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All Journal Jurnal Dikdas Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Kreatif Tadulako Online EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial JURNAL KONFIKS Hasil Pengabdian Kepada Masyarakat Jurnal PAJAR (Pendidikan dan Pengajaran) JURNAL EDUCATION AND DEVELOPMENT Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Basicedu Pena Justisia: Media Komunikasi dan Kajian Hukum 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 Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Surahman Wilade
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT 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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PEMAHAMAN KONSEP SISWA KELAS V PADA MATERI CAHAYA DAN BUNYI DI SDN 6 KAYUMALUE NGAPA Lapasere, Sisriawan; Febriana, Yunda; Wilade, Surahman; Pahriadi, Pahriadi; AR, Muslim
Jurnal Education and Development Vol 13 No 3 (2025): Vol 13 No 3 September 2025
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v13i3.7089

Abstract

Penelitian ini bertujuan untuk mengetahui pemahaman konsep siswa Kelas V pada materi Cahaya dan Bunyi di SDN 6 Kayumalue Ngapa. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek pada penelitian ini adalah siswa kelas V SDN 6 Kayumalue Ngapa yang berjumlah 28 orang. Berdasarkan hasil analisis data dengan menggunakan tujuh indikator pemahaman konsep, ditemukan bahwa belum ada siswa yang memahami konsep pada materi cahaya dan bunyi. Presentase siswa yang mampu menyatakan ulang konsep dalam menyelesaikan soal hanya mencapai 16,16%, yang tergolong dalam kategori tidak memahami konsep. Kemampuan siswa dalam mengklasifikasikan objek sesuai dengan sifat atau konsepnya juga masih rendah, hanya sebesar 10,17%, dan termasuk dalam kategori tidak memahami konsep. Selain itu, persentase siswa yang mampu memberikan contoh dan non-contoh dari suatu konsep mencapai 22,55%, termasuk kategori miskonsepsi. Kemampuan dalam menyajikan konsep dalam berbagai bentuk representasi juga masih sangat terbatas, dengan persentase 9,34%, yang menunjukkan bahwa siswa tidak memahami konsep. Sementara itu, persentase siswa yang dapat menggunakan, memanfaatkan, serta memilih prosedur atau operasi tertentu hanya 10,29%, dengan kategori tidak memahami konsep. Kemampuan siswa dalam mengaplikasikan konsep atau menyelesaikan masalah mencapai 22,86%, tergolong miskonsepsi.
Challenges and Interventions in Arts and Crafts Education: A Qualitative Analysis of Grade IV Students Manggato, Sandra Dwi Chikitha; Lagandesa, Yun Ratna; Nashrullah, Nashrullah; Hariana, Kadek; 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.v4i4.2076

Abstract

The main issue addressed in this study is the learning difficulties in Visual Arts and Crafts (Seni Rupa dan Prakarya) experienced by fourth-grade students at SDN 1 Bunta, along with the efforts made by teachers to overcome these challenges. The study aims to identify the contributing factors to the learning difficulties encountered by students in the Visual Arts and Crafts subject, particularly focusing on a class of 22 students, two of whom were identified as having significant learning challenges. It also seeks to explore the strategies employed by teachers in supporting these students. Data were collected through observation, interviews, and documentation. The results show that the learning difficulties in Visual Arts and Crafts stem from both internal and external factors. Internal factors include physical and psychological conditions of the students. External factors involve influences from the family, school environment, and broader community. The efforts undertaken to address these difficulties include the use of appropriate learning models, providing additional lessons tailored to the subject matter, assigning homework, and offering remedial teaching.
Teacher Strategies for Aligning Learning Media with Grade 4 Students' Learning Styles Cahyani, Eka; Gagaramusu, Yusdin B.M.; Wilade, Surahman; Zulnuraini, Zulnuraini; Guci, Ammar Abdullah Joni
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.v4i4.2241

Abstract

Effective alignment between instructional media and student learning styles represents a critical challenge in elementary education, yet limited empirical evidence exists regarding systematic teacher strategies for implementing such alignment in classroom practice. This descriptive qualitative study investigated teacher strategies for aligning instructional media with Grade 4 student learning styles at SD Inpres 1 Tondo, Palu, Indonesia. Data were collected from 24 students and one classroom teacher through VARK-based questionnaires, semi-structured interviews, systematic classroom observations, and document analysis. Learning style distributions were analyzed descriptively, while teacher strategies and implementation effectiveness were examined using thematic analysis following Miles and Huberman's framework. Visual learners comprised 58.3% of students, followed by combined visual-auditory preferences (16.7%), auditory learners (12.5%), multimodal learners (8.3%), and kinesthetic learners (4.2%). Three primary teacher strategies emerged: comprehensive diagnostic assessment of learning styles, systematic integration of multimodal media (projectors, textbooks, environmental resources), and adaptive content delivery based on subject matter and student responses. Classroom observations revealed that multimodal approaches achieved 91% student engagement compared to 82% for single-modality instruction, with kinesthetic learners showing particular improvement during hands-on activities.  The findings demonstrate that effective media alignment depends on multimodal integration rather than rigid matching of single media types to individual learning preferences. Results support multimedia learning theory while extending understanding of practical implementation strategies in resource-constrained contexts. The study contributes evidence-based approaches for teacher professional development and differentiated instruction practices, emphasizing the importance of systematic diagnostic assessment and flexible pedagogical adaptation.
Effects of Wordwall Interactive Media on Grade III Arts and Culture Learning Outcomes Nurfaiza, Nurfaiza; Lagandesa, Yun Ratna; Pahriadi, Pahriadi; Dewi, Andi Imrah; Rahmaeni, Andi; 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.v4i4.2268

Abstract

This study examined the effectiveness of Wordwall interactive media on learning outcomes in Arts, Culture, and Crafts (SBdP) among third-grade elementary students. A pre-experimental design with one-group pretest-posttest was employed, involving 25 students at SD Inpres 1 Kawatuna, Palu, Indonesia, during the 2024/2025 academic year. The intervention consisted of three instructional sessions implementing Wordwall-based activities focused on decorative drawing concepts. Data were collected through validated achievement tests (Cronbach's Alpha = 0.784), observation checklists, semi-structured interviews, and documentation. Statistical analyses using SPSS 25 included descriptive statistics, Shapiro-Wilk normality tests, paired-samples t-tests, and normalized gain calculations. Results demonstrated significant improvement from pretest (M = 54.74, SD = 14.04) to posttest (M = 84.21, SD = 11.88), with t(24) = -11.705, p < .001. The mean N-gain score of 0.826 (82.59%) indicated high learning effectiveness according to Hake's classification. These findings suggest that Wordwall significantly enhances student engagement, motivation, and achievement in arts education. However, the single-group design limits causal inferences, as observed improvements may reflect multiple factors including novelty effects and teacher enthusiasm. Future research should employ randomized controlled trials, longitudinal designs, and comparative studies across diverse contexts to establish more robust evidence. Despite methodological limitations, this study contributes valuable preliminary evidence supporting interactive digital media integration in elementary arts and culture education.
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.
Analyzing the Role of Classroom Management in Enhancing Fifth-Grade Elementary Students’ Learning Outcomes Agustina, Agnes; Wilade, Surahman; Rizal, Rizal; Pahriadi, Pahriadi
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.v4i4.2269

Abstract

Classroom management constitutes a fundamental component of effective elementary education, yet its specific role in enhancing student learning outcomes remains insufficiently investigated, particularly at the fifth-grade level where academic demands intensify. This qualitative case study examined the role of classroom management in improving fifth-grade students' learning outcomes at Ongulero Public Elementary School during the 2024/2025 academic year. Data were collected through classroom observations, semi-structured interviews with two teachers and twenty students, questionnaires, and documentary analysis, focusing on five dimensions: physical environment organization, discipline enforcement, behavior guidance, teacher-student communication, and classroom organization. Findings revealed that teachers demonstrated exemplary performance in discipline enforcement and teacher-student communication (100% excellent ratings), strong performance in behavior guidance (90% excellent), while physical environment organization (60% excellent) and classroom organization (50% excellent) showed moderate effectiveness requiring further development. The study provides empirical evidence that effective classroom management functions as a multidimensional construct encompassing relationship-building, spatial design, behavioral regulation, and collaborative governance systems. These findings suggest that professional development should adopt differentiated approaches, building upon existing strengths in discipline and communication while enhancing organizational dimensions. The successful integration of culturally grounded practices within universal management frameworks offers valuable insights for educators in collectivist cultural contexts, contributing to both theoretical understanding and practical implementation of classroom management in elementary education.
Enhancing Fourth-Grade Sciences and Social Sciences Learning Outcomes Through STAD Cooperative Learning with Audio-Visual Media Sufyan, Mohammad; Misnah, Misnah; Wilade, Surahman; Firmansyah, Arif; Putriwanti, Putriwanti
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.v4i4.2382

Abstract

Traditional teacher-centered instruction in elementary Sciences and Social Sciences (IPAS) education creates passive learning environments that limit student engagement and comprehension. This classroom action research investigated the effectiveness of integrating Student Teams Achievement Division (STAD) cooperative learning with audiovisual media to improve fourth-grade learning outcomes at SDN 8 Mamboro. The study employed Kemmis and McTaggart's cyclical model across two implementation cycles, utilizing total sampling of 29 students during the 2024/2025 academic year. Data collection incorporated validated achievement tests, structured observation sheets, and comprehensive documentation to evaluate both quantitative learning outcomes and qualitative behavioral changes. Mixed-methods analysis examined classical mastery percentages, absorption rates, and observational effectiveness scores across intervention cycles. Results demonstrated substantial improvements from Cycle I to Cycle II: student mastery completion increased from 43.47% to 100%, classical absorption improved from 60.43% to 83.57%, teacher effectiveness enhanced from 82.14% to 95.23%, and student participation rose from 75% to 97.36%. The integration of structured cooperative learning with multimedia instruction successfully eliminated academic failure while fostering collaborative competencies and active engagement. These findings provide empirical evidence supporting cooperative learning theory while demonstrating practical applications for contemporary elementary education. The study contributes a replicable framework for educators seeking to enhance student-centered instruction through systematic integration of collaborative pedagogies and educational technology, though broader implementation requires investigation across diverse educational contexts.
Visual-Enhanced Discovery Learning: An Action Research Study on Improving Natural and Social Sciences Learning Outcomes in Elementary Education Amelia, Putri; Pendit, Sinta Satria Dewi; Wilade, Surahman; Firmansyah, Arif; Isnayanti, Andi Nur
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.v4i4.2383

Abstract

Learning outcomes in Natural and Social Sciences (IPAS) among elementary students remain suboptimal due to traditional teacher-centered approaches that limit active engagement and conceptual understanding. This study investigated the effectiveness of discovery learning models assisted by image media in improving fourth-grade IPAS learning outcomes. A classroom action research design following Kemmis and McTaggart's cyclical model was implemented over two cycles at SDN 8 Mamboro with 29 fourth-grade students. Data collection employed achievement tests validated by experts (content validity ratio = 0.85, Cronbach's alpha = 0.82) and structured observations. Each cycle comprised planning, action, observation, and reflection phases, with discovery learning activities supported by curriculum-aligned image media. The intervention demonstrated progressive improvements across cycles. Pre-intervention baseline showed 42.5% student competency, increasing to 69.0% in Cycle I and achieving 100% competency in Cycle II. Classical absorption rates improved from 42.5% baseline to 61.75% in Cycle I and 90.75% in Cycle II. Student engagement levels increased from 75% to 88.75%, while teacher effectiveness scores improved from 83.75% to 90%. All students achieved minimum competency standards by the final cycle, with scores ranging from 75-100. The findings validate constructivist learning principles and demonstrate the synergistic effects of combining discovery learning with visual media. Results align with previous research on student-centered approaches while extending understanding of multimedia integration in elementary science education. The dramatic improvement from passive to active learning confirms the effectiveness of this pedagogical combination in addressing contemporary educational challenges and supporting diverse learning styles in IPAS instruction.
Elementary Teachers' Motivational Strategies: A Qualitative Analysis of Integrated Practices in Fourth-Grade Classrooms Basira, Gusmiatni Dediyana; Wilade, Surahman; Rizal, Rizal; Isnayanti, Andi Nur
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.v4i4.2453

Abstract

Learning motivation significantly influences elementary students' academic achievement, yet many teachers struggle to implement effective motivational strategies. This study analyzes teaching strategies employed to enhance fourth-grade students' learning motivation and identifies supporting and inhibiting factors in strategy implementation.  A qualitative descriptive design was employed, with data collected through one-week systematic classroom observation, semi-structured interviews with the classroom teacher and school principal, and documentation review at SD Alkhairaat Tondo. Data were analyzed through reduction, display, and conclusion drawing processes. Six core motivational strategies were identified: (1) clear communication of learning objectives with ice-breaking activities, (2) association of content with students' daily lives, (3) implementation of varied and interactive teaching methods including technology integration, (4) consistent positive reinforcement through praise and tangible rewards, (5) personal approaches to individual students, and (6) joint evaluation with comprehensive reflection. Progressive increases in student engagement and participation were observed across the week. Supporting factors included adequate facilities, administrative support, professional development, and positive school culture, while inhibiting factors encompassed heterogeneous student motivation, time constraints, and varying confidence levels. Effective motivation enhancement requires comprehensive, integrated implementation of multiple evidence-based strategies. The findings validate convergence between teachers' intuitive practices and research-based motivation principles, offering practical models for educators and informing professional development approaches.
Co-Authors Agustina, Agnes Al Kamil, Muhammad Nazimuddin Amelia Citra Amelia, Putri Amin Basri Amiruddin, Ayu Cahyani Amran Rasli, Amran Andi Imrah Dewi Andi Nur Isnayanti Andi Rahmaeni M Aqil, Moh Aqil, Moh. AR, Muslim Aras, Nurul Fitria Arif Firmansyah Arif Firmansyah Asriani Asriani Asriani, Asriani Azizah Azizah Azizah, Sarah Basira, Gusmiatni Dediyana Bulalong, Roberto Rolly Cahyani, Eka Delin Ariani, Ni Kadek Dengkidala, Fresya Angnelvin Dewi Tri Rahayu Dewi Tureni Dg. Malondeng, Farul Ramadhan Fadlia Mubakkira, Fadlia Mubakkira Fahriadi Fahriadi Faizal Faizal, Faizal Fasli, Muhammad Febriana, Yunda Guci, Ammar Abdullah Joni Herlina Herlina Herlina, Herlina Hidayati, Miftahul Ibrahim, Musdalifah Ida Nuraeni Joni Guci, Ammar Abdullah Kadek Hariana Khairunnisa Khairunnisa Komang Sri Wiriyani Lestari, Nova Hermina Manggato, Sandra Dwi Chikitha Margaret Maharani Bode Mayuni, Anidya Citra Melyani Sari Sitepu Mewalo, Wulandari Misnah Misnah Moh Ansar Hasan Moh. Tahir Monipo, Yulan Mubarik Mubarik Muchdar, Muchdar Muhammad Aqil Muhammad Aqil Muslim AR., Muslim AR. Nashrullah, Nashrullah Nevy, Ni Nyoman Nur Rahmah NurAfni NurAfni Nurfaiza, Nurfaiza Nurhayati Mardin Nurrahma, Nurrahma Nurul Fitriah Aras Pahriadi Paidi, Zulhilmi Pase, Moeh Ilham Pratama, Ryan Andhika Putriwanti Putriwanti Rahma, Dewi Rahma, Radia Rahmawati Samu Rahmawati, Dyah Rahmawati, Rahmawati Ramadhani, Nur Rahmi Rezki Riskita, Nurul Ritman Ishak Paudi Rizal Rizal Rizal, Rizal Rosola, Rosola Ruana, Rahmat Maghfirah Ryan Andika Pratama Selfia, Sela Selpianti, Selpianti Sinta Satria Dewi Pendit Sisriawan Laapasere Sisriawan Lapasere Siti Helmyati Sufyan, Mohammad Syachdin, Syachdin Syachputri M, Winanda syamsidar syamsidar Syamsuddin Syamsuddin Tangke, Fadlun Nirman Ulfah Ulfah Vivekanantharasa, Raveenthiran Widiani, Niluh Chixa Widyatmi Anandy YAAKOB, MOHD FAIZ MOHD Yanti, Ni Nyoman Anis Kristina Yulianti, Febi Yun Ratna Lagandesa Yunita Yunita Yunus, Sitti Rahma Yusdin Gagaramusu Zulnuraini