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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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Development and Validation of Smart Apps: A Culturally Responsive Digital Learning Media Integrating Local Wisdom for Elementary Education Ni Nyoman Nevy; Arif Firmansyah; 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.v5i1.2800

Abstract

Education in the twenty-first century increasingly requires innovation that integrates technology with cultural values to create meaningful learning experiences. This study aimed to develop and evaluate Smart Apps, an interactive digital learning media integrating IPAS content with Central Sulawesi's local wisdom, specifically the traditional Lalove musical instrument, for fifth-grade students. Employing Research and Development (R&D) design guided by the ADDIE model, the study involved 28 fifth-grade students at SDN Inpres 1 Lolu, one classroom teacher, and two expert validators. Data were collected through validation sheets, practicality questionnaires, observations, and interviews, analyzed using descriptive statistics and thematic analysis. The developed media achieved exceptional validity, with material quality rated at 93.33% and media quality at 90.00%, both categorized as "very valid." Practicality assessments revealed strong endorsement from teachers (86.67%) and students (92.90%), confirming the media's user-friendliness and pedagogical effectiveness. The Lalove integration enhanced student engagement and cultural appreciation. An unexpected finding revealed gender-differentiated participation patterns in collaborative technology use, warranting future investigation. The findings validate that culturally responsive digital media can simultaneously achieve pedagogical rigor and learner appeal. This study contributes the TPACK+C framework, extending traditional TPACK to incorporate cultural knowledge as an essential dimension for technology integration in culturally diverse contexts, providing a replicable model for developing culturally grounded educational technology.
Principal Leadership and Educational Quality Management: A Case Study in Indonesian Elementary School Ni Nyoman Anis Kristina Yanti; Rizal Rizal; Pahriadi Pahriadi; Muhammad Aqil; Surahman Wilade; 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.v5i1.2850

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 Ni Kadek Delin Ariani; Rizal Rizal; Pahriadi Pahriadi; Muhammad Aqil; Surahman Wilade; 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.v5i1.2851

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 Ayu Amalia Shaltina; Herlina Herlina; Sisriawan Lapasere; Muhammad Aqil; 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 Febi Yulianti; Rizal Rizal; Pahriadi Pahriadi; Muhammad Aqil; Surahman Wilade; 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.v5i1.2868

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 Musdalifah Ibrahim; Muhammad Aqil; Surahman Wilade; Yun Ratna Lagandesa; Muhammad Fasli
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.
Integrating Discovery Learning with Kahoot to Enhance Elementary Science Learning Outcomes: A Classroom Action Research Study Faradilla Nur Itsnaini; Yun Ratna Lagandesa; Sisriawan Lapasere; Rizal Rizal; Ryan Andhika Pratama; 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.v5i1.2910

Abstract

Low science learning outcomes in elementary schools often result from traditional teacher-centered instruction that fails to actively engage students in the learning process. This study investigated the effectiveness of integrating the Discovery Learning model with Kahoot media to improve science learning outcomes among fourth-grade elementary students. Employing a classroom action research design following Kemmis and McTaggart's spiral model, this study involved 23 fourth-grade students at Al Khairaat Tondo Elementary School in Indonesia. Data were collected through learning achievement tests, structured observations of teacher and student activities, and implemented across two cycles during October-November 2025. The intervention yielded substantial improvements in learning outcomes. Mean scores increased from 45.86 (pre-test) to 66.86 (Cycle I) and 76.26 (Cycle II), while classical completion rates rose from 4.34% to 56.52% and ultimately 82.60%, exceeding the predetermined success threshold of 65%. Observation data demonstrated enhanced student engagement (82.35% to 93.33%) and improved teacher implementation quality (75% to 94.04%) across cycles. The integrated Discovery Learning and Kahoot approach significantly enhanced both cognitive achievement and student engagement in science education. The synergistic combination of constructivist inquiry-based pedagogy with game-based assessment effectively transformed learning experiences for students with initially low achievement levels.
The Effect of Audio-Visual Media on Learning Outcomes in Arts, Culture, and Crafts Education: A Quasi-Experimental Study in Indonesian Elementary Schools Sela Selfia; Yun Ratna Lagandesa; Muhammad Aqil; 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.v5i1.2943

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 Sarah Azizah; Muhammad Aqil; Zulnuraini Zulnuraini; Ammar Abdullah Joni Guci; Surahman Wilade; 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.v5i1.2963

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.
Teachers' Understanding and Implementation of the Merdeka Curriculum in Indonesian Elementary Schools Yuni Rahmawati; Herlina Herlina; Sisriawan Lapasere; Yusdin Bin M Gagaramusu; Mas'adi Mas'adi; 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.v5i1.2966

Abstract

Teachers' comprehensive understanding of the Independent Curriculum constitutes a fundamental prerequisite for successful educational transformation in Indonesia. Despite nationwide policy implementation through Permendikbudristek No. 12 of 2024, limited empirical evidence exists regarding teachers' depth of curriculum comprehension at the elementary level. This qualitative descriptive study, grounded in postpositivist paradigm, examined four classroom teachers at SD BK Jonooge through semi-structured interviews, systematic classroom observations, and document analysis. Data were analyzed using Miles and Huberman's interactive model, encompassing data reduction, display, and conclusion drawing. Findings revealed that curriculum implementation remains suboptimal, with teachers demonstrating limited understanding of core components including learning outcomes (CP), learning goal flows (ATP), and project-based learning principles. Implementation challenges manifested in persistent traditional pedagogical approaches, symbolic integration of Pancasila Student Profile values, and predominant summative assessment practices. These deficits stemmed primarily from severely inadequate professional development—training conducted only once biennially—compounded by insufficient facilities and limited professional learning community participation. Paradoxically, student learning outcomes showed improvement despite incomplete implementation fidelity. The study elaborates teacher understanding as a multidimensional construct encompassing cognitive, pedagogical, and metacognitive dimensions, challenging deficit-oriented implementation narratives. Findings underscore urgent need for sustained, job-embedded professional development utilizing collaborative learning models, establishment of robust professional learning communities, and redesigned curriculum materials with explicit implementation guidance to optimize educational transformation.
Co-Authors Abdul Rahman Adelia Rizki Ananda Agustina, Agnes Alma Safira Amelia Citra Amelia, Putri Amin Basri Amiruddin, Ayu Cahyani Ammar Abdullah Joni Guci Amran Rasli, Amran Andi Imrah Dewi Andi Nur Isnayanti Andi Nur Isnayanti Andi Rahmaeni M Anidya Citra Mayuni AR, Muslim Aras, Nurul Fitria Arif Firmansyah Arif Firmansyah Asriani Asriani Asriani, Asriani Asriani, Asriani Ayu Amalia Shaltina Azizah Azizah Azzahra Zahwa Adillah Basira, Gusmiatni Dediyana Bulalong, Roberto Rolly Cahyani, Eka Danti Indriastuti Purnamasari Dewi Tri Rahayu Dewi Tureni Dg. Malondeng, Farul Ramadhan Dhea Febrianti Dyah Aini Purbarani Dyah Rahmawati Fadlia Mubakkira, Fadlia Mubakkira Fahriadi Fahriadi Faizal Faizal, Faizal Faradilla Nur Itsnaini Febi Yulianti Febriana, Yunda Fia Regina Lestari Fira Astuti Sukardi Fresya Angnelvin Dengkidala Guci, Ammar Abdullah Joni Herlina Herlina Herlina, Herlina Huber Yaspin Tandi, Elfika Arif Firmansyah Ida Nuraeni Ilmi Firrizkiyah Juraid Abdul Latief Kadek Hariana Kadek Herawati Kadek Marsela Yustini Resintia Khairunnisa Khairunnisa Khairunnisa Khairunnisa Komang Sri Wiriyani Lestari, Nova Hermina Mahmud Gamar, Mahfud Mahmud Gamar Manggato, Sandra Dwi Chikitha Margaret Maharani Bode Marlene Juita Kadoi Mas'adi Mas'adi Melyani Sari Sitepu Mewalo, Wulandari Miftahul Hidayati Misnah Misnah Moh Ansar Hasan Moh. Tahir Monipo, Yulan Mubarik Mubarik Muchdar, Muchdar Muhammad Aqil Muhammad Fasli Muhammad Fasli Muhammad Nazimuddin Al Kamil Musdalifah Ibrahim Muslim AR Muslim AR Muslim AR., Muslim AR. Nashrullah . Nashrullah, Nashrullah Ni Kadek Delin Ariani Ni Luh Anggun Raya Damayanti Ni Nyoman Anis Kristina Yanti Ni Nyoman Nevy Niluh Chixa Widiani Nur Aviza Nur Rahmah Nur Rahmi Rezki Ramadhani NurAfni NurAfni Nurfaiza, Nurfaiza Nurhalizah Nurhalizah Nurhayati Mardin Nurlita Aristya Suci Nurma Yuntika Tolodo Nurrahma Nurrahma Nurul Fitria Fitria Aras Nurul Fitriah Aras Pahriadi Paidi, Zulhilmi Pase, Moeh Ilham Pratama, Ryan Andhika Putriwanti Putriwanti Radia Rahma Rahma, Dewi Rahmat Maghfirah Ruana Rahmawati Samu Rahmawati, Dyah Rahmawati, Rahmawati Renita Renita Rini Ramadan Riskita, Nurul Ritman Ishak Paudi Rizal Rizal Rizal Rizal Rizal, Rizal Roberto Rolly Bulalong Rosola, Rosola Ryan Andhika Pratama Ryan Andika Pratama Sarah Azizah Sela Selfia Selpianti, Selpianti Septiana Nur Sinta Satria Dewi Pendit Sisriawan Laapasere Sisriawan Lapasere Sisriawan Lapasere Siti Helmyati Siti Kurnia Sri Wahyuni Sufyan, Mohammad Syabina Nurfadila Syachdin, Syachdin Syachputri M, Winanda syamsidar syamsidar Syamsuddin Syamsuddin Tangke, Fadlun Nirman Tia Athifah Ulfah Ulfah Vivekanantharasa, Raveenthiran Widyatmi Anandy Wiwin Wiwin YAAKOB, MOHD FAIZ MOHD Yun Ratna Lagandesa Yuni Rahmawati Yunita Yunita Yunus, Sitti Rahma Yusdin B M Gagaramusu Yusdin Bin M Gagaramusu Yusdin Bin. M. Gagaramusu Yusdin Gagaramusu Zahra Zinnira Irwan Zulnuraini