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All Journal Journal of Innovation and Research in Primary Education
Yusdin B M Gagaramusu
Universitas Tadulako
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring Contextual Teaching Effects on Student Motivation in Elementary Language Learning Alma Safira; Yusdin B M Gagaramusu; Khairunnisa Khairunnisa; Muhammad Fasli; Nurul Fitria Fitria Aras; Surahman Wilade
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.v5i1.3278

Abstract

Low student motivation in Indonesian language learning at the elementary level remains a persistent pedagogical challenge, often stemming from conventional teaching approaches that fail to connect academic content with students' lived experiences. This study examined the effect of Contextual Teaching and Learning (CTL) on fourth-grade students' learning motivation in Indonesian language instruction. A quasi-experimental one-group pretest-posttest design was employed with 28 fourth-grade students at Al-Khairaat Tondo Elementary School, Palu City, Indonesia. Data were collected through learning motivation questionnaires, classroom observations, semi-structured interviews, and documentation. Analysis included descriptive statistics, Shapiro-Wilk normality test, and paired-samples t-test. Observational data revealed high student engagement (80-100% participation), with most students categorized as having Good (n=13) or Very Good (n=6) motivation levels post-intervention. Descriptive statistics showed an increase in mean scores from 64.27 (pretest) to 69.12 (posttest). However, inferential analysis indicated this difference was not statistically significant, t(24) = -0.716, p = 0.481. While CTL implementation was associated with enhanced classroom engagement and positive motivational responses, the intervention did not produce statistically significant changes in self-reported motivation. The findings suggest CTL holds pedagogical value for fostering participatory learning environments but requires extended duration and complementary autonomy-supporting strategies to generate measurable motivational shifts. Future research should employ control-group designs with longer intervention periods.
Local Wisdom Integration in Digital Science and Social Studies Teaching Materials: An ADDIE-Based Flipbook Development for Fifth-Grade Elementary Learners Fira Astuti Sukardi; Yusdin B M Gagaramusu; Surahman Wilade; Zulnuraini Zulnuraini; Danti Indriastuti Purnamasari
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.v5i2.3575

Abstract

Integrated science and social studies (IPAS) instruction in Indonesian elementary schools frequently remains textbook-centered and disconnected from students' local contexts, limiting engagement and conceptual understanding. The integration of local wisdom into digital teaching materials represents a promising yet underexplored approach to addressing this gap, particularly within the framework of the Merdeka Curriculum. This study employed a Research and Development (R&D) design guided by the ADDIE model to develop a local wisdom-based IPAS flipbook for fifth-grade students at SDN 10 Palu, Central Sulawesi, Indonesia. The participants comprised 23 students, one classroom teacher, and one media expert. Data were collected through media expert validation sheets (22 items; CVR = 0.99) and student response questionnaires (24 items; Cronbach's α = 0.87), both using a four-point Likert scale. The developed flipbook — titled Petualangan di Lembah Palu — integrates endemic Central Sulawesi flora and fauna with culturally grounded narratives. Expert validation yielded a score of 92.9% (very valid), and student practicality responses reached 98.4% (very practical) across dimensions of visual attractiveness, ease of use, content comprehension, and learning motivation. These results indicate that a systematically designed, culturally contextualized digital flipbook can achieve high feasibility standards for elementary IPAS learning. The study offers a replicable model for developing locally grounded digital instructional materials aligned with the Merdeka Curriculum. Future research should examine the flipbook's effectiveness on learning outcomes through experimental designs and extend implementation to diverse school contexts.
Co-Authors Alma Safira Danti Indriastuti Purnamasari Fira Astuti Sukardi Khairunnisa Khairunnisa Muhammad Fasli Nurul Fitria Fitria Aras Surahman Wilade Zulnuraini