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All Journal Journal of Innovation and Research in Primary Education
Kasmawati Kasmawati
Universitas Tadulako
Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrating Indigenous Cultural Dance into Elementary Character Education: Evidence from Torata Dance Learning in Indonesia Salsabila Salsabila; Andi Imrah Dewi; Kadek Hariana; Zulnuraini Zulnuraini; Kasmawati Kasmawati
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.v5i2.3411

Abstract

This study examined the role of Torata Dance-based learning in fostering character education among elementary school students at SD Negeri Tondo, Palu, Central Sulawesi, Indonesia. The study was motivated by the persistent gap in empirical research on how specific local traditional dances function as systematic pedagogical instruments for character formation. A qualitative descriptive design was employed, involving 29 third-grade students and one arts teacher as participants. Data were collected through structured observation, semi-structured interviews, and documentation, and analyzed using Miles et al.'s interactive model. Findings reveal that Torata Dance instruction, delivered through culturally mediated sequential stages, cultivated five core character values — religiosity, discipline, responsibility, love for the homeland, and social care — through embodied practice and teacher-guided cultural explanation. A particularly notable finding is that value internalization was not a spontaneous outcome of dance participation but was systematically shaped by the teacher's pedagogical intentionality and capacity to integrate cultural meanings into instructional sequences. These results affirm that local cultural dance, when pedagogically mediated, constitutes an effective and contextually relevant vehicle for holistic character education, contributing empirical evidence to discussions on culturally responsive pedagogy and arts-based moral formation in elementary schooling.
Audio-Visual Media as an Instructional Innovation to Increase Learning Interest in Indonesian Language Sajma Sajma; Herlina Herlina; Sisriawan Lapasere; Zulnuraini Zulnuraini; Kasmawati Kasmawati
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.v5i2.3559

Abstract

Low student learning interest remains a persistent challenge in Indonesian language instruction at the elementary level, often resulting from overreliance on lecture-based delivery and inadequate use of engaging instructional media. This study employed a two-cycle Classroom Action Research (CAR) design to examine the effectiveness of audio-visual media in increasing the learning interest of 28 fifth-grade students at SD Inpres 2 Besusu, Palu. Data were collected using a validated Likert-scale learning interest questionnaire (Cronbach's α = 0.81), teacher and student activity observation sheets, and documentation. Quantitative data were analyzed by calculating percentage scores against established category criteria, while qualitative data were processed through reduction, display, and conclusion-drawing stages. In Cycle I, the mean learning interest reached 61.86% (fair–good category), with only 14.29% of students achieving the very good level. Following reflective refinements to media content and teacher facilitation strategies, Cycle II yielded a mean of 83.09% (very good category), with 85.71% of students reaching the highest category—a 21.23 percentage-point increase. These findings demonstrate that iteratively designed audio-visual media, supported by facilitative teaching, effectively transforms passive learning behavior into active engagement in Indonesian language classrooms. This study contributes process-oriented evidence for the role of multimedia learning principles in elementary literacy education and offers a replicable intervention model for teachers seeking to increase student learning interest.
Puzzle Media as an Instructional Intervention for Early Reading Development: Evidence from Third-Grade Students in Indonesia Miftanul Jannah; Azizah Azizah; Nuraini Nuraini; Yusdin bin M Gagaramusu; Kasmawati Kasmawati
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.v5i2.3589

Abstract

Low early reading proficiency among elementary school students remains a persistent challenge in Indonesian primary education, particularly with respect to oral reading dimensions such as pronunciation, intonation, voice clarity, and fluency. Puzzle media has emerged as a promising interactive instructional tool; however, empirical evidence of its effectiveness among third-grade students — a transitional learner cohort — remains limited. This study employed a quantitative quasi-experimental design with a pretest–posttest control group arrangement. The participants comprised 40 third-grade students at SDN Inpres 1 Lasoani, divided equally into an experimental class (n = 20) and a control class (n = 20) using a saturated sampling technique. Data were collected through a validated early reading performance test (reliability coefficient r = .87) assessing four reading aspects, and analysed using a Paired Sample T-Test following confirmed normality (Shapiro-Wilk) and homogeneity (Levene's) assumptions. The experimental class demonstrated a statistically significant improvement in reading skills, with mean scores increasing from 76.97 (pretest) to 96.22 (posttest), yielding t(37) = −2.155 and p = .038 (< .05). Gains were consistent across all four assessed reading dimensions. The findings confirm that puzzle media effectively improves holistic oral reading competencies in Grade 3 students, extending prior research predominantly focused on Grade 1 and Grade 2 learners. The results are interpretable through dual coding theory and support the integration of puzzle media as a structured reading intervention aligned with the Merdeka Belajar differentiated learning framework.
Co-Authors Andi Imrah Dewi Azizah Azizah Herlina, Herlina Kadek Hariana Miftanul Jannah Nuraini Nuraini Sajma Sajma Salsabila Salsabila Sisriawan Lapasere Yusdin Bin M Gagaramusu Zulnuraini