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All Journal Journal of Innovation and Research in Primary Education
Asep Nurjamin
Instritut Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Role of Parents in the Indonesian Language Learning Process on Elementary School Students' Reading Comprehension Skills Rika Rahmalia; Asep Nurjamin; Didin Sahidin
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.v5i2.3541

Abstract

Parental involvement is widely recognized as a critical determinant of children's reading comprehension development; however, its specific mechanisms and constraints within the Indonesian elementary school context remain insufficiently understood.  This study aimed to describe the nature of parental roles in supporting Indonesian language learning at home, analyze students' reading comprehension profiles, and identify structural barriers inhibiting effective parental engagement.  A quantitative cross-sectional survey design was employed with 40 parent–student dyads at a state elementary school in Garut City. Data were collected through a validated Likert-scale questionnaire (α = 0.87), a reading comprehension test (α = 0.83), and semi-structured interviews, and analyzed using descriptive statistics and thematic analysis.  The majority of students (45.0%) performed at the Adequate level, with pronounced deficits in inferential and evaluative comprehension. Overall parental involvement was moderate (M = 2.53), characterized predominantly by reactive rather than proactive engagement. Three intersecting structural barriers were identified: occupational time constraints, parental literacy competency gaps, and digital media displacement.  Parental disengagement reflects structural constraints rather than motivational deficits, underscoring the need for accessible, evidence-based family literacy programs targeting higher-order comprehension support in Indonesian elementary education.
The Transformation of the Midah Archetype: The Dynamics of Femininity and the Process of Individuation in Tere Liye's Novels "Pulang" and "Novel Pergi" Irma Rismawati; Asep Nurjamin; Lucky Rahayu Nurjamin; Yustika Nurfajriah; Ari Kartini
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.v5i2.3583

Abstract

Female characters in contemporary Indonesian fiction have increasingly served as sites of complex psychological and symbolic meaning, yet their archetypal dimensions remain insufficiently theorized within the existing scholarship. This study employs a qualitative descriptive-interpretive design with content analysis to examine the character of Midah in Tere Liye's novels Pulang (2015) and Pergi (2018), drawing on Carl Gustav Jung's theory of archetypes and the collective unconscious as its theoretical framework. The analysis reveals that Midah embodies a triadic archetypal structure comprising The Great Mother — expressed through moral counsel, emotional constancy, and transcendental protection; the Anima — manifested through silent, healing mediation; and The Self — constituted through her symbolic positioning as the ultimate destination of the main character Bujang's individuation. Notably, Midah's archetypal identity evolves dynamically across both novels in correspondence with Bujang's advancing psychological development. These findings extend prior scholarship on female archetypes in Tere Liye's works and demonstrate that Midah represents a more spiritually autonomous and psychically complex maternal figure than those identified in previous studies or found in canonical Indonesian literary tradition. This study contributes to Indonesian literary psychology by establishing a replicable model for Jungian archetypal analysis of female characters and affirming that Jung's theoretical framework can be productively applied to contemporary Indonesian fiction while remaining attentive to its distinctive cultural and spiritual values.
Integration of Artificial Intelligence (AI) in Indonesian Language Learning to Improve Elementary School Students' Narrative Writing Skills Ramdani Tanjung; Asep Nurjamin; Lina Nurwahidah; Lucky Rahayu Nurjamin; Ari Kartini
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.v5i2.3610

Abstract

In the era of digital transformation, the integration of Artificial Intelligence (AI) in Indonesian language learning offers a strategic opportunity to revolutionize literacy skills, particularly narrative writing skills at the elementary school level. This study aims to analyze the role, implications, and effectiveness of AI technology in facilitating the creative process of narrative writing, while identifying significant benefits and fundamental challenges in its implementation. The research method used is a Systematic Literature Review (SLR). The analysis was conducted on 25 reputable scientific articles, both national and international, published between 2021 and 2026. Data was synthesized using a thematic approach to map trends in the use of AI technology in pedagogical contexts. The study results show that the use of Natural Language Processing (NLP)-based AI and adaptive learning systems positively contribute to four main aspects: (1) strengthening narrative structure, (2) linguistic accuracy, (3) stimulating creative ideas, and (4) increasing student learning independence. In addition to cognitive aspects, AI integration has been shown to increase students' intrinsic motivation and self-efficacy in composing stories. However, this study uncovers critical challenges including teachers' digital literacy gaps, the risk of technology dependency on students, and ethical issues related to the originality of work and data security. The conclusion of this study confirms that AI is not a substitute for the role of educators, but rather a pedagogical augmentation tool. The integration of AI in the Indonesian Language curriculum must be carried out in a planned, ethical manner, and prioritize harmonious collaboration between technological intelligence and the teacher's human touch to maintain the depth of meaning in language learning.
Co-Authors Ari Kartini Didin Sahidin Irma Rismawati Lina Nurwahidah Lucky Rahayu Nurjamin Ramdani Tanjung Rika Rahmalia Yustika Nurfajriah