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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Innovation and Research in Primary Education
Dyah Aini Purbarani
Universitas Tadulako
Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementing Strategic Management for Learning Quality: How Rural School Principals Navigate Resource Constraints Nurhalizah Nurhalizah; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Dyah Aini Purbarani; Sisriawan Lapasere
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.
Problem-Based Learning Implementation to Enhance Sixth-Grade Students' Science Learning Outcomes: An Action Research Study Reni Atika; Azizah Azizah; Nuraini Nuraini; Zulnuraini Zulnuraini; Dyah Aini Purbarani
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.v5i1.3276

Abstract

Low IPAS learning outcomes among sixth-grade students at Alkhairaat Tondo Elementary School, attributed to conventional teacher-centered instruction, necessitated pedagogical intervention to enhance student achievement and engagement. This study aimed to improve IPAS learning outcomes through systematic implementation of the Problem-Based Learning (PBL) model. Employing classroom action research based on the Kemmis and McTaggart model, this study was conducted across two cycles with 26 sixth-grade students during October-November 2025. Data were collected through criterion-referenced achievement tests (20 items, KR-20 = 0.82) and validated observation sheets (Cohen's kappa = 0.85) documenting teacher and student activities. Analysis utilized both quantitative descriptive statistics and qualitative rubric-based assessment. Classical completeness increased significantly from 58% in Cycle I to 88% in Cycle II, representing a 30 percentage point improvement. Concurrently, teacher activity performance improved from 66% (adequate) to 91% (very good), while student engagement advanced from 64% to 89%. Notably, mid-range achievers (initial scores 60-75) demonstrated greater gains (average 18 points) compared to lower-achieving students (average 12 points), suggesting differential PBL impact across performance levels. Systematic PBL implementation effectively improves IPAS learning outcomes while enhancing teacher facilitation quality and student engagement. The iterative action research process enabled progressive refinement of instructional practices, though lower-achieving students may require additional scaffolding for equitable outcomes.
Co-Authors Azizah Azizah Nashrullah . Nuraini Nuraini Nurhalizah Nurhalizah Reni Atika Rizal, Rizal Sisriawan Lapasere Surahman Wilade Zulnuraini