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Ujiati Cahyaningsih
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Journal of Innovation and Research in Primary Education
Published by Papanda Publisher
ISSN : -     EISSN : 2829775X     DOI : https://doi.org/10.56916/jirpe
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Innovation and Research in Primary Education (JIRPE) is a peer-reviewed, open-access journal that publishes original research and review articles primarily but limited to the area of elementary school education. It brings together academics and researchers from different countries who seek to promote a vigorous dialogue between scholars in various fields both central and related to scientific enquiry in education. JIRPE is published two times yearly and only accepts articles in English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 137 Documents
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Search results for , issue "Vol. 4 No. 3 (2025)" : 137 Documents clear
Social Construction of Disability Putri, Rizka Julia; Marsa, Yummy Jumiati
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1737

Abstract

This study examines the social reality of people with disabilities in Batang Kuis using Berger and Luckmann's social construction theory, which includes the processes of externalization, objectification, and internalization. The method used is qualitative with a descriptive approach, which is to describe and understand social phenomena, behavior, or certain conditions in the research problem formulation. Data was obtained through observation, semi-structured interviews with people with disabilities, as well as relevant literature and documentation studies. The purpose of this research is to gain a deep understanding of how people with disabilities live their lives and how social structures shape their experiences and realities. This research was conducted between April and May 2025. People with disabilities in Batang Kuis Subdistrict are beginning to be socially accepted through empathetic interactions, reflecting a process of internalization in social construction. However, this acceptance has not been followed by objectification in the form of adequate policies, facilities, and public services. The lack of access to inclusive education, therapy, and vocational training highlights the weakness of structural support. Therefore, strengthening policies and community education is necessary to ensure that acceptance does not remain at a symbolic level but transforms into real and sustainable inclusion.
Principal Strategies in Realized Hygienic Toilet Standardization in Elementary Schools Nurfauziah, Astri; Yunus, Dede; Sutanto, Tono; Istiqomah, Yunita Yasmin; Iskandar, Sofyan
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1765

Abstract

Clean and proper toilets are an important indicator in creating a healthy school environment and supporting the teaching and learning process. However, many elementary schools in Indonesia still do not meet hygienic toilet standards. This article aims to examine the role of principals' strategies in realizing hygienic toilet standards in elementary schools through a literature review. Using a literature review approach from various journals, policy reports, and educational documents, this article outlines six main strategies: planning and budgeting, facility standardization , maintenance systems, hygiene education, school committee involvement, and partnerships with external parties. It was found that participatory , visionary, and collaborative principal leadership is crucial to the success of the hygienic toilet program. This study contributes to the development of sustainable healthy school policies and enriches the literature on school-based management, particularly in the context of sanitation facility management as part of the principal's leadership responsibilities at the elementary level.
The Effect of the Predict – Observe - Explain (Poe) on Critical Thinking Skills in Science Education : A Quasi-Experimental Study With Fifth-Grade Students Fuadliyah, Aslikhatul; Yasin, Fajar Nur
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1784

Abstract

This research is motivated by the low critical thinking skills of students, as evidenced by low learning outcomes and students who are less actively involved in learning. This study aims to analyze the influence of the Prediction, Observation, Explanation (POE) learning model on the critical thinking skills of the material on the properties of light in the Natural and Social Sciences subject of students at SDN Tanjungsari 1 for one week. The sample of this research was class B as the experimental class and class A totaling 21 as the control class. Type of Quasi Experimental research with Pretest Posttest Control Group Design. The data collection technique used in this study is a test. This research instrument uses 7 questions to adjust the critical thinking indicators and teacher observation sheets. Based on the data analysis, it can be seen that there is an influence of the POE learning model on the critical thinking skills of students at SDN Tanjungsari 1. This is evidenced by the results of the t-test analysis at a significance level of 5% obtained a sig value of 2 tailed 0.014 <0.05 and tcount 2.579 and ttable 2.483 so it can be concluded that 2.579> 2.483 or tcount> ttable then Ha is accepted. Thus, the POE model is an alternative solution in improving the critical thinking skills of students in the material on the properties of light in class V SDN Tanjungsari 1.
Transformational Leadership of School Principals as a Catalyst for Digital Learning Implementation in Primary Schools Handayani, Wini; Hidayat, Syarip; Elan, Elan
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1826

Abstract

This study explores the role of transformational leadership among principals in effectively implementing digital learning within elementary educational institutions in Indonesia. The urgency of digital transformation in education, especially after the pandemic, highlights the need for leadership to align vision, motivation, and infrastructure to support sustainable pedagogical innovation. The study examines how transformational leadership practices influence the development of digital learning ecosystems at the school level, particularly by fostering teacher empowerment, professional growth, and strategic resource mobilisation. This research systematically identifies, evaluates, and synthesises empirical studies and theoretical frameworks relevant to transformational leadership and digital learning using a literature review methodology. Data were collected through document analysis of peer-reviewed journal articles and academic publications. Following Braun and Clarke’s six-phase model, thematic analysis was employed to identify key patterns and concepts. The results reveal four major themes: (1) the importance of a shared and inspirational vision for digital transformation, (2) leadership strategies to motivate and support teacher-led innovation, (3) the promotion of intellectual stimulation and continuous professional development, and (4) the mobilisation of digital infrastructure and material resources. These findings suggest that transformational leadership fosters a culture of innovation, collaboration, and responsiveness, positioning schools to adapt effectively to technological and educational change. The study concludes that sustained principal commitment, strategic leadership, and supportive conditions are essential for embedding digital learning as a core element of school development.
Learning Motivation and Science Achievement in Third-Grade Students: A Quantitative Study Riskita, Nurul; Pendit, Sinta Satria Dewi; Surahman, Surahman; Zulnuraini, Zulnuraini; Bulalong, Roberto Rolly
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1919

Abstract

This study aims to determine whether there is a relationship between learning motivation and the learning outcomes of third-grade students in the Science subject at SDN Inpres 1 Birobuli. The research employed a descriptive method with a quantitative approach, involving total sampling of all 26 third-grade students. Data were collected through observation, questionnaires, and documentation, and were analyzed using descriptive and inferential statistical techniques. The descriptive analysis showed that 58% of students strongly agreed with the learning motivation statements, while 42% agreed. However, the findings indicated that learning motivation levels did not consistently correspond with students' academic performance. Some students with high motivation achieved moderate learning outcomes, while others with moderate motivation attained high academic results. Inferential analysis revealed that the calculated correlation coefficient (r = 0.072) was lower than the critical value in the r-table, leading to the acceptance of the null hypothesis (Ho) and the rejection of the alternative hypothesis (Ha). It can be concluded that there is no significant relationship between learning motivation and the learning outcomes of third-grade students in the Science subject at SDN Inpres 1 Birobuli. This suggests that learning motivation alone does not directly influence academic performance in this study context.
The Development of Plant Breeding Educational Game (GEMPITA) to Enhance Grade IV Students’ Critical Thinking Skills Akhlilia, Tudrika; Tri Joko Raharjo; Harianingsih
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1922

Abstract

Critical thinking skills development remains a significant challenge in Indonesian elementary education, particularly in science subjects where traditional teaching methods often fail to engage students effectively. This study aimed to develop and evaluate GEMPITA (Plant Breeding Educational Game) to enhance Grade IV students' critical thinking skills through an integrated Problem-Based Learning approach. The research employed a Research and Development methodology using the ADDIE model. The study was conducted at SD Negeri Palebon 03 Semarang City with 34 Grade IV students across two implementation phases: small-scale trial (6 students) and large-scale trial (28 students). Data collection included expert validation, instrument validity testing, and one-group pretest-posttest experimental design. Statistical analysis employed normality testing, paired sample t-tests, and N-Gain calculations to assess learning effectiveness. Expert validation achieved 91-93% approval ratings across material, media, and language criteria. The assessment instrument demonstrated high reliability (r = 0.95) with 34 valid items from 50 initial questions. Both implementation phases showed significant improvement in critical thinking skills, with mean scores increasing from 51-53 to 90 points. Learning completeness improved dramatically from 0% to 96-100%. N-Gain analysis revealed high effectiveness (0.80) in both trials, with statistically significant differences (p < 0.05) between pretest and posttest scores. Student response rates reached 96-97%, indicating excellent acceptance. GEMPITA effectively enhanced critical thinking skills through game-based learning integration with Problem-Based Learning methodology. The findings support theoretical frameworks of problem-based learning and socio-conflict theories while providing practical evidence for technology-enhanced pedagogical approaches in Indonesian elementary education contexts.
Professional Competence and Learning Communities: Effects on Teaching Quality in Indonesian Elementary Schools Baroroh, Umi; Bunyamin; Sudana, I Made
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1935

Abstract

Indonesian elementary education continues to face persistent challenges in achieving high-quality learning outcomes, particularly amid the ongoing implementation of the Merdeka Curriculum. A critical issue lies in the limited empirical understanding of how teachers’ professional competence and participation in learning communities interact to influence teaching quality. This study aims to examine the effects of professional competence and learning communities on the quality of learning among public elementary school teachers in Ngaliyan District, Semarang City. Using a quantitative explanatory design, data were collected from 188 teachers through validated questionnaires that measured dimensions of professional competence, involvement in learning communities, and indicators of learning quality. Statistical analyses, including simple and multiple linear regression, revealed that both professional competence and learning communities have significant positive effects on learning quality. Learning communities showed a stronger individual contribution (R² = 0.616) compared to professional competence alone (R² = 0.291), and together they explained 65.9% of the variance in learning quality. These findings highlight the importance of not only enhancing individual teacher competencies but also fostering collaborative professional cultures in schools. The study suggests that educational policies and professional development programs should emphasize the establishment of effective learning communities alongside traditional competency-based training. This integrated approach is essential to support the successful implementation of curriculum reforms and improve educational outcomes in Indonesian elementary schools.
Unpacking the Role of Teacher Competence and Collaborative School Culture in Primary Education: A Systematic Review Baroroh, Umi; Bunyamin; Sudana, I Made
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1936

Abstract

This study aims to systematically examine how professional teacher competence and collaborative school culture contribute to improving instructional quality in primary education. Utilizing a Systematic Literature Review (SLR) approach, the study analyzed 40 peer-reviewed journal articles from the Scopus database published between 2020 and 2025. The findings reveal four key dimensions of teacher competence that significantly impact instructional quality: adaptive pedagogy, content mastery and assessment literacy, digital literacy, and reflective professional practice. These dimensions form a cohesive ecosystem that enables teachers to design meaningful, inclusive, and future-oriented learning experiences. Furthermore, the study identifies four essential dimensions of collaborative school culture: shared vision and distributed leadership, engagement in professional learning communities (PLCs), peer-coaching and collaborative planning, and a psychologically safe school climate. These cultural elements create a sustainable environment for collective growth and innovation in teaching practices. The integration of teacher competence and school-level collaboration fosters transformative teaching and positions schools as reflective learning communities. This review provides both conceptual insights and practical implications for policy and professional development programs aimed at enhancing instructional quality. The findings highlight the need for a dual-focus strategy that simultaneously empowers individual teachers and strengthens collaborative structures to ensure sustainable educational transformation
Utilization of Interactive Digital Teaching Materials in Aqidah Akhlaq Learning at Madrasah Ibtidaiyah Maulana, Meiviani Nurul Aisyah; Maslani; Maesak, Cantri; Lubis, Asridayani; Taufiqurrahman
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1940

Abstract

This study examines the use of interactive digital teaching materials in Aqidah Akhlaq learning at Madrasah Ibtidaiyah (MI) in response to the growing role of Information and Communication Technology (ICT) in education. It aims to describe the implementation of digital materials, analyze teacher and student experiences, and identify supporting factors and challenges. Using a qualitative descriptive approach through literature study, data were gathered via interviews, observation, and documentation involving teachers and students. Results show that digital materials improve student motivation, participation, and understanding of religious concepts. Narrative-based media, such as animated Islamic stories, foster emotional connection and engagement. However, challenges include limited digital infrastructure, gaps in teacher skills, and unequal policy support, especially in non-urban areas. The study concludes that integrating technology in religious education strengthens cognitive, affective, and spiritual development but requires systematic efforts in teacher training, infrastructure, and inclusive policies
Innovation of Augmented Reality Learning Media Using Assemblr Edu to Improve Science Learning Motivation and Outcomes of Sixth Grade Students Krismapera; Putrayasa, Ida Bagus; Sanjaya, Dewa Bagus
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1964

Abstract

The development of digital technology necessitates innovation in learning media, particularly to enhance students’ motivation and learning outcomes in science education. One proposed solution is the use of augmented reality (AR)-based learning media through the Assemblr Edu platform. This study aims to develop and evaluate the feasibility of Assemblr Edu as a learning medium to improve the motivation and science learning outcomes of 30 sixth-grade students at SDN 218/IV Kota Jambi. This research is a development study (R&D) utilizing the ADDIE model, which includes five stages: Analyze, Design, Develop, Implement, and Evaluate. Data collection techniques included observation, interviews, questionnaires, and learning outcome tests. The validation results indicated that the media was highly feasible, with validation scores of 95% from material experts and 93.89% from media experts. The practicality test yielded scores of 96% from teachers and 97% from students. The effectiveness test results showed a significant improvement in students’ motivation and learning outcomes (Sig. 0.000 < 0.05). Therefore, the Assemblr Edu learning media is proven to be feasible, practical, and effective for use in science instruction to enhance students’ motivation and learning outcomes.

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