Article Per Year (5 Year)
p-Index From 2021 - 2026
9.116
P-Index
This Author published in this journals
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 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

Published : 74 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 74 Documents
Search

 4   5   6   7   8 
Implementing Strategic Management for Learning Quality: How Rural School Principals Navigate Resource Constraints Nurhalizah, Nurhalizah; Rizal, Rizal; Wilade, Surahman; Nashrullah, Nashrullah; Purbarani, Dyah Aini; 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.v5i1.2984

Abstract

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

Abstract

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

Abstract

Deep learning implementation requires strong strategic leadership, yet limited empirical evidence exists on how principals manage this process in resource-constrained primary schools. This qualitative case study examined strategic management practices of the principal at SD Inpres Perumnas Palu in implementing deep learning. Data were collected through semi-structured interviews with the principal and two teachers, a 25-item Likert-scale questionnaire administered to 31 students, and document analysis. Data analysis followed Miles, Huberman, and Saldaña's interactive model involving data reduction, display, and conclusion drawing. Findings revealed systematic strategic management across three phases: planning through vision-mission alignment and cascade training models (mean effectiveness: 94.8%), implementation via pedagogical guidance and resource mobilization including ATM curriculum adaptation and multi-format supervision, and evaluation through weekly collaborative meetings and systematic monitoring using 15-indicator instruments. Student perceptions indicated predominantly positive deep learning experiences (overall mean = 3.61), with highest scores in mindful learning (mean = 3.76) and joyful learning (mean = 3.71) dimensions. Challenges included ICT competency variations, time constraints, and infrastructure limitations. Strategic management effectively enabled deep learning implementation despite resource constraints, with principal leadership creating conditions supporting pedagogical innovation. The study demonstrates how transformational leadership translates into concrete strategic processes, contributing frameworks for implementing curriculum reform in developing educational contexts.
Improving Fourth-Grade Students' Learning Outcomes in Science and Social Studies Through Numbered Heads Together Kurnia, Siti; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Rahman, Abdul; Wahyuni, Sri; 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.v5i1.3059

Abstract

Persistent challenges in elementary science education, including teacher-centered pedagogy, low student engagement, and inadequate learning outcomes, necessitate pedagogical innovations that promote active participation and conceptual understanding. This classroom action research investigated the effectiveness of the Numbered Heads Together (NHT) cooperative learning model in enhancing fourth-grade students' learning outcomes in Science and Social Studies (IPAS) at SD Inpres Perumnas Palu. Twenty-eight students participated in two iterative cycles comprising planning, implementation, observation, and reflection phases. Data were collected through achievement tests, structured observation sheets for teacher and student activities, and field documentation, analyzed using both quantitative and qualitative methods. Findings demonstrated progressive improvements across all measured variables. Teacher activity increased from good (68-73%) in Cycle I to very good (92-95%) in Cycle II. Student engagement advanced from adequate (61-63%) to very good (80-81%). Most significantly, classical mastery rose from 33% at baseline to 43% in Cycle I and 79% in Cycle II, surpassing the 65% success criterion. Results confirm that NHT effectively transforms passive learning environments into active collaborative spaces, supporting both cognitive achievement and social-emotional development. The structured accountability mechanisms inherent in NHT promote equitable participation and peer-mediated learning consistent with social constructivist principles, demonstrating applicability in resource-limited settings with diverse student populations.
Enhancing Elementary Science Learning Through Jigsaw Cooperative Learning: A Classroom Action Research Nurfadila, Syabina; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Firmansyah, Arif; Nazimuddin Al Kamil, Muhammad; 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.v5i1.3060

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 Irwan, Zahra Zinnira; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Firmansyah, Arif; Nazimuddin Al Kamil, Muhammad; 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.v5i1.3061

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.
Implementing the Make a Match Model to Improve Third-Grade Students' Speaking Skills: An Action Research Study Nur, Septiana; Aqil, Muhammad; Wilade, Surahman; Rizal, Rizal; 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.v5i1.3083

Abstract

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

Abstract

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

Abstract

The decline in student discipline in elementary schools, exacerbated by globalization and technological advancement, necessitates effective classroom management strategies that foster intrinsic behavioral regulation rather than external compliance. This study examined classroom management strategies employed by fourth-grade teachers at SDN Bambalemo to cultivate student discipline and identified factors influencing their implementation. A qualitative descriptive design was employed, with data collected through systematic observations, in-depth interviews with four teachers (coded A1-A4), and documentation analysis. Data were analyzed using Miles and Huberman's interactive model, incorporating triangulation to ensure validity. Three primary strategies emerged: creating positive learning climates through warm teacher-student relationships and consistent modeling; organizing adaptive learning spaces that promote cooperation and ownership; and managing interactive teaching-learning processes through two-way communication and constructive feedback. Internal factors—including teacher personality, professional awareness, motivation, and growth mindset—and external factors—encompassing family support, school regulations, and community environments—significantly influenced strategy effectiveness. An unexpected finding revealed students spontaneously maintained classroom tidiness, indicating internalized responsibility. Student discipline develops through ecological processes involving habituation, role modeling, and multi-stakeholder collaboration rather than authoritarian control. The findings challenge punitive approaches while supporting relationship-based pedagogies that foster self-regulation, providing empirical foundations for character-based classroom management in elementary education.
Implementation of the Independent Curriculum in Elementary Education: A Case Study of Fourth-Grade Teaching Practices in Indonesia Tolodo, Nurma Yuntika; Nashrullah, Nashrullah; Lapasere, Sisriawan; 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.v5i1.3224

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.
Co-Authors Abdul Rahman Agustina, Agnes Amelia Citra Amelia, Putri Amin Basri Amiruddin, Ayu Cahyani Amran Rasli, Amran Ananda, Adelia Rizki Andi Imrah Dewi Andi Nur Isnayanti Andi Rahmaeni M AR, Muslim Aras, Nurul Fitria Aras, Nurul Fitria Fitria Arif Firmansyah Arif Firmansyah Asriani Asriani Asriani, Asriani Athifah, Tia Aviza, Nur Azizah Azizah Azizah, Sarah Basira, Gusmiatni Dediyana Bulalong, Roberto Rolly Cahyani, Eka Danti Indriastuti Purnamasari Delin Ariani, Ni Kadek Dengkidala, Fresya Angnelvin Dewi Tri Rahayu Dewi Tureni Dg. Malondeng, Farul Ramadhan Dyah Aini Purbarani Fadlia Mubakkira, Fadlia Mubakkira Fahriadi Fahriadi Faizal Faizal, Faizal Fasli, Muhammad Febriana, Yunda Gagaramusu, Yusdin B M Guci, Ammar Abdullah Joni Herawati, Kadek Herlina Herlina Herlina, Herlina Hidayati, Miftahul Ibrahim, Musdalifah Ida Nuraeni Irwan, Zahra Zinnira Itsnaini, Faradilla Nur Joni Guci, Ammar Abdullah Kadek Hariana Kadoi, Marlene Juita Khairunnisa Khairunnisa Komang Sri Wiriyani Lestari, Fia Regina 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 Nazimuddin Al Kamil Muslim AR, Muslim AR Muslim AR., Muslim AR. Nashrullah, Nashrullah Nazimuddin Al Kamil, Muhammad Nevy, Ni Nyoman Nur Rahmah Nur ‘Azah Nur, Septiana NurAfni NurAfni Nurfadila, Syabina Nurfaiza, Nurfaiza Nurhalizah, Nurhalizah Nurhayati Mardin 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 Renita Renita Resintia, Kadek Marsela Yustini Riskita, Nurul Ritman Ishak Paudi Rizal Rizal Rizal, Rizal Rosola, Rosola Ruana, Rahmat Maghfirah Ryan Andika Pratama Safira, Alma Selfia, Sela Selpianti, Selpianti Shaltina, Ayu Amalia Sinta Satria Dewi Pendit Sisriawan Laapasere Sisriawan Lapasere Siti Helmyati siti kurnia, siti Sri Wahyuni Sufyan, Mohammad Syachdin, Syachdin Syachputri M, Winanda syamsidar syamsidar Syamsuddin Syamsuddin Tangke, Fadlun Nirman Tolodo, Nurma Yuntika 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