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

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Fostering Environmental Awareness Through Poster Media: A Case Study at SD Inpres 3 Talise Gustina M Yusup; Azizah Azizah; Khairunnisa Khairunnisa; Abdul Rahman; Sukri Sukri
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.v5i1.3219

Abstract

Environmental awareness among elementary students remains inadequate despite its critical importance for sustainable development. This qualitative case study investigated poster media implementation to foster environmental awareness at SD Inpres 3 Talise, examining implementation processes, behavioral changes, and obstacles encountered by educators. Twenty-four students from grades III, IV, and V, three homeroom teachers, and the school principal participated. Data were collected through systematic observations, semi-structured interviews, and documentary evidence, analyzed using the Miles and Huberman framework with triangulation for validity. Results revealed that strategically positioned posters combined with peer modeling effectively enhanced environmental awareness, with fifth-grade students demonstrating autonomous environmental behaviors, fourth-grade students showing consistent conduct requiring occasional reinforcement, and third-grade students displaying gradual improvements with substantial teacher guidance. Unexpected findings included spontaneous peer mentoring dynamics and location-dependent poster effectiveness. Seven implementation obstacles emerged: inconsistent student attention, attitude-behavior gaps, novelty effects, suboptimal placement, resource limitations, inadequate pedagogical integration, and limited teacher understanding of visual media pedagogy. Findings align with Mayer's Cognitive Theory of Multimedia Learning, Bandura's Social Learning Theory, and Ajzen's Theory of Planned Behavior, demonstrating that posters function optimally as pedagogically integrated tools requiring strategic placement, content refreshment, and instructional reinforcement rather than passive displays. This study contributes practical insights for implementing cost-effective visual media interventions in resource-constrained educational settings.
Does the Family Environment Matter? Examining Its Relationship with Elementary Students' Learning Motivation Nur Annisa; 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.v5i2.3608

Abstract

The family environment is widely recognized as a foundational determinant of children's learning motivation; however, empirical evidence from urban-periphery communities in Indonesia—particularly those characterized by trade-based parental occupations—remains limited.  This quantitative correlational study involved all 23 fifth-grade students at SD Negeri 20 Palu, Central Sulawesi, recruited through total sampling. Data were collected using two validated Likert-scale questionnaires measuring family environment and learning motivation, supplemented by semi-structured interviews with teachers, the school principal, and selected parents. Data were analyzed using descriptive statistics, the Kolmogorov-Smirnov normality test, Pearson product-moment correlation, and coefficient of determination analysis with SPSS 25.  The family environment yielded a mean score of 77.03 (good category), while learning motivation yielded a mean of 84.59 (high category). Pearson correlation analysis revealed a significant moderate positive relationship between the two variables (r = 0.561, p = 0.004). The coefficient of determination indicated that the family environment accounted for 31.5% of the variance in learning motivation.  These findings align with Self-Determination Theory and the bioecological model, confirming that parental attention, emotional support, and a conducive home learning atmosphere are meaningful predictors of student motivation. The remaining 68.5% of unexplained variance underscores the complementary roles of school-based and individual-level factors.
Co-Authors Abdul Rahman Gustina M Yusup Kasmawati Kasmawati Khairunnisa Khairunnisa Nur Annisa Nuraini Nuraini Sukri Sukri Yusdin bin M Gagaramusu