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All Journal Jurnal Dikdas Publikasi Pendidikan EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial Ranah: Jurnal Kajian Bahasa Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Basicedu COLLASE (Creative of Learning Students Elementary Education) Al-Mutsla: Jurnal Ilmu-Ilmu Keislaman dan Kemasyarakatan Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Educational Sciences Jurnal Basicedu Journal of Innovation and Research in Primary Education JS (Jurnal Sekolah) Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal DIKDAS
Muhammad Aqil
Universitas Tadulako
Religion Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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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.
Innovative Leadership and Educational Quality Management: A Qualitative Study of Principal Practices in a Indonesian Primary School Delin Ariani, Ni Kadek; 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.v5i1.2851

Abstract

Educational quality management in primary schools requires innovative leadership capable of navigating resource constraints while fostering continuous improvement. However, limited empirical evidence exists on how innovative leadership operationalizes quality management in rural Indonesian contexts. This study examined the innovative leadership strategies of the school principal in implementing educational quality management at SD Inpres Makapa A, Banggai Regency, Central Sulawesi. A qualitative descriptive design was employed, involving the principal and nine teachers as participants. Data were collected through semi-structured interviews, document analysis, and Likert-scale questionnaires, then analyzed using an interactive model comprising data reduction, display, and conclusion drawing with triangulation to ensure trustworthiness. Findings revealed exceptionally high perception scores (95.6%) for innovative leadership across all indicators. The principal demonstrated transformational-innovative leadership through participatory decision-making, transparent communication, continuous professional development, technology integration, and moral-ethical guidance. Three interconnected mechanisms emerged: collaborative culture-building, adaptive practices, and psychological empowerment. Documentary evidence confirmed institutionalized quality management practices, though resource constraints moderated sustainability. Innovative leadership significantly enhances educational quality management effectiveness by leveraging social capital and intrinsic motivation rather than material resources alone. The study provides a replicable model for rural primary schools and emphasizes prioritizing leadership capacity-building alongside infrastructural investments for sustainable quality improvement.
The Effectiveness of the Word Square Learning Model on Reading Ability: A Quasi-Experimental Study of Fourth-Grade Students in Indonesian Language Instruction Shaltina, Ayu Amalia; Herlina, Herlina; Lapasere, Sisriawan; Aqil, Muhammad; Putriwanti, Putriwanti; Surahman, 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.v5i1.2858

Abstract

Reading ability constitutes a fundamental skill essential for academic success, yet many elementary students experience persistent difficulties in developing adequate reading competencies. The Word Square model, a game-based puzzle intervention, offers a promising approach to enhance reading instruction through active word recognition and contextual learning. This study investigated the effectiveness of the Word Square learning model on reading ability among fourth-grade elementary students in Indonesian language instruction. A quasi-experimental design with nonequivalent control groups was employed, involving 44 students divided into experimental (n=22) and control (n=22) groups. The experimental group received Word Square instruction while the control group participated in conventional teaching. Reading ability was assessed through pretest and posttest measurements. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene's homogeneity test, independent samples t-test, and normalized gain (N-gain) analysis. The experimental group achieved significantly higher posttest scores (M=89.64) compared to the control group (M=70.86), with t=13.636, p<0.001. The N-gain coefficient of 0.7325 indicated high effectiveness, demonstrating substantial improvement relative to students' growth potential. The Word Square learning model significantly enhances reading ability among fourth-grade students, providing robust empirical support for game-based, student-centered pedagogical approaches in elementary literacy instruction. These findings offer practical implications for educators seeking evidence-based strategies to improve reading outcomes.
Collaborative Leadership Practices and Their Impact on Educational Quality Management Yulianti, Febi; 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.v5i1.2868

Abstract

Collaborative leadership has emerged as a critical approach for enhancing educational quality management, yet its implementation in resource-constrained rural schools remains underexplored. This qualitative descriptive study examined collaborative principal leadership and its role in implementing educational quality management at SD Inpres 3 Tolai, Central Sulawesi, Indonesia. Data were collected through semi-structured interviews with the principal and nine teachers, document analysis, and structured questionnaires, then analyzed using thematic analysis and descriptive statistics. Findings revealed that collaborative leadership achieved 90.2% effectiveness, characterized by participatory decision-making, professional empowerment, trust-building, and institutionalization of Professional Learning Communities. Six major themes emerged: participatory decision-making, empowerment and professional development, trust-building and democratic climate, Professional Learning Communities, adaptive leadership in the digital era, and implementation challenges including time constraints and resource limitations. Teachers unanimously perceived the principal's leadership as highly collaborative, with 59.4% strongly agreeing and 40.6% agreeing across all measured dimensions. The study demonstrates that collaborative leadership can function effectively in resource-constrained contexts by leveraging relational capital—trust, communication, and shared commitment—to compensate for material limitations. Findings support Collaborative Leadership Theory and Total Quality Management principles, illustrating how distributed decision-making fosters continuous improvement and democratic organizational culture. The research contributes evidence-based insights for strengthening educational leadership capacity in rural Indonesian elementary schools.
Improving Sixth-Grade Students' Speaking Competence through the Storytelling Method in Indonesian Language Learning Ibrahim, Musdalifah; Aqil, Muhammad; Wilade, Surahman; Lagandesa, Yun Ratna; Fasli, Muhammad
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.v5i1.2903

Abstract

This classroom action research investigated the effectiveness of the storytelling method in enhancing sixth-grade students' speaking skills in Bahasa Indonesia instruction at SDN 2 Inpres Matanga, Central Sulawesi, Indonesia. The study addressed persistent challenges of limited oral expression, speaking anxiety, and teacher-centered instruction that restrict students' communicative competence development. Employing Kemmis and McTaggart's action research model, the intervention was implemented across two cycles with 20 students (8 boys, 12 girls) during September 2025. Data were collected through structured observations, speaking performance assessments, questionnaires, and documentation, analyzed using descriptive statistics and qualitative methods. Results demonstrated substantial improvements across all speaking dimensions: pronunciation increased from 60.71% to 85.71%, language use from 67.86% to 96.43%, intonation from 57.14% to 85.71%, and creativity with confidence from 62.50% to 92.86%. Overall performance advanced from 62.05% (Fair) to 90.18% (Excellent), with universal mastery achievement (100% of students) and active participation rising from 63% to 92.85%. Teacher performance improved from 90% to 100%. These findings validate storytelling as an effective pedagogical strategy grounded in constructivist, sociocultural, and communicative language teaching frameworks. The method successfully transformed passive learners into confident speakers by providing authentic communicative contexts, reducing speaking anxiety, and fostering collaborative classroom culture. This study contributes empirical evidence supporting narrative-based instruction in elementary language education and offers practical strategies for developing students' oral communication competence.
The Effect of Audio-Visual Media on Learning Outcomes in Arts, Culture, and Crafts Education: A Quasi-Experimental Study in Indonesian Elementary Schools Selfia, Sela; Lagandesa, Yun Ratna; Aqil, Muhammad; Zulnuraini, Zulnuraini; Rahmawati, Dyah; 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.v5i1.2943

Abstract

Arts, Culture, and Crafts (SBdP) education in rural Indonesian elementary schools faces persistent challenges due to reliance on conventional lecture-based instruction, resulting in suboptimal student engagement and learning outcomes. Audio-visual media offers potential pedagogical advantages through dual-channel information processing, yet empirical evidence regarding its effectiveness in elementary arts education remains limited. This study investigated the effect of audio-visual media on second-grade students' learning outcomes in SBdP at Parigimpu'u Public Elementary School. A quasi-experimental design with nonequivalent control groups was employed, involving nine students divided into experimental (n=5) and control (n=4) groups. The experimental group received instruction incorporating audio-visual media demonstrating piggy bank construction techniques, while the control group received conventional instruction. Performance-based assessments measuring accuracy, neatness, creativity, and timeliness were administered as pretest and posttest. Data were analyzed using descriptive statistics and independent samples t-test. The experimental group achieved significantly higher posttest scores (M=95.83, SD=2.95) compared to the control group (M=85.94, SD=6.99), with statistical analysis confirming significance (t=2.975, p<0.05). All experimental group students surpassed the minimum passing threshold, demonstrating substantial improvement from baseline. Audio-visual media significantly enhances learning outcomes in elementary SBdP education by facilitating concrete visualization, reducing cognitive load, and promoting active engagement, supporting its integration into arts curricula particularly in resource-constrained rural schools.
Enhancing Reading Comprehension Through Mind Mapping: A Classroom Action Research Study with Fifth-Grade Elementary Students Azizah, Sarah; Aqil, Muhammad; Zulnuraini, Zulnuraini; Joni Guci, Ammar Abdullah; 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.v5i1.2963

Abstract

Reading comprehension remains a persistent challenge in elementary education, with students frequently struggling to organize textual information and identify main ideas. This study investigated the effectiveness of mind mapping strategies in enhancing reading comprehension among fifth-grade students. Employing a classroom action research design based on the Kemmis and McTaggart model, this study involved 33 fifth-grade students at SD Inpres 3 Tondo across two iterative cycles. Data were collected through observation sheets for teacher and student activities, reading comprehension rubrics, and documentation. Analysis combined descriptive statistics for quantitative data and thematic analysis for qualitative observations. Reading comprehension performance improved significantly from 63% (sufficient category) in Cycle I to 79% (good category) in Cycle II, representing a 16-percentage-point increase. Student engagement increased from 65% to 91%, while teacher effectiveness improved from 89% to 95%. An unexpected finding revealed that struggling readers benefited disproportionately from the intervention, showing 24-percentage-point gains compared to 12-percentage-point improvements among higher-performing students. The findings support dual coding theory and schema theory, demonstrating that visual-verbal integration through mind mapping facilitates deeper cognitive processing. Mind mapping proved effective as an accessible, low-cost intervention that transforms comprehension from an invisible individual activity into a visible collaborative process, with implications for literacy instruction in resource-constrained contexts.
Implementasi Metode Show And Tell Terhadap Keterampilan Berbicara Siswa Kelas V SD Negeri 14 Palu Lestari, Sri; Rizal; Aqil, Muhammad; Zulnuraini; Fasli, Muhammad
JURNAL DIKDAS Vol. 13 No. 2 (2025): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v13i2.4343

Abstract

Speaking skills are an important aspect in the academic and social development of elementary school students. However, fifth grade students of SD Negeri 14 Palu still have difficulty in communicating actively during learning, characterized by a passive attitude and lack of courage to speak. This study aims to determine the implementation of the show and tell method in learning Indonesian in fifth grade of SD Negeri 14 Palu. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the show and tell method is implemented through five main stages, namely: (1) introduction of the method to students, (2) modeling by the teacher as an example, (3) implementation of show and tell activities by students by showing and explaining an object, (4) observation and providing feedback by the teacher, and (5) question and answer session. The obstacles faced include student readiness, differences in speaking skills, and time constraints. However, the teacher tries to overcome them through additional guidance and motivation. The application of this method provides benefits for students, especially in speaking skills, namely choosing appropriate words, better language skills, courage to speak in front of the class, fluency in speaking, and better mastery of the material. Thus, the results of this study indicate that the show and tell method can be implemented effectively in learning to support better speaking skills in elementary school students.
Pengaruh Model Problem Based Learning ( PBL) Berbantuan Media Flashcard Terhadap Hasil Belajar Siswa Pada Pelajaran Bahasa Indonesia di Kelas IV SDN 4 Sindue Luok, Yumita M.; Gagaramusu, Yusdin Bin Mahmudin; Kamisani, Nurul; Aqil, Muhammad; Fasli, Muhammad
JURNAL DIKDAS Vol. 13 No. 2 (2025): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v13i2.4459

Abstract

This study aims to examine the effect of the Problem Based Learning (PBL) model assisted by flashcard media on students’ learning outcomes in Indonesian language learning. The study employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The population and sample consisted of all fourth-grade students at SDN 4 Sindue in the 2024/2025 academic year, totaling 27 students. Data were collected through learning outcome tests and interviews. Descriptive and inferential statistical analyses were conducted using SPSS version 29. The results showed that the average pretest score was 49.70, while the posttest average score increased to 80.96. The paired sample t-test analysis indicated a significance value (Sig. 2-tailed) of 0.001, which is lower than 0.05. These findings demonstrate that the implementation of the Problem Based Learning model assisted by flashcard media has a significant effect on students’ learning outcomes in Indonesian language learning for fourth-grade students at SDN 4 Sindue.
Co-Authors Ali Karim Arfiatun, Arfiatun Ariani, Komang Dewi Arif Firmansyah Ayu Andini Azazia, Nur Azizah Azizah Azizah, Sarah Delin Ariani, Ni Kadek Dg. Malondeng, Farul Ramadhan Dian Safitri Dina, Deigrina Bangguna Efendi Fadly A Karim Fadly A. Karim Faizal Faizal, Faizal Fasli, Muhammad Herlina Herlina Herlina Herlina, Herlina Hidayati, Miftahul Ibrahim, Musdalifah Joni Guci, Ammar Abdullah Julia Marfuah Kadek Hariana Kamisani, Nurul Luok, Yumita M. Maggi, Desilia Pramesti Titania Masita, Masita Monipo, Yulan Muhammad Fasli NurAfni NurAfni Nurul Fitriah Aras Pahriadi Pase, Moeh Ilham Pratama, Ryan Andhika Putriwanti Putriwanti Rahmawati, Dyah Ramadhani, Nur Rahmi Rezki Rizal Rizal Rizal Rizal, Rizal Rosola, Rosola Ryan Andika Pratama Sarintan Nurcahyati Kaharu Selfia, Sela Shaltina, Ayu Amalia Sisriawan Lapasere Siti ilma a.badar Sitti Nur Fadillah Sri Alvina A Tacaali Sri Lestari Sriwahyuni Y Boromang Surahman Surahman Surahman Wilade Tepaso, Avelia Ulfah Ulfah Vera Angelina Pesik Yanti, Ayu Krisma Yanti, Ni Nyoman Anis Kristina Yulianti, Febi Yun Ratna Lagandesa Yusdin Gagaramusu Zulnuraini