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Needs Analysis for the Development of an Assessment Rubric for Writing Explanatory Texts Among Grade 5 Primary School Students Rosmawati , Erma; Apriliya, Seni; Yusuf Muslihin, Heri
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1371

This research is motivated by the unoptimal practice of writing assessments of explanatory text in grade V elementary school, which tends to be subjective and lacks specific feedback. This study aims to analyze the need to develop an assessment rubric for writing explanatory texts based on the characteristics of grade V students. The research method used is qualitative, with data collection through observation of assessment practices in the classroom, in-depth interviews with grade V teachers, and review of documentation related to writing assessment. The results showed that current assessment practices vary, use implicit criteria, and provide general feedback. Teachers acknowledge difficulties in assessing specific aspects of writing explanatory texts and need more objective instruments, such as rubrics. Analysis of curriculum documents and existing assessment instruments showed a lack of criteria specification for explanatory texts. The literature study supports the urgency of developing specific, clear, measurable, holistic, and practical rubrics and their potential as assessment and learning tools. This study concludes that there is a significant need to develop a writing assessment rubric for explanatory texts suitable for grade V to improve the objectivity of assessment, feedback effectiveness, and writing learning quality.

A Needs Analysis for the Development of a Canva-Based E-Module to Foster Critical Thinking Skills Among Elementary School Students Handayani, Rani; Yusuf Muslihin, Heri; Hidayat, Syarif
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1372

The involvement of technology in the learning process can present its attraction for students in improving skills, one of which is critical thinking skills. This study aims to analyze the need to develop e-modules based on the Canva application to foster the critical thinking skills of elementary school students. The background of this research is based on the importance of critical thinking skills in the digital era, the potential of e-modules as an innovative learning resource, and the ease of use of Canva in creating visual materials. The research method used was a comprehensive literature study of scientific journal articles, books, conference proceedings, and other relevant sources. The results of the study identified the characteristics of effective e-modules to foster critical thinking skills, the potential of Canva application in fulfilling these characteristics (especially in visual aspects and ease of use), as well as challenges in its development and implementation in elementary schools (including the limitations of Canva's interactive features, the need for a mature instructional design, teacher availability and skills, technology access gaps, and effectiveness evaluation). This study concludes that the development of Canva-based e-modules has significant potential as an engaging learning resource. Still, their effectiveness in fostering critical thinking skills depends on proper instructional design and efforts to overcome various implementation challenges. Further empirical research is needed to validate the effectiveness of this approach in educational practice.

Development of the Kyro Model as an Intervention Strategy in Literacy Improvement Resti, Ulis; Yusuf Muslihin, Heri; Indihadi, Dian
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1427

Reading and writing are fundamental cognitive skills that significantly impact academic success and critical thinking development. In Indonesia, many students struggle with complex text comprehension due to ineffective instructional strategies and low reading motivation. This challenge necessitates the development of innovative instructional models that address diverse learning needs and promote student engagement in literacy activities. This study employed a systematic literature review approach to develop the KYRO model (Knowledge, Understanding, Responsibility, and Opportunity) for literacy improvement. The research process involved identifying research objectives, conducting comprehensive literature searches across academic databases, applying selection criteria for source quality and relevance, performing thematic analysis, and conceptualizing the model based on theoretical foundations including Vygotsky's sociocultural theory and culturally responsive teaching principles. The analysis revealed that the KYRO model integrates interactive and collaborative strategies grounded in sociocultural learning theory. The model emphasizes four core components: Skills (Keterampilan), Confidence (Yakin), Responsiveness (Responsif), and Optimal Learning (Optimal). Implementation of this model demonstrated potential for increasing student motivation, engagement in reading and writing activities, text analysis abilities, creativity in writing, and communication confidence. The model's flexibility accommodates various learning styles while promoting active participation and deeper textual understanding. The KYRO model offers a comprehensive framework that addresses cognitive, emotional, and social aspects of literacy learning. By incorporating peer collaboration, scaffolding within the Zone of Proximal Development, and technology integration, the model creates engaging learning environments responsive to student needs. Further empirical research is needed to validate the model's effectiveness across diverse educational contexts and inform curriculum development strategies.

Analysis of the Adequacy of Science Materials for Primary School Learners in Phase A Based on the Merdeka Curriculum Yumna, Silka; Yusuf Muslihin, Heri; Hamdu, Ghullam
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1434

This study is a literature review aimed at analyzing the adequacy of science learning materials for Phase A elementary school students (grades 1 and 2) in the context of implementing the Kurikulum Merdeka (Independent Curriculum). The background of this research stems from significant changes in Indonesia’s education system through the introduction of the Independent Curriculum, which emphasizes contextual, flexible, and student-centered learning. This approach is also applied to science education at the early primary level, a critical stage in building children’s foundational scientific literacy. The method used in this study is a literature review, with data collected through the identification, search, and selection of various relevant sources such as curriculum documents, textbooks, scholarly articles, and expert opinions. The data were analyzed qualitatively using content analysis and literature synthesis, focusing on aspects such as the definition, structure, breadth, depth, and relevance of the science material, as well as its potential strengths and weaknesses. The results indicate that the science materials for Phase A in the Independent Curriculum show promising potential, particularly through thematic integration and an exploratory approach that aligns with children's developmental stages. However, several challenges remain, including limited conceptual depth, the crucial role of teachers, the availability of learning resources, and the need for holistic assessment tools. In conclusion, the Independent Curriculum provides a positive direction for science learning in Phase A. However, collaboration among various stakeholders is necessary to ensure the adequacy and effectiveness of the materials in building strong scientific literacy from an early age.

A Systematic Study of the Application of Differentiated Project-Based Learning to Improve the Readiness and Learning Outcomes of Elementary Students Dinaryanti, Dina; Yusuf Muslihin, Heri; Indihadi, Dian
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1435

This study is a systematic literature review to analyse the implementation of the Project-Based Learning (PjBL) model combined with the Differentiated Learning approach to enhance learning readiness and outcomes among elementary school students. The review examines relevant empirical studies and theoretical frameworks from recent literature to understand how integrating these two learning models accommodates diverse student readiness and positively impacts competency achievement. Findings indicate that differentiated-based PjBL enables students to engage actively and creatively according to their learning styles and readiness levels, significantly improving motivation, critical thinking skills, and learning outcomes. Furthermore, teacher readiness in designing Lesson Plans (RPP) that respond to student diversity is crucial for successful implementation. This review recommends that educators and policymakers develop inclusive and effective learning strategies at the elementary education level.

Perbedaan Perkembangan Bahasa antara Anak yang Bersekolah di TK Sentra dan TK reguler Tantiva, Ica; Yusuf Muslihin, Heri
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 2 (2025): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v5i2.709

The purpose of this study was to identify differences in language development between children who go to center-based kindergartens and children who go to regular kindergartens. The method used uses a quantitative approach and statistical analysis (independent sample t-test) to test the hypothesis objectively. The subjects of the study consisted of children aged 4-6 years who attended both types of kindergartens. Language development data were collected through observation and language development tests that measured aspects of speaking, listening, vocabulary, and communication skills. The results showed that children in kindergarten centers had significantly better language development compared to children in regular kindergartens. This is due to the center-based learning model which provides more intensive language stimulation through structured play activities and more interaction

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