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Rizal, Rizal
Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Indonesia
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Culturally-Embedded Gamification: Integrating Behoa Valley Local Wisdom to Enhance Elementary Science Learning Outcomes Marlene Juita Kadoi; Rizal Rizal; Surahman Wilade; Pahriadi Pahriadi; Sisriawan Lapasere
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.v5i1.2968

Abstract

Elementary science education often remains teacher-centered and disconnected from students' cultural contexts, resulting in low learning outcomes. This study aimed to improve fifth-grade students' learning outcomes in Natural and Social Sciences through a gamification model based on the local wisdom of Behoa Valley at Rompo Elementary School. Employing classroom action research following Kemmis and McTaggart's spiral model, the study involved 12 fifth-grade students across two cycles during October-November 2025. Data were collected through achievement tests, structured observations, and documentation, then analyzed using quantitative and qualitative approaches. The intervention integrated game elements (points, challenges, rewards) via Wordwall platform with place-based learning resources, specifically the Behoa Valley's megalithic sites, to teach earth science concepts. Student learning outcomes improved progressively from pre-test (average: 54.28, completion: 41.67%) through Cycle I (average: 73.33, completion: 66.67%) to Cycle II (average: 80.41, completion: 83.33%). Student and teacher activities achieved "very good" criteria, with engagement scores reaching 94.64% and 90% respectively in Cycle II. The culturally-embedded gamification model significantly improved student learning outcomes by creating meaningful connections between scientific concepts and familiar cultural landscapes. This approach demonstrates that integrating local wisdom with interactive pedagogy enhances both cognitive achievement and cultural identity, offering valuable implications for culturally-responsive STEM education in heritage-rich contexts.
Implementing Strategic Management for Learning Quality: How Rural School Principals Navigate Resource Constraints Nurhalizah Nurhalizah; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Dyah Aini Purbarani; Sisriawan Lapasere
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.v5i1.2984

Abstract

Primary education plays a critical role in shaping future human resources, making the quality of learning processes essential. This study examined the strategic management practices of the principal at SDN 2 Bora, a rural primary school in Indonesia, in achieving national learning process standards. The research addressed challenges commonly faced by rural schools, including limited facilities, varied teacher competencies, and fluctuating student motivation. A qualitative case study design was employed, involving 16 teachers, 150 students, 30 parents, and educational staff as participants. Data were collected through questionnaires, systematic observations, in-depth interviews, and document analysis. The Miles and Huberman interactive model was used for data analysis, supplemented by triangulation techniques to ensure trustworthiness. Findings revealed that the principal demonstrated effective strategic management across three key components. Strategic planning was conducted collaboratively and systematically (teacher rating: 95.0%, student: 87.6%, parent: 94.6%). Implementation was supported through active instructional leadership and supportive supervision (teacher: 92.5%, student: 88.5%, parent: 86.8%). Evaluation was performed regularly to guide continuous improvement (teacher: 90.9%, student: 89.3%, parent: 87.1%). Overall stakeholder satisfaction averaged 90.2%, categorized as "Very Good." The study concludes that strategic management significantly improved teacher performance, student engagement, and parental involvement, demonstrating that effective leadership can overcome resource constraints in achieving educational quality standards in rural primary schools.
Implementation of Process-Standard Management in Science and Social Studies Learning: A Case Study of Grade V Elementary School Nur Aviza; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Muhammad Nazimuddin Al Kamil; Sisriawan Lapasere
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.v5i1.3053

Abstract

Process-standard management plays a crucial role in ensuring quality education, yet its implementation in integrated science and social studies (IPAS) learning under Indonesia's Merdeka Curriculum remains understudied, particularly in resource-limited elementary schools. This qualitative descriptive case study examined process-standard implementation in Grade V IPAS learning at SD Inpres Perumnas Palu through a 31-item student questionnaire (N=31), semi-structured interviews with the teacher and principal, and documentation analysis. The overall implementation achieved a mean score of 3.66/4.00 (95.6%), indicating good to very good quality. Assessment and follow-up demonstrated the strongest performance (M=3.75), while planning and implementation scored 3.65 and 3.60 respectively. Strengths included clear instructional objectives, positive classroom climate, varied teaching methods, systematic formative and summative assessment, and strong school leadership support. However, gaps emerged in student involvement in planning (M=3.13), collaborative learning opportunities (M=3.00), and critical thinking stimulation (M=3.10). An unexpected finding revealed students distinguished between structured group discussions and authentic peer collaboration. Findings confirm that while teachers successfully implement visible pedagogical practices, deeper competencies in curriculum-based planning, sustained inquiry facilitation, and comprehensive diagnostic-formative assessment require strengthened professional development and institutional support.
Strategic Management of School Principals in Implementing Deep Learning: A Case Study of Indonesian Elementary Education Kadek Marsela Yustini Resintia; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Muhammad Nazimuddin Al Kamil; Sisriawan Lapasere
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.v5i1.3055

Abstract

Deep learning implementation requires strong strategic leadership, yet limited empirical evidence exists on how principals manage this process in resource-constrained primary schools. This qualitative case study examined strategic management practices of the principal at SD Inpres Perumnas Palu in implementing deep learning. Data were collected through semi-structured interviews with the principal and two teachers, a 25-item Likert-scale questionnaire administered to 31 students, and document analysis. Data analysis followed Miles, Huberman, and Saldaña's interactive model involving data reduction, display, and conclusion drawing. Findings revealed systematic strategic management across three phases: planning through vision-mission alignment and cascade training models (mean effectiveness: 94.8%), implementation via pedagogical guidance and resource mobilization including ATM curriculum adaptation and multi-format supervision, and evaluation through weekly collaborative meetings and systematic monitoring using 15-indicator instruments. Student perceptions indicated predominantly positive deep learning experiences (overall mean = 3.61), with highest scores in mindful learning (mean = 3.76) and joyful learning (mean = 3.71) dimensions. Challenges included ICT competency variations, time constraints, and infrastructure limitations. Strategic management effectively enabled deep learning implementation despite resource constraints, with principal leadership creating conditions supporting pedagogical innovation. The study demonstrates how transformational leadership translates into concrete strategic processes, contributing frameworks for implementing curriculum reform in developing educational contexts.
Implementing the Make a Match Model to Improve Third-Grade Students' Speaking Skills: An Action Research Study Septiana Nur; Muhammad Aqil; Surahman Wilade; Rizal Rizal; Sisriawan Lapasere
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.v5i1.3083

Abstract

Speaking skills remain inadequately developed in Indonesian elementary education, with students exhibiting passive participation, low confidence, and limited verbal interaction opportunities. This study investigated the effectiveness of the Make a Match cooperative learning model in enhancing third-grade students' speaking competencies through systematic classroom intervention. Employing classroom action research methodology across two iterative cycles at SD Inpres 3 Tondo, this study involved 28 third-grade students and one teacher during the 2025 academic year. Data were collected through structured observations, learning outcome assessments, interviews, and documentation, with analysis integrating quantitative descriptive statistics and qualitative thematic interpretation to evaluate teacher pedagogical quality, student engagement patterns, and speaking achievement outcomes. Substantial improvements were documented across all measured dimensions. Teacher pedagogical quality increased from 61.11% in Cycle I to 94.44% in Cycle II, while student engagement rose from 44.44% to 94.44%. Most significantly, academic achievement rates improved dramatically from 41.67% to 83.33% of students meeting the minimum completion criterion, representing a 41.66 percentage point gain. Findings validate that Make a Match cooperative learning, when implemented with skilled facilitation including enhanced supervision, motivational strategies, and explicit procedural guidance, effectively transforms passive learners into confident communicators. This research contributes empirical evidence demonstrating that speaking skill development requires integrated attention to pedagogical structures, teacher quality, and student psychological support within cooperative learning frameworks.
Assessing Creativity in Early Primary Education: Insights from the Merdeka Curriculum in Indonesian Language Learning Tia Athifah; Rizal Rizal; Muhammad Aqil; Pahriadi Pahriadi; Putriwanti Putriwanti; Surahman Wilade
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.v5i1.3107

Abstract

This study examined the effect of the Merdeka Curriculum on creativity development among second-grade students in Indonesian language learning at SD Negeri 02 Dolo. Despite growing emphasis on 21st-century competencies, traditional teacher-centered instruction continues to dominate Indonesian primary classrooms, potentially constraining creativity development. A quasi-experimental one-group pretest-posttest design was employed, complemented by classroom observations, questionnaires, and interviews with 30 second-grade students and their teacher. Data were analyzed using paired-samples t-tests, descriptive statistics, and thematic analysis. Results revealed a paradoxical pattern: while standardized creativity test scores showed minimal change (p = 0.012, d = 0.15), substantial improvements emerged in creative behaviors, autonomous learning, and student engagement. Classroom observation ratings progressed from 80% to 100%, and qualitative data documented increased idea generation, willingness to experiment, and confidence in creative expression. These findings suggest that student-centered, project-based curricula foster meaningful creativity development in young learners, manifesting primarily through behavioral processes rather than immediate test performance gains. The study contributes to early primary education scholarship by revealing limitations of traditional written assessments for capturing children's creativity and supporting the need for multimodal, process-oriented evaluation approaches. Results carry implications for curriculum implementation, teacher professional development, and creativity assessment practices in early primary contexts.
Building Student Discipline Through Classroom Management Strategies: A Qualitative Study in Indonesian Elementary Schools Renita Renita; Yusdin Bin M Gagaramusu; Kadek Hariana; Rizal Rizal; Danti Indriastuti Purnamasari; Surahman Wilade
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.v5i1.3223

Abstract

The decline in student discipline in elementary schools, exacerbated by globalization and technological advancement, necessitates effective classroom management strategies that foster intrinsic behavioral regulation rather than external compliance. This study examined classroom management strategies employed by fourth-grade teachers at SDN Bambalemo to cultivate student discipline and identified factors influencing their implementation. A qualitative descriptive design was employed, with data collected through systematic observations, in-depth interviews with four teachers (coded A1-A4), and documentation analysis. Data were analyzed using Miles and Huberman's interactive model, incorporating triangulation to ensure validity. Three primary strategies emerged: creating positive learning climates through warm teacher-student relationships and consistent modeling; organizing adaptive learning spaces that promote cooperation and ownership; and managing interactive teaching-learning processes through two-way communication and constructive feedback. Internal factors—including teacher personality, professional awareness, motivation, and growth mindset—and external factors—encompassing family support, school regulations, and community environments—significantly influenced strategy effectiveness. An unexpected finding revealed students spontaneously maintained classroom tidiness, indicating internalized responsibility. Student discipline develops through ecological processes involving habituation, role modeling, and multi-stakeholder collaboration rather than authoritarian control. The findings challenge punitive approaches while supporting relationship-based pedagogies that foster self-regulation, providing empirical foundations for character-based classroom management in elementary education.
Teacher Competence in Implementing Prezi-Assisted PowerPoint Media: A Case Study in Rural Elementary Education Fia Regina Lestari; Rizal Rizal; Asriani Asriani; Herlina Herlina; Muhammad Nazimuddin AL Kamil; Surahman Wilade
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.v5i1.3236

Abstract

This study examined teachers' abilities to implement Prezi-assisted PowerPoint media in elementary classroom instruction within a rural school context. Despite technological availability, effective integration of interactive multimedia remains challenging, particularly in resource-limited settings where infrastructural and capacity constraints impede implementation. A qualitative descriptive case study was conducted at SD Inpres 1 Kaluku Tinggu, Central Sulawesi, Indonesia, involving a Grade V teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, then analyzed using Miles and Huberman's framework involving data reduction, display, and verification. Findings revealed that the teacher demonstrated strong competence in instructional planning, classroom implementation, and formative assessment. Prezi-assisted PowerPoint significantly enhanced student engagement, with documented increases in student-initiated questions (47 versus 12 in conventional lessons) and participation rates. The teacher exhibited self-directed professional development, pedagogical reasoning, and adaptive strategies to overcome infrastructural challenges including limited internet connectivity and time constraints. The study confirms that effective technology integration depends primarily on teacher readiness and pedagogical skills rather than solely on infrastructural availability. Theoretically, findings extend multimedia learning and constructivist theories to authentic elementary contexts with resource constraints. Practically, results underscore the necessity for continuous professional development emphasizing pedagogical technology integration and institutional support systems addressing both technical and attitudinal barriers to sustainable innovation.
The Effect of Experiential Learning on Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Adelia Rizki Ananda; Zulnuraini Zulnuraini; Khairunnisa Khairunnisa; Rizal Rizal; Putriwanti Putriwanti; Surahman Wilade
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.v5i1.3237

Abstract

This study examined the effect of the Experiential Learning model on students' learning outcomes in Integrated Science and Social Studies (IPAS) for fourth-grade students at Madrasah Ibtidaiyah Negeri Donggala. The research was motivated by low student engagement and achievement resulting from predominantly teacher-centered instructional practices. A quantitative quasi-experimental design with a nonequivalent control group was employed, involving 48 fourth-grade students divided into experimental and control groups. The experimental group received instruction using the Experiential Learning model emphasizing concrete experience, reflection, conceptualization, and application, while the control group received conventional lecture-based instruction. Data were collected using a validated and reliable 20-item multiple-choice test administered as pretest and posttest. Analysis included descriptive statistics, normality and homogeneity tests, independent samples t-test, and normalized gain (N-gain) calculations. Results revealed a statistically significant difference in posttest scores between groups (t = 9.941, p < 0.001). The experimental group demonstrated substantial improvement with a high mean N-gain score of 0.73, while the control group showed low learning gain (N-gain = 0.21). These findings indicate that Experiential Learning is significantly more effective than conventional teaching methods in improving students' IPAS learning outcomes, supporting its implementation as an instructional approach to enhance student engagement and academic achievement in elementary education.
Creativity Characteristics in Indonesian Elementary Students' Drawings: A Cross-Cultural Validation of Lowenfeld's Theory Agus Tri Sudanayasa; Yun Ratna Lagandesa; Kadek Hariana; Rizal Rizal; Kasmawati Kasmawati
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.v5i1.3246

Abstract

This study investigates creativity characteristics in elementary school students' drawings through the framework of Viktor Lowenfeld's artistic development theory. Despite extensive research in Western contexts, limited empirical evidence exists regarding children's artistic development in Indonesian elementary schools, particularly concerning how visual elements reflect developmental stages. A qualitative descriptive approach was employed to analyze ten drawings produced by second-grade students at SDN 1 Petobo, Central Sulawesi, Indonesia, during the 2025/2026 academic year. Data were collected through systematic observation of student artwork, semi-structured interviews with teachers and students, and photographic documentation, then analyzed using Miles and Huberman's continuous comparative method focusing on line quality, form characteristics, spatial organization, and color application. Findings reveal that students consistently exhibited schematic stage characteristics including stable visual schemas, baseline spatial organization, geometric form simplification, and representational color usage. Unexpectedly, several students demonstrated nascent depth representation techniques typically associated with later developmental stages, suggesting that contemporary educational environments may accelerate certain artistic competencies. Individual variations in compositional complexity and narrative elaboration were observed within the overall schematic consistency. This research validates Lowenfeld's framework cross-culturally while demonstrating that Indonesian elementary students' artistic development aligns with established developmental patterns, contributing empirical evidence to the literature on children's creativity in non-Western educational contexts and supporting developmentally appropriate art pedagogy.
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