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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
The Role of Islamic Religious Education Teachers in Shaping the Character of Students at SDN Kalisari II Telagasari Karawang Lindawati, Eneng; Rukajat, Ajat; Mansyur, Masykur H; Kejora, Muhamad Taufik Bintang
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.v4i3.1558

Abstract

This study aims to explore the role of Islamic Religious Education (PAI) teachers in shaping the character of students at SDN Kalisari II Telagasari Karawang. The background of this research is the challenge in character formation of the younger generation, especially elementary school students, which is increasingly complex in the midst of rampant juvenile delinquency and moral degradation. The urgency of this research lies in the importance of character education in elementary schools as a foundation to form the personality of students with noble character and integrity. The purpose of the research is to describe how PAI teachers carry out their role in instilling Islamic character values which include honesty, responsibility, and respect through a humanist and innovative approach. This study uses a qualitative approach with an exploratory case study method. Data were obtained from interviews with PAI teachers, principals, and students in grades V and VI, in addition to direct observation and documentation of learning activities. Data analysis was carried out using constructivism approaches from Piaget and Vygotsky, with Miles and Huberman's interactive analysis models to manage the data. The validity of the data is maintained through triangulation of data from various sources. The results of the study show that PAI teachers at SDN Kalisari II Telagasari Karawang have succeeded in shaping the character of students through their various roles as educators, influencers, inspirers, innovators, and motivators. However, challenges such as limited facilities and lack of support from the home environment remain obstacles. The implications of this study show the importance of the active role of all parties, including parents and the community, in supporting character education in schools. The suggestion from this study is the need to improve supporting facilities and strengthen cooperation between schools, parents, and the community to achieve sustainable character formation.
The STEAM Approach: Implementation and its Effect on Students’ Motivation and Learning Outcomes Khusnaini, Natasya Lailatul; Wulandari, Fitria
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.v4i3.1561

Abstract

The rapid development of technology in the era of the industrial revolution 4.0 has brought significant changes to the world of education. One of the main challenges faced is how to improve learning motivation and learning outcomes of students through an innovative approach that is relevant to the times. In the context of science learning, particularly on the topic of energy transformation, an appropriate instructional approach has a significant impact on students’ motivation an learning outcomes. One effort that can be made is through learning with the STEAM approach (Science, Technology, Engineering, Art, and Mathematics). The purpose of this study was to determine the implementation and test the effect of the STEAM approach in science subjects on energy changes on student motivation and learning outcomes. This study used a quantitative quasi-experimental design with a one group pretest-posttest design. The population in this study were grade IV students of SDN Kemangsen 1 Krian, the sample used was 30 grade IV students. The data analysis technique used the paired sample t-test. The results of the pretest and posttest hypothesis tests showed a sig. (2-tailed) value of 0.00 which is less than 0.05 so that there is a significant effect of the STEAM approach on student motivation and learning outcomes. Thus, it can be concluded that the STEAM approach can be used as an alternative learning, especially in science subjects on energy changes in relation to student motivation and learning outcomes.
The Influence of the Problem-Based Learning Model on the Improvement of Geography Literacy Skills Nurdessyanah, Ade; Maryani, Enok; Sapriya, Sapriya
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.v4i3.1593

Abstract

This study investigates the effects of the Problem-Based Learning (PBL) model on improving fifth-grade students’ geographic literacy skills. The research employed a quasi-experimental method with a pre-test and post-test control group design. Participants were 60 fifth-grade students from two public elementary schools in West Java, Indonesia, selected through purposive sampling. The experimental group (n = 30) received PBL intervention, while the control group (n = 30) was taught through Discovery Learning. Data were collected using a geographic literacy test that was previously tested for validity and reliability. The intervention was implemented over nine meetings, each lasting 90 minutes. The data were analysed using normality and homogeneity tests, paired t-test, and N-Gain analysis. The results show a significant improvement in geographic literacy in the experimental class (p < 0.05), with a mean N-Gain of 72.6% (quite effective), while the control class scored 35.3% (ineffective). Furthermore, the post-test mean score of the experimental group (79.17) was significantly higher than that of the control group (68.67). The study concludes that the PBL model is more effective than Discovery Learning in enhancing geographic literacy skills of elementary school students.
Systematic Literature Review: E-Module in Digitization of Learning in Elementary Schools Faidah, Dini Ilmiyati; Suryanti, Suryanti; Istiq'faroh, Nurul
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.v4i3.1448

Abstract

Digital transformation in the world of education has encouraged the adoption of various technology-based learning media, one of which is e-modules. E-modules are considered to provide a more flexible, interactive, and interesting learning experience for elementary school students. This research aims to examine the trends, development models, effectiveness, and challenges of e-modules through the Systematic Literature Review (SLR) approach, following the PRISMA methodology. A total of 19 scientific articles published between 2018 and 2024 were systematically reviewed using the stages of identification, screening, feasibility selection, and data synthesis. The literature search was conducted using databases such as Scopus, Google Scholar, ERIC, and DOAJ, with keywords including "e-module," "elementary school," "digital learning," and "technology integration." The results of the study show that the majority of e-modules developed use innovative learning approaches such as Problem Based Learning, Project Based Learning, Contextual Teaching and Learning, as well as science and sustainability literacy-based approaches. The analyzed e-modules have high validity (average above 90%), high practicality, and have been proven to be effective in improving learning outcomes, learning motivation, science literacy, critical thinking skills, and student independence. The e-module also integrates various multimedia elements such as videos, narratives, interactive quizzes, and digital simulations that reinforce students' fascination and understanding of the material. However, some of the challenges found include limited digital infrastructure, lack of teacher training in the development and use of e-modules, and limited access to students in certain areas. Therefore, a comprehensive implementation strategy, strong education policy support, and increased digital literacy for educators and students are needed. This study concludes that e-modules have great potential in supporting the digitalization of learning in primary schools, noting that technical and resource challenges must be addressed collaboratively. These findings are expected to be the basis for the development of education policies and learning media innovations in the future.
Cognitive Analysis and Student Response to Contextual-Based HOTS Questions on Plant Morphology Materials Solihin, Annas; Munawwaroh, Dinda Arofahtul; Vivin, Meyta; Ramadhanny , Krisny Eka Putri; Julianto, Julianto; Susantini, Endang
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.v4i3.1450

Abstract

This study aims to analyze the cognitive abilities and responses of elementary school students to contextually-based higher order thinking skills (HOTS) on plant morphology materials. The research approach used was a mixed exploratory method, with one student in grade IV elementary school in Surabaya for qualitative data (think aloud) and 25 students in Lamongan for quantitative data (written test). The instruments used were contextual-based HOTS questions developed through expert validation and limited trials. Data collection techniques include observation, interviews, documentation, and tests. Qualitative data were analyzed thematically, while quantitative data were analyzed using descriptive statistics and reliability (α = 0.76). The results showed that students experienced increased cognitive engagement when faced with problems associated with the context of daily life, such as familiar plants. The students' responses showed that analytical thinking skills began to develop, although evaluative abilities were still limited. Students' thinking processes are more structured when they receive visual stimulus and verbal guidance through think aloud techniques. However, some students have difficulty understanding scientific terms, which shows the need for language adjustments in the preparation of questions. Research has also found that students with previous observational and discussion experiences tend to give more complex and reflective answers. These findings underscore the importance of developing HOTS questions that take into account local contexts, cognitive developmental stages, and student learning experiences. The research recommends the integration of contextual-based learning and HOTS assessment in the elementary school science curriculum. HOTS questions not only serve as an evaluation tool, but also as a means to train critical and reflective mindsets from an early age. Thus, this approach supports the strengthening of 21st century competencies at the basic education level.
The Concept of Practical Knowledge, Scientific Charity Perspective of K. H. Ahmad Dahlan in Islamic Education Yusuf, Mohamad Saifula; Khozin, Khozin; Hakim, Rahmad
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.v4i3.1452

Abstract

Islamic education has a strategic role in forming a generation that not only has a deep scientific understanding but is also able to practice this knowledge in daily life. The concepts of practical science and scientific charity are an important foundation in the approach to Islamic education, where the knowledge gained must be put into practice, and every charity must be based on correct knowledge. This research aims to explore the relevance of the concepts of practical science and scientific charity in the context of contemporary Islamic education challenges. Using a qualitative-descriptive approach, this study examines the primary sources of Djasman Al-Kindi's book, and relates it to modern issues such as globalization, technological development, and socio-cultural change. The results of the study show that the integration of practical science and scientific charity in the Islamic education system makes a significant contribution in forming individuals with character, critical, and responsible character. This approach also encourages the simultaneous strengthening of moral, spiritual, and intellectual values. In the contemporary context, the application of this concept requires innovation in teaching methods, curriculum development, and the use of information technology without abandoning the basic principles of Islam. This study recommends an Islamic education model that is adaptive to the changing times but still rooted in Islamic values. Thus, practical science and scientific charity are the solution to the challenges of modern education as well as a means to realize a spiritually and intellectually balanced society.
Critical Thinking Skills in Mathematics Learning through a Differentiated Learning Approach in the Era of Independent Curriculum: Systematic Literature Review Noviyanti, Ririn; Mariana, Neni; Wiryanto, Wiryanto
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.v4i3.1453

Abstract

This study aims to explore the integration of differentiated instruction and the development of students' critical thinking skills within the context of the Merdeka Curriculum (Independent Curriculum) in elementary mathematics education. Employing a Systematic Literature Review (SLR) method, this research analyzed 8 peer-reviewed journal articles published between [insert year range]. The findings reveal that differentiated instruction through content, process, product, and learning environment adjustments significantly contributes to enhancing students’ critical thinking skills, including analysis, evaluation, inference, and problem-solving abilities. Differentiation enables learning personalization based on students’ readiness, interests, and learning profiles, thereby creating equitable and inclusive learning environments. The implementation of differentiated learning media, such as digital worksheets and interactive e-modules, further supports student engagement and cognitive development. However, several challenges persist, including teachers’ limited competence in differentiation strategies, time constraints, and the demands of managing heterogeneous classrooms. Despite these challenges, differentiated instruction aligns with the principles of the Merdeka Curriculum, which emphasizes student agency, diversity, and the cultivation of 21st-century competencies. The review also highlights the crucial role of teacher training, curriculum support systems, and innovative teaching practices in optimizing the implementation of differentiation in mathematics instruction. This study recommends the institutionalization of professional development programs, the design of adaptive learning media, and further empirical research on the long-term impact of differentiation on students’ cognitive and character development. In addition, specific statistical results from the reviewed articles (e.g., effect sizes, sample characteristics) should be integrated where available to strengthen the synthesis. The integration of differentiated instruction and critical thinking within the Merdeka Curriculum represents a transformative shift toward inclusive, student-centered mathematics education in Indonesian elementary schools.
Pop-Up Book Learning Media in Optimizing Speaking Skills in Elementary School: A Systematic Literature Review Alfiyah, Umi; Istiq'faroh, Nurul; Subrata, Heru; Purwoko, Budi
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.v4i3.1458

Abstract

This study aims to analyze the effectiveness of pop-up book media in supporting literacy development, particularly in enhancing speaking skills among elementary school students. Through a Systematic Literature Review (SLR) approach, 15 accredited journal articles published between 2019 and 2024 were identified and analyzed. The selected studies highlight recurring challenges in literacy implementation, such as limited infrastructure, low student motivation, lack of teacher innovation, and minimal parental involvement. Findings indicate that pop-up book media significantly contribute to improving students' vocabulary, sentence structure, public speaking confidence, and storytelling abilities. Additionally, this medium supports character building, including cooperation and self-confidence, and can be adapted across various age groups and grade levels. The integration of local wisdom and cultural content also enhances students’ engagement and comprehension. Compared to other media, pop-up books offer a unique advantage through their three-dimensional and interactive features, increasing students' motivation and interest in learning. Overall, pop-up books are an effective, engaging, and flexible tool for promoting literacy and character education in elementary schools.
Profile of Students' Ability to Understand the Intrinsic Elements of Elementary School Class V Stories in the Independent Curriculum Nuro’ifah, Siti; Istiq'faroh, Nurul; Subrata, Heru; Purwoko, Budi
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.v4i3.1460

Abstract

This study aims to profile the ability of fifth-grade elementary school students in understanding the five key intrinsic elements of stories characters, setting, plot, theme, and moral message within the context of the Merdeka Curriculum. Using a qualitative descriptive approach, the research was conducted at SDN Terik, Krian District, involving 26 students selected through purposive sampling. Data were collected through interviews, observations, and written tests, then analyzed using qualitative descriptive methods. The findings indicate varying levels of comprehension among students, with characterization (identified correctly by 73% of students) being the easiest element to understand, while plot and moral message (understood correctly by only 19% of students) were the most challenging. Factors such as reading interest and the use of audiovisual media significantly influenced students’ understanding. However, limited learning time, lack of diverse teaching methods, and differing literacy levels posed challenges. The study highlights the importance of innovative, multimodal teaching strategies and the integration of contextual learning experiences to improve students’ literacy skills. These findings contribute valuable insights for educators seeking to enhance the effectiveness of language and literature learning in accordance with the principles of the Merdeka Curriculum.
Flash Card Learning Media to Improve Javanese Writing Skills in Elementary School Candra, Purnomo Dwi; Hendratno, Hendratno; Sukartiningsih, Wahyu
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.v4i3.1461

Abstract

This systematic literature review investigates the effectiveness of flashcard media in improving elementary students’ writing skills, specifically in learning Javanese script. By analyzing six peer-reviewed articles published between 2019 and 2024, this study synthesizes quantitative and qualitative findings related to flashcard interventions in primary school settings. The review reveals significant improvements in students’ reading and writing scores, enhanced motivation, and the successful integration of innovative learning models such as Make a Match and Modeling the Way. Expert validation confirmed the feasibility and cultural appropriateness of the developed media. Despite methodological variability across studies, consistent themes emerge around flashcard efficacy, motivational impacts, and skill development. The findings suggest that flashcards are an effective, low-cost, and engaging tool for local language literacy development. Recommendations for future research include longitudinal studies, expanded samples, and digital adaptations. This review contributes to educational practices aimed at revitalizing indigenous scripts and enhancing literacy skills in elementary education.

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