terhadap Hasil Belajar Siswa pada Mata Pelajaran Bahasa Indonesia Nurhalisa Nurhalisa; Rizal Rizal; Muhammad Aqil; Yun Ratna Lagandesa; Muhammad Fasli
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.v8i1.867

Abstract

This study investigates the impact of the Problem-Based Learning (PBL) model supported by Wordwall media on the learning outcomes of fourth-grade students in Indonesian language subjects at SD Negeri Lasoani. The research employed a pre-experimental design with a one-group pretest-posttest approach. The study sample consisted of 18 students. Data collection methods included interviews, tests, and documentation. The analysis involved prerequisite tests, such as the normality test, and hypothesis testing using the Paired Sample T-test with IBM SPSS Statistics version 23. The findings indicated that the Problem-Based Learning (PBL) model, supported by Wordwall media, significantly influenced student learning outcomes. This was confirmed through hypothesis testing with a significant value of 0.000, which is less than 0.05, thus leading to the acceptance of Ha and rejection of Ho. This result demonstrates that the PBL model with Wordwall media positively impacts student learning. Therefore, it can be concluded that the PBL model with Wordwall media is effective in enhancing the learning outcomes of fourth-grade students in Indonesian language subjects at SD Negeri Lasoani. This study underscores the effectiveness of combining PBL with interactive media like Wordwall to boost student engagement and improve critical thinking and problem-solving abilities. It also highlights the role of technology in education, making learning more engaging and accessible. Future studies could examine the use of other media in PBL and its effect on learning outcomes in diverse educational settings.
Teacher Instructional Strategies to Enhance Student Learning Interest in Primary Science and Social Learning Tri Astuti Tungga Dewi; Nashrullah Nashrullah; Surahman Wilade; Rizal Rizal; Ryan Andhika Pratama
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.v5i2.3648

Abstract

Student learning interest plays a crucial role in determining engagement and achievement in primary education, particularly in integrated subjects such as Science and Social Learning. However, classroom practices that rely on monotonous instructional approaches may reduce students’ motivation and active participation. This study aims to explore teacher instructional strategies used to enhance student learning interest in a Grade IV primary classroom. A qualitative descriptive design was employed to capture in-depth insights into classroom practices. Data were collected through classroom observations, semi-structured interviews with the classroom teacher, and documentation of learning activities. The findings reveal several key strategies that contributed to increased student interest: variation in instructional methods (experiments, discussions, and questioning), integration of digital media such as Smart TV–based learning applications, experiential and game-based activities, contextualization of learning materials to students’ daily lives, and the use of positive reinforcement through praise and small rewards. In addition, continuous teacher reflection and adaptation of instructional approaches were identified as essential in sustaining student engagement. Despite these efforts, challenges such as student absenteeism due to health issues occasionally disrupted learning continuity, requiring collaboration between teachers and parents. Overall, the study highlights the importance of diverse, student-centered instructional strategies in fostering learning interest in primary Science and Social Learning contexts. These findings provide practical insights for teachers seeking to create more engaging and meaningful learning environments in primary classrooms.
Differentiated Learning in the Independent Curriculum: A Qualitative Analysis of Implementation Patterns and Challenges in Indonesian Elementary Education Nurwahida Nurwahida; Yun Ratna Lagandesa; Sisriawan Lapasere; Rizal Rizal; Rangga Putera Boroallo
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.v5i2.3656

Abstract

Differentiated learning is a central instructional approach promoted by Indonesia's Independent Curriculum (Kurikulum Merdeka) to address the diverse learning needs, readiness levels, and profiles of elementary school students. Despite its theoretical importance, the extent to which differentiated learning is implemented in practice remains poorly understood in specific school contexts. This study employed a descriptive qualitative design to examine the implementation of differentiated learning in grade IV at SD Inpres 3 Talise, Palu City, during the 2025/2026 academic year. Data were collected through classroom observations, semi-structured interviews, student questionnaires, and document analysis, and were analyzed using Miles and Huberman's interactive model. Findings reveal that process differentiation was the most consistently applied form, while content and product differentiation were largely absent and inconsistent. The composite student questionnaire score of 33.38% indicated a low level of perceived implementation. An unexpected finding showed that teachers spontaneously created inclusive and psychologically safe learning environments, suggesting an emergent environmental differentiation disposition. These findings reflect a theory–practice gap consistent with international literature and underscore the need for structured, practice-oriented professional development targeting content design and diversified assessment products to advance comprehensive differentiated learning under the Independent Curriculum.
Improving Science Learning for Grade IV Using Virtual Reality Media on Student Learning Outcomes at SD Inpres 1 Tanamodindi Nur Aini; Juraid Abdul Latief; Rizal Rizal; 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.v5i2.3657

Abstract

Reading literacy is a foundational competency that underpins academic achievement and broader social participation, yet Indonesian elementary students continue to perform below international benchmarks, with low reading interest compounding deficits in learning comprehension. This qualitative descriptive study examined the implementation of a reading literacy programme and its associations with learning interest and comprehension among 28 fifth-grade students at SD Negeri 8 Palu during the 2024/2025 academic year. Data were collected through structured observation, semi-structured interviews, validated questionnaires, and documentation, and analysed using Miles and Huberman's interactive model. Results indicated that the programme was implemented consistently through daily fifteen-minute pre-class reading routines, classroom reading corner utilisation, and teacher-facilitated retelling activities. Students demonstrated high learning interest (M = 30.2/32; 94.4%) and high learning comprehension (M = 28.5/32; 89.1%) across all measured indicators. Notably, an affective–cognitive gap was observed: learning interest scores outpaced comprehension scores, with main idea identification emerging as the weakest comprehension sub-skill. These findings suggest that habituation-based literacy programmes effectively build motivational engagement but require integration of explicit comprehension strategy instruction to generate proportional cognitive gains. The study contributes contextual evidence from Central Sulawesi and advances a theoretically significant argument for coupling reading routines with targeted strategy scaffolding in Indonesian elementary literacy education.
Integrating Local Culture Into 3D Learning Media: Development of A Mora’a-Based Pop-Up Book For Elementary Science and Social Studies Andini Aulia Salsabila; Muhammad Aqil; Surahman Wilade; Rizal Rizal; Ryan Andhika Pratama
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.v5i2.3660

Abstract

The integration of local culture into learning media is increasingly recognized as a strategy to make elementary education more meaningful and contextually relevant. However, many instructional materials used in Science and Social Studies (IPAS) learning remain abstract and minimally connected to students’ cultural environments. This study aimed to develop a Mora’a-based pop-up book as a three-dimensional (3D) learning medium and to examine its validity, practicality, and potential contribution to improving elementary students’ IPAS learning outcomes. The study employed a research and development design using the ADDIE model, limited to the stages of analysis, design, development, and implementation. The product was validated by media and content experts, followed by limited and field trials involving fourth-grade students. Data were collected through validation sheets, response questionnaires, observations, and pretest–posttest assessments. The expert validation results indicated that the pop-up book met the criteria of high validity in terms of content, visual design, and usability. Student and teacher responses showed that the media was practical and engaging for classroom use. Learning outcome data demonstrated an improvement in students’ posttest scores compared to pretest results after using the Mora’a-based pop-up book. These findings suggest that integrating local cultural values into interactive 3D learning media can support more meaningful IPAS learning while simultaneously fostering students’ appreciation of their cultural heritage. The study contributes to the development of culturally responsive and visually engaging instructional media for primary education.
Pengaruh Manajemen Pendidikan Inklusif terhadap Layanan Anak Berkebutuhan Khusus di SD Zion Palu: The Influence of Inclusive Education Management on Services for Children with Special Needs at Zion Elementary School, Palu Censia Madelin Krisanti Muharam; Yusdin Bin. M. Gagaramusu; Dyah Rahmawati; Rizal Rizal; Nurlinda Nurlinda
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8187

Abstract

This study aims to determine the effect of inclusive education management on services for children with special needs (ABK) at Zion Elementary School, Palu. The study used a quantitative, comparative, causal (ex post facto) design, which focuses on cause-and-effect relationships based on conditions that have occurred without experimental treatment. The study population was the principal and all 17 class teachers at Zion Elementary School, Palu, who were also sampled through a saturated sampling technique. Data collection techniques included a questionnaire as the main instrument, along with observation, interviews, and documentation to strengthen the research results. Data analysis was carried out using descriptive analysis to describe the conditions of the research variables and inferential analysis using simple linear regression in SPSS to test the hypothesis. The results showed that the significance value was 0.021 < 0.05, indicating that H1 was accepted and H0 was rejected. This means that inclusive education management significantly influences services for children with special needs at Zion Elementary School in Palu. This finding indicates that the quality of ABK services is greatly influenced by the effectiveness of inclusive education management, especially in planning, implementation, and evaluation of learning. Thus, the better the implementation of inclusive education management, the more effective the services provided to children with special needs, both academically and socially. The results of this study are expected to serve as a basis for improving the quality of inclusive education services in elementary schools.
Hubungan Manajemen Pendidikan Inklusif terhadap Pembelajaran Anak Berkebutuhan Khusus (ABK) di SD Zion Palu: The Relationship between Inclusive Education Management and Learning for Children with Special Needs (ABK) at Zion Elementary School, Palu Diana Gloria Estevania Palindu; Yusdin Bin. M. Gagaramusu; Dyah Rahmawati; Rizal Rizal; Nurlinda Nurlinda
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8190

Abstract

This study aims to determine the relationship between inclusive education management and the learning of children with special needs (ABK) at Zion Elementary School, Palu. This study uses a quantitative, correlational research design to test the relationship between inclusive education management variables (independent variables) and ABK learning (dependent variable). The population in this study comprised all teachers at Zion Elementary School in Palu, with a sample of 17 selected using a saturated sampling technique. Data collection was conducted using a questionnaire that had been tested for validity and reliability, making it suitable as a research instrument. Data analysis was carried out using descriptive and inferential statistics, including the Pearson Product-Moment correlation test, assisted by SPSS version 27. Before testing the hypothesis, a prerequisite normality test was conducted using the Shapiro-Wilk test. The results showed a correlation coefficient (r) of 0.407, indicating a moderate relationship. However, the significance test yielded a p-value of 0.105, which exceeds the significance level of 0.05, indicating that the relationship between the two variables was not statistically significant. These findings indicate that inclusive education management is related to the learning of children with special needs, but it is not a dominant factor directly influencing their learning. Therefore, improving the quality of learning for children with special needs requires support from other factors, such as teacher competence, the availability of infrastructure, and collaboration among relevant parties.
Co-Authors A.R, Muslim Adelia Rizki Ananda Agnes Priswi Yudtika Amin Basri Ammar Abdullah Joni Guci Andi Tanra Tellu Andini Aulia Salsabila Andriani Andriani Anthonius Palimbong Ardiana, Risma Nur Arif Firmansyah Arif Firmansyah Asriani Asriani, Asriani Asriani, Asriani Atira Permata Delima Azizah Azizah Azizah Azizah Bau Ratu Censia Madelin Krisanti Muharam Danti Indriastuti Purnamasari Dewi Tri Rahayu Dhea Febrianti Dhevy Puswiartika Diana Gloria Estevania Palindu Dyah Aini Purbarani Dyah Rahmawati Dyah Rahmawati Elmadita Elmadita Fahriadi Fahriadi Faradilla Nur Itsnaini Febi Yulianti Fia Regina Lestari Filiansi, Mutmoza Firmansyah B. Hi. Majo Fresya Angnelvin Dengkidala Guci, Ammar Abdullah Joni Hasan Hasan Herlina, Herlina Hj. Musdalifah Nurdin Huber Yaspin Tandi, Elfika Arif Firmansyah Ian Trianti Ilmi Firrizkiyah Jeisi Riska Merdekawati Mentu Juraid Abdul Latief Kadek Hariana Kadek Marsela Yustini Resintia Kasmawati Kasmawati Khairunnisa Khairunnisa Khairunnisa Khairunnisa Lamanasa, Farsya Gabriella Lestari, Nova Hermina Mahmud Gamar, Mahfud Mahmud Gamar Marlene Juita Kadoi Melyani Sari Sitepu Midian Midian Miftahul Hidayati Miki Risnawati Misnah Misnah Moh Ansar Hasan Monipo, Yulan Muhammad Aqil Muhammad Fasli Muhammad Nazimuddin Al Kamil Munarti Sinanang Muslim AR., Muslim AR. Muzdalifa, Riza Nashrullah . Nengsih Julianti Ni Kadek Delin Ariani Ni Luh Anggun Raya Damayanti Ni Luh Sri Rahayu Ni Nyoman Anis Kristina Yanti Ni Nyoman Nevy Nur Aini Nur Aviza Nur Fadhilatu Rahmah, Nur Fadhilatu Nur Hasifa Nur Rahmah Nur Rahmi Rezki Ramadhani NurAfni NurAfni Nuraini Nuraini Nurhalisa Nurhalisa Nurhalizah Nurhalizah Nurlinda Nurlinda Nurlita Aristya Suci Nurrahma Nurrahma Nurwahida Nurwahida okta okta Oktaviani Karolina Topuha Pahriadi Paidi, Zulhilmi Patewa, Anna Thasya Pratama, Ryan Andhika Putri Maharani Dwi Rarasati Putriwanti Putriwanti Rahmawati, Dyah Rahul Aditya Rajes, Sagma Rangga Putera Boroallo Renita Renita rezky Pratama Astiana Rifalda, Rifalda Rini Ramadan Roberto Rolly Bulalong Rosola, Rosola Ryan Andhika Pratama Ryan Andika Pratama Safira Ibrahim Sahrul Saehana Sani, Nurul Kami Sarjan N. Husain Septiana Nur Sinta Satria Dewi Pendit Sisriawan Lapasere Sisriawan Lapasere Sri Wahyuni Sucitra Dewi Surahman Wilade syamsidar syamsidar Tia Athifah Tri Astuti Tungga Dewi Widayati Pujiastuti Wildani, Wildani Wildani Wiwin Wiwin Yun Ratna Lagandesa Yusdin Bin M Gagaramusu Yusdin Bin. M. Gagaramusu Yusdin Gagaramusu Zulnuraini