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All Journal Jurnal Dikdas EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial COLLASE (Creative of Learning Students Elementary Education) Journal of Innovation and Research in Primary Education Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Nashrullah .
FKIP Universitas Tadulako
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Elementary Science Learning Through Jigsaw Cooperative Learning: A Classroom Action Research Syabina Nurfadila; Nashrullah Nashrullah; Muslim AR Muslim AR; Arif Firmansyah; 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.v5i1.3060

Abstract

Despite progressive curriculum reforms emphasizing student-centered learning in Indonesia's Kurikulum Merdeka, elementary IPAS instruction remains predominantly teacher-centered, limiting student engagement and conceptual understanding. This classroom action research employed Kemmis and McTaggart's cyclical model across two intervention cycles with 28 Grade IV students at SD Inpres Perumnas Palu. Data were collected through achievement tests, structured observations of teacher and student activities, and field documentation. Analysis integrated quantitative measures of learning mastery with qualitative assessment of instructional processes using Miles and Huberman's framework. Classical mastery remained stable between pre-action baseline (28.57%) and Cycle I (28.57%), indicating that procedural implementation alone proved insufficient. Following targeted refinements in Cycle II—including enhanced scaffolding, systematic group monitoring, and explicit instructional guidance—classical mastery increased dramatically to 85.71%, surpassing the 80% success criterion. Student activity improved from 58% to 69.5%, while teacher activity increased from 55% to 68%. Findings demonstrate that Jigsaw cooperative learning effectiveness depends critically on implementation quality rather than structural arrangements alone. Results align with constructivist and sociocultural learning theories, particularly Vygotsky's Zone of Proximal Development, confirming that appropriately scaffolded peer interaction enables students to achieve understanding beyond independent capabilities. The study extends predominantly Western cooperative learning scholarship into Indonesian elementary contexts, providing empirical evidence for pedagogically thoughtful implementation strategies.
Implementing STAD Cooperative Learning to Improve Elementary Science Learning Outcomes: A Classroom Action Research Zahra Zinnira Irwan; Nashrullah Nashrullah; Muslim AR Muslim AR; Arif Firmansyah; 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.v5i1.3061

Abstract

Traditional teacher-centered instruction in Indonesian elementary schools limits student engagement and conceptual understanding, particularly in integrated science curricula. This study investigated the effectiveness of Student Teams Achievement Division (STAD) cooperative learning in improving IPAS (Natural and Social Sciences) learning outcomes among fifth-grade students. Employing classroom action research design, this study implemented STAD across two iterative cycles with 32 fifth-grade students at SD Inpres Perumnas Palu during the 2025/2026 academic year. Data were collected through achievement tests, structured classroom observations, and teacher interviews. Quantitative analysis measured individual and classical mastery rates, while qualitative analysis using the Miles and Huberman framework examined engagement patterns and implementation quality. Classical mastery increased substantially from 19% at baseline to 40% in Cycle I and 87% in Cycle II, exceeding the 80% success criterion. Mean achievement scores rose 65% from 49.29 to 81.15. Student engagement improved from 70% to 86%, while teacher implementation quality increased from 75% to 83%. Heterogeneous grouping facilitated effective peer scaffolding, with proportionally greater gains among initially lower-performing students. STAD effectively enhances both academic achievement and student engagement in integrated science instruction. The study demonstrates that structured cooperative learning, supported by reflective practice and iterative refinement, operationalizes constructivist principles and supports holistic student development in resource-constrained educational contexts.
Enhancing Science and Social Studies Learning Outcomes Through the Picture and Picture Cooperative Learning Model: A Classroom Action Research in Indonesian Elementary Education Kurniawati Mengkido; Nashrullah Nashrullah; Muslim AR Muslim AR; Abdul Rahman; Sri Wahyuni
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.v5i1.3136

Abstract

Elementary students in IPAS (Integrated Science and Social Studies) often struggle with abstract concepts requiring visual representation and collaborative reasoning. The Picture and Picture cooperative learning model offers a pedagogical approach integrating visual scaffolding with structured group activities. This study examined the effectiveness of the Picture and Picture model in improving Grade V students' learning activities and outcomes in IPAS instruction at SD GKST Talabosa, Indonesia. A two-cycle Classroom Action Research design was employed with 12 fifth-grade students during the 2025/2026 academic year. Data were collected through achievement tests, structured observations of teacher and student activities, and field notes. Analysis combined quantitative measures of mastery levels with qualitative examination of instructional processes. Student engagement increased from adequate (69.23%-72.30%) in Cycle I to very good (81.53%-86.15%) in Cycle II. Teacher performance improved from good (68.42%-75.00%) to very good (76.00%-85.33%). Classical mastery advanced dramatically from 25% at baseline to 66.66% in Cycle I and 100% in Cycle II. Lower-achieving students demonstrated the greatest gains. The Picture and Picture model effectively enhances IPAS learning by combining dual-coding theory, constructivist principles, and social interdependence. The model provides an accessible, low-cost strategy particularly effective in resource-constrained settings, supporting both cognitive development and collaborative competence in elementary science education.
Implementation of the Independent Curriculum in Elementary Education: A Case Study of Fourth-Grade Teaching Practices in Indonesia Nurma Yuntika Tolodo; Nashrullah Nashrullah; Sisriawan Lapasere; Zulnuraini Zulnuraini; Dyah Rahmawati; 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.v5i1.3224

Abstract

The Independent Curriculum represents Indonesia's response to pandemic-induced learning disruptions, emphasizing learner-centered pedagogy and differentiated instruction. However, implementation at specific grade levels, particularly fourth grade as a critical transition point, remains insufficiently documented. This study examined Independent Curriculum implementation in fourth grade at SD Inpres 1 Tondo, focusing on learning planning, instructional implementation, and assessment practices. A qualitative descriptive case study was conducted over three months (August-October 2025) with one purposively selected fourth-grade teacher. Data were collected through non-participant classroom observations, semi-structured interviews, and document analysis of teaching modules and assessment instruments. Data analysis employed Miles et al.'s interactive model involving data reduction, display, and conclusion drawing. Findings revealed comprehensive teacher understanding of curriculum principles and systematic learning planning incorporating diagnostic assessments and differentiated strategies. Implementation demonstrated student-centered approaches and varied media utilization. However, persistent challenges emerged including limited student engagement during transition periods, inadequate infrastructure constraining material distribution, textbook variation complicating delivery, insufficient family support, and assessment complexity in holistic evaluation. Teacher adaptation of standardized instruments reflected contextual responsiveness but raised standardization concerns. Independent Curriculum implementation quality depends on dynamic interactions among teacher competence, institutional resources, family involvement, and systemic support. Successful realization requires comprehensive ecosystem approaches addressing professional development, infrastructure investment, parent engagement, and assessment literacy simultaneously.
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.
Enhancing Conceptual Understanding and Participation in Integrated Science–Social Studies Through Contextual Teaching and Learning Diah Sakina; Nashrullah Nashrullah; Muslim AR Muslim AR; Yusdin Bin M Gagaramusu; Mas'adi Mas'adi; Surahma 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.v5i2.3623

Abstract

Effective implementation of Indonesia's Merdeka Curriculum requires instructional approaches that connect academic content to students' real-life contexts, yet primary classrooms frequently remain dominated by teacher-centered, rote-based instruction. This study examines whether the Contextual Teaching and Learning (CTL) model can meaningfully improve the quality of Integrated Science and Social Studies (IPAS) instruction at the primary level. A Classroom Action Research design following Kemmis and McTaggart's cyclical model was conducted across two cycles with 26 Grade IV students at SDN 3 Sojol, Donggala Regency, Indonesia. Data were collected through validated written tests (KR-20 = 0.78), structured observation sheets (17 teacher indicators; 13 student indicators), and semi-structured interviews, analyzed using both quantitative mastery criteria and Miles and Huberman's qualitative framework. Classical learning mastery improved from 65.4% in Cycle I to 88.5% in Cycle II, surpassing the 85% criterion. Teacher activity scores progressed from 2.86 (Good) to 3.71 (Very Good), and student participation rates increased across all 13 behavioral and cognitive indicators. Unexpectedly, a subset of behaviorally passive students consistently achieved above-average test scores, indicating a discrepancy between observable participation and cognitive engagement. The findings affirm that systematic, iterative CTL implementation transforms IPAS learning toward meaningful, student-centered inquiry. The study contributes process-level evidence demonstrating that CTL effectiveness requires the reflective alignment of all seven components, not merely the introduction of real-world materials. Challenges in equitable group participation and time management remain areas for ongoing pedagogical development.
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.
Penerapan Profil Pelajar Pancasila Dalam Kurikulum Merdeka Pada Mata Pelajaran Pendidikan Pancasila di Sekolah Dasar Shakina Shakina; Nashrullah Nashrullah; Sisriawan Lapasere; Arif Firmansyah; Muslim A.R
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.v8i1.876

Abstract

This study examines the implementation of the Pancasila Student Profile within the Independent Curriculum for fifth-grade Pancasila Education at SDN 16 Dampelas. Using a qualitative descriptive method, data was collected through classroom observations, interviews with teachers and the principal, and document analysis. Findings indicate successful integration of core character values including religious devotion, global diversity awareness, mutual cooperation, independence, critical thinking, and creativity. These values were cultivated through daily routines such as pre-lesson prayers, group collaborative work, cultural appreciation activities, and classroom discussions.However, the study identified implementation challenges, particularly teachers' limited conceptual understanding of the Pancasila Student Profile framework, attributable to insufficient training opportunities under the new curriculum. Only a small percentage of teaching staff had received comprehensive curriculum training. The study recommends expanded professional development programs and ongoing mentoring to enhance implementation quality and ensure consistent application across all grade levels. The implication of this study highlights the need for improving teachers' understanding and skills in implementing the Pancasila Student Profile, particularly within the context of the Independent Curriculum. Comprehensive and ongoing training programs are essential to support the development of students' character in line with Pancasila values. This will strengthen the integration of national values and enrich students' learning experiences, resulting in a generation with strong competencies and character to face global challenges.
Co-Authors Abdul Rahman Dahlia Syuaib Dhea Febrianti Diah Sakina Dyah Aini Purbarani Dyah Rahmawati Huber Yaspin Tandi, Elfika Arif Firmansyah Ilmi Firrizkiyah Intan Nur Alini Juraid Abdul Latief Kadek Marsela Yustini Resintia Kurniawati Mengkido Mas’adi Mas’adi Meinar R Age Muchdar Muchdar Muhammad Nazimuddin Al Kamil Muslim A.R Muslim AR Muslim AR Nining Lestari Nur Aviza Nurhalizah Nurhalizah Nurlita Aristya Suci Nurma Yuntika Tolodo Pahriadi Putriwanti Putriwanti Rini Ramadan Rizal, Rizal Roberto Rolly Bulalong Ryan Andhika Pratama Shakina Shakina Sisriawan Lapasere Siti Kurnia Sri Wahyuni Sukri Sukri Surahma Wilade Surahman Wilade Syabina Nurfadila Tri Astuti Tungga Dewi Yosar Ali Yun Ratna Lagandesa Yusdin Bin M Gagaramusu Zahra Zinnira Irwan Zulnuraini