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All Journal Jurnal Dikdas Tekno - Pedagogi : Jurnal Teknologi Pendidikan Publikasi 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 Riset Pendidikan MIPA Interdisciplinary Social Studies Edu Cendikia: Jurnal Ilmiah Kependidikan 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 Padma: Jurnal Pengabdian Kepada Masyarakat Equator Science Journal (ESJ) Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal DIKDAS Horizon of Primary Education (HoPE)
Surahman Wilade
Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Tadulako Palu, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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Culturally Responsive Traditional Games: A Constructivist Approach to Enhancing Elementary Science Motivation Ni Luh Anggun Raya Damayanti; Muhammad Aqil; Surahman Wilade; Rizal Rizal; Ryan Andhika Pratama
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.v5i1.3339

Abstract

This study investigated the effectiveness of traditional educational games in enhancing learning motivation among fourth-grade students in Natural and Social Sciences (IPAS) instruction. Employing a pre-experimental one-group pretest-posttest design, the research involved 13 students at SD Inpres 2 Balinggi, Central Sulawesi, Indonesia, during the 2025/2026 academic year. Learning motivation was measured using a validated 15-item questionnaire administered before and after implementing traditional game-based instruction on the "Forces Around Us" topic. Data analysis utilized descriptive statistics, Shapiro-Wilk normality testing, and normalized gain (N-Gain) calculations. Results demonstrated consistent improvement across all participants, with mean motivation scores increasing from 66.15 (pretest) to 73.15 (posttest), yielding an N-Gain of 0.79, indicating high pedagogical effectiveness. The uniform 7-point increase, while preventing standard inferential testing due to zero variance, provided compelling evidence of intervention impact. These findings support constructivist frameworks and culturally responsive pedagogy theories, demonstrating that traditional games effectively transform abstract scientific concepts into concrete learning experiences through culturally grounded activities. The study contributes empirical evidence that traditional educational games serve as accessible, low-cost interventions capable of significantly enhancing student motivation in integrated science instruction, particularly valuable for resource-constrained educational settings while challenging deficit perspectives on traditional pedagogical practices.
Principal's Strategic Management in School Revitalization: A Case Study on Learning Quality Improvement at SDN Inti Tomoli Wiwin Wiwin; Rizal Rizal; Sisriawan Lapasere; Mahfud Mahmud Gamar; 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.v5i2.3410

Abstract

Despite growing interest in principal leadership, empirical studies examining how strategic management practices at the elementary school level translate into concrete learning quality improvements remain limited, particularly in underserved local contexts. This study aimed to analyze the principal's strategic management practices in school revitalization efforts and their implications for improving learning quality at SDN Inti Tomoli, Parigi Moutong Regency, Central Sulawesi, Indonesia. A qualitative descriptive approach with a case study design was employed. Data were collected through in-depth semi-structured interviews, structured observations, and student questionnaires involving the principal, teachers, school committee members, and 28 students from Grades IV–VI. Data analysis followed the Miles and Huberman interactive model. Five interconnected strategic management dimensions were identified: participatory learning planning aligned with the Independent Curriculum, teacher competency development, facilities revitalization with transparent budget governance, empowerment-based resource organization, and multi-stakeholder evaluation. These practices produced measurable improvements in instructional quality, student motivation, and school culture. A notable finding was that participatory organizational structures did not fully resolve disparities in teacher technology access. The findings confirm that principal strategic management is central to successful elementary school revitalization and sustainable learning quality improvement, while extending the literature by foregrounding budget transparency and culturally responsive pedagogy as consequential dimensions of effective revitalization management.
Learning Interest in Elementary Science Education: A Descriptive Study of the Attention–Engagement Divergence Among Fifth-Grade Students in Rural Indonesia Azzahra Zahwa Adillah; Sisriawan Lapasere; Pahriadi Pahriadi; Surahman Surahman
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.v5i2.3489

Abstract

Learning interest is a multidimensional psychological construct that critically shapes students’ academic engagement and outcomes in elementary science education. Empirical evidence on its disaggregated indicator profile in Integrated Natural and Social Sciences (IPAS) under Indonesia’s Independent Curriculum remains limited, particularly in rural school contexts. This descriptive quantitative study examined learning interest among 15 fifth-grade students at Porame State Elementary School, Sigi Regency, Central Sulawesi. Data were collected via a validated 20-item Likert-scale questionnaire (Cronbach’s α = 0.81) across four indicators: subject interest, student attention, feelings of enjoyment, and active engagement, analyzed using univariate percentage analysis. The overall learning interest score was 72.75% (high), with attention reaching the very high level (88.33%), while subject interest (67.33%), enjoyment (68.00%), and active engagement (67.33%) each fell in the moderate range. Notably, only 46.66% of students studied independently in the teacher’s absence. This attention–engagement divergence suggests that high behavioral compliance does not necessarily reflect deep affective or autonomous engagement, a pattern characteristic of teacher-centered instructional contexts. Findings contribute to the reconceptualization of learning interest as an asymmetrically developing construct and call for inquiry-based, locally contextualized IPAS instruction to foster genuine student engagement.
Local Wisdom Integration in Digital Science and Social Studies Teaching Materials: An ADDIE-Based Flipbook Development for Fifth-Grade Elementary Learners Fira Astuti Sukardi; Yusdin B M Gagaramusu; Surahman Wilade; Zulnuraini Zulnuraini; Danti Indriastuti Purnamasari
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.v5i2.3575

Abstract

Integrated science and social studies (IPAS) instruction in Indonesian elementary schools frequently remains textbook-centered and disconnected from students' local contexts, limiting engagement and conceptual understanding. The integration of local wisdom into digital teaching materials represents a promising yet underexplored approach to addressing this gap, particularly within the framework of the Merdeka Curriculum. This study employed a Research and Development (R&D) design guided by the ADDIE model to develop a local wisdom-based IPAS flipbook for fifth-grade students at SDN 10 Palu, Central Sulawesi, Indonesia. The participants comprised 23 students, one classroom teacher, and one media expert. Data were collected through media expert validation sheets (22 items; CVR = 0.99) and student response questionnaires (24 items; Cronbach's α = 0.87), both using a four-point Likert scale. The developed flipbook — titled Petualangan di Lembah Palu — integrates endemic Central Sulawesi flora and fauna with culturally grounded narratives. Expert validation yielded a score of 92.9% (very valid), and student practicality responses reached 98.4% (very practical) across dimensions of visual attractiveness, ease of use, content comprehension, and learning motivation. These results indicate that a systematically designed, culturally contextualized digital flipbook can achieve high feasibility standards for elementary IPAS learning. The study offers a replicable model for developing locally grounded digital instructional materials aligned with the Merdeka Curriculum. Future research should examine the flipbook's effectiveness on learning outcomes through experimental designs and extend implementation to diverse school contexts.
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.
The Permits as an Integration Mechanism: Legal Protection Efforts for Land Rights Holders Relating to Mining Permits Surahman Surahman; Nurhayati Mardin; Syachdin Syachdin; Widyatmi Anandy
Pena Justisia: Media Komunikasi dan Kajian Hukum Vol. 23 No. 2 (2024): Pena Justisia
Publisher : Faculty of Law, Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/pj.v23i2.4464

Abstract

This research aims to analyze the position of permits as well as formulate the position of permits as an integration mechanism related to preventive means to minimize disputes and disputes between mining permit holders. This research is normative legal research with a statutory and conceptual approach. The research results confirm that the position of permits as a preventive legal protection effort in society has an orientation to prevent and minimize disputes or disputes between land rights and mining permits. Permits as an integration mechanism for land rights holders relating to mining permits can be carried out by carrying out reformulation in which mining permits are granted by first fulfilling the conditions for resolving various problems between mining permit holders and land right holders. Resolving various problems between mining permit holders and land rights holders is carried out using a comprehensive and holistic approach that not only prioritizes legal approaches, but accommodates political, economic and cultural approaches.
Meningkatkan Hasil Belajar Siswa Pada Tema “Indahnya Keberagaman Di Negeriku” Melalui Pendekatan Kontekstual Di Kelas IV: Improving Student Learning Outcomes on the Theme of “The Beauty of Diversity in My Country” Through a Contextual Approach in Grade IV Faizal Faizal; Muhammad Aqil; Nurul Fitriah Aras; Surahman Surahman
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.v8i1.923

Abstract

through two cycles, each cycle consisting of four stages (a). Planning (b). Implementation of Action (c). Observation and (d). Reflection. The study has an important objective in improving student learning outcomes on the theme "The Beauty of Diversity in My Country" in Class IV SDN 18 Banawa. The problem to be studied is the low learning outcomes of students. In an effort to solve this problem, the researcher used a contextual approach. The subjects to be studied were 29 students of class IV SDN 18 Banawa. The results of the data obtained through teacher and student activity sheets and action result tests. Data from the results of the first cycle of research showed the results of students' Classical Absorption Power of 57.93% and the percentage of Classical Learning Completeness of 52.63%. While in cycle II, the percentage of Classical Absorption Power was 87.24% and the percentage of Classical Learning Completeness of 96.55%. Based on the results of the percentage of Learning Outcome Completeness in Cycle I and Cycle II. It is clear that the increase that occurred was very significant, namely 30.81% for Individual Absorption Power, from cycle I of 58.24% and cycle II of 89.05%. The same is true for Classical Learning Completeness which experienced a very large increase, namely 62.16% from cycle I of 56.63% and cycle II of 96.55%. Based on these results, researchers can conclude that using a contextual approach can improve student learning outcomes.
Co-Authors Abdul Rahman Adelia Rizki Ananda Agnes Oktaviani Putri Agustina, Agnes Alma Safira Amelia Citra Amelia, Putri Amin Basri Amiruddin Hatibe Amiruddin, Ayu Cahyani Ammar Abdullah Amran Rasli, Amran Andi Imrah Dewi Andi Nur Isnayanti Andi Nur Isnayanti Andi Rahmaeni M Andini Aulia Salsabila Anidya Citra Mayuni AR, Muslim Aras, Nurul Fitria Arif Firmansyah Arif Firmansyah 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 Diah Sakina Dyah Aini Purbarani Dyah Rahmawati Fadlia Mubakkira, Fadlia Mubakkira Fahriadi Fahriadi Faizal Faizal Faradilla Nur Itsnaini Febi Yulianti Febriana, Yunda Fia Regina Lestari Fira Astuti Sukardi Fresya Angnelvin Dengkidala Geyshita Nadya Molawan Grafindia Dungga Guci, Ammar Abdullah Joni Herlina Herlina Herlina, Herlina Huber Yaspin Tandi, Elfika Arif Firmansyah Ida Nuraeni Ilmi Firrizkiyah Imran Imran Juraid Abdul Latief Kadek Hariana Kadek Herawati Kadek Marsela Yustini Resintia Khairunnisa Khairunnisa Khairunnisa Khairunnisa Komang Sri Wiriyani Lestari, Nova Hermina lisnawati Haluma 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, Muchdar Muhammad Aqil Muhammad Fasli Muhammad Fasli Muhammad Nazimuddin Al Kamil Musdalifah Ibrahim Muslim AR Muslim AR Muslim AR Muslim AR., Muslim AR. Mutmainnah, Ainun Nashrullah . Nashrullah, Nashrullah Nasrullah Nasrullah Ni Kadek Delin Ariani Ni Luh Anggun Raya Damayanti ni luh dewi puspita Ni Nyoman Anis Kristina Yanti Ni Nyoman Nevy Niluh Chixa Widiani Ningsih, Ni Komang Ayu Nunung Damayanti 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 Nurul Maghfira Pahriadi Pahriadi Pahriadi Paidi, Zulhilmi Pase, Moeh Ilham Pratama, Ryan Andhika Putriwanti Putriwanti Radia Rahma Rafika Langimpu Rahma, Dewi Rahmat Maghfirah Ruana Rahmawati Samu Renita Renita Rini Ramadan Riska Efendi Riskita, Nurul Ritman Ishak Paudi Rizal Rizal Rizal Rizal Rizal Rizal Rizal, Rizal Roberto Rolly Bulalong Rosola, Rosola Ryan Andhika Pratama Ryan Andika Pratama Samsurizal, M. Sulaeman Sarah Azizah Sela Selfia Selpianti, Selpianti Septiana Nur Sinta Satria Dewi Pendit Sisriawan Lapasere Siti Helmyati Siti Kurnia sri rahmawati raoda Sri Wahyuni Sri Wahyuni Sufyan, Mohammad Syabina Nurfadila Syachdin, Syachdin Syachputri M, Winanda syamsidar syamsidar Syamsuddin Syamsuddin Takulo, Megawati Tangke, Fadlun Nirman Tia Athifah Tri Astuti Tungga Dewi 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 Zafira Safitri Zahra Zinnira Irwan Zulnuraini ⁠Elfira Rusli