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This Author published in this journals
All Journal Journal of Innovation and Research in Primary Education
Nana Herdiana Abdurrahman
Universitas Islam Nusantara
Education Languange, Linguistic, Communication & Media Mathematics Other

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Managing Infographic-Mediated Indonesian Language Instruction to Improve Elementary Students' Procedural Writing Skills Sisca Rachmawati; Nana Herdiana Abdurrahman
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.v5i1.2762

Abstract

Elementary students frequently encounter challenges in developing writing proficiency due to inadequate instructional strategies and limited engagement with conventional text-based approaches. This study examined the management of Indonesian language instruction incorporating infographic media to enhance elementary students' procedural writing skills through systematic PDCA (Plan-Do-Check-Act) cycle implementation. A qualitative multiple case study was conducted at two elementary schools (SDN Sindanglaya and SDN Panagan) in Cianjur Regency, Indonesia. Data were collected through classroom observations (24 sessions), semi-structured interviews with teachers (n=4), principals (n=2), and students (n=48), and document analysis of instructional artifacts. Data analysis followed Miles et al.'s systematic procedures encompassing data reduction, display, and conclusion drawing with cross-case comparison. Findings revealed that structured infographic-based instructional management significantly improved students' writing quality (34% average improvement) with particularly substantial gains in structural organization (47%). Student engagement during infographic activities (78%) substantially exceeded traditional instruction (52%). Teachers demonstrated pedagogical adaptability despite technological constraints, while systematic evaluation and continuous improvement processes enhanced instructional effectiveness.  PDCA-based management of infographic-mediated instruction represents an effective, evidence-based approach for enhancing elementary writing instruction when implemented through comprehensive frameworks encompassing rigorous planning, adaptive pedagogy, systematic evaluation, and continuous refinement that balance innovation with pragmatic implementation realities.
Coaching-Based Academic Supervision Management Using the Tirta Model to Improve Teachers' Pedagogical Competence Erwin Kustamaji; Nana Herdiana Abdurrahman
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.v5i1.2772

Abstract

Teachers' pedagogical competence remains a critical challenge in Indonesian elementary education despite various professional development initiatives. Traditional evaluative supervision approaches have proven insufficient in fostering sustainable teacher development. This study examined the implementation of coaching-based academic supervision using the TIRTA (Goals, Identification, Action Plan, Responsibility, Appreciation) model to enhance teachers' pedagogical competence in elementary schools. A descriptive qualitative case study was conducted at SDN Pancawangi and SDN Sindangjaya in Cianjur Regency, West Java. Data were collected through in-depth interviews with principals and teachers, participatory observations of supervision sessions, and analysis of supervision documents. Data analysis followed Miles, Huberman, and Saldaña's interactive model, with trustworthiness established through triangulation and member checking. Findings revealed that TIRTA-based supervision was implemented systematically through collaborative planning (participatory needs assessment, SMART goals), structured five-stage implementation (reflective dialogue, co-constructed action plans, mutual accountability), comprehensive evaluation (82% target achievement, constructive feedback), and sustained follow-up (continuous monitoring, progressive competency development). The coaching approach transformed supervision relationships from evaluative to developmental, creating psychological safety and cultivating teachers' autonomous motivation and self-directed learning capacities. The TIRTA model effectively operationalizes adult learning theory, coaching principles, and self-determination theory, offering promising direction for sustainable teacher professional development in elementary education contexts.
Co-Authors Erwin Kustamaji Sisca Rachmawati