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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
Public Relations Management in Improving the Image and Performance of Educational Institutions: Strategies, Challenges, and Implications Karmilah, Lilah; Kartini, Eni; Kusuma, Zakia Nur Aras Wiguna; Rostika, Neneng; 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.v4i3.1506

Abstract

Public relations management plays a strategic role in building and maintaining a positive image and improving the performance of educational institutions in the midst of evolving social dynamics. This article aims to analyze the public relations strategies that can be effectively implemented, the challenges faced in their implementation, and the long-term implications for the reputation and sustainability of educational institutions. Through a qualitative-descriptive approach and literature study, it is found that well-managed public relations can strengthen internal and external communication, build public trust, and support the achievement of the institution's vision and mission. However, challenges such as limited resources, internal resistance, and changes in communication technology demand continuous adaptation and innovation. The implications of effective public relations management not only impact on public perception, but also on increasing participation, the quality of education services and the competitiveness of the institution. Therefore, strengthening the capacity of public relations is one of the strategic keys in the management of modern educational institutions.
Effectiveness of Diorama Media on Grade III Students' Learning Outcomes in Metamorphosis Science Education Pramudienda, Firstca Diin Febriarly; Sasomo, Budi; Ulfa Nur'Afifah, Uci
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.v4i3.1516

Abstract

This research was carried out at SD Negeri Jururejo 2, Ngawi District, Ngawi Regency, with the aim of determining the effectiveness of the use of diorama media in improving the learning outcomes of grade III students on metamorphosis material in Natural and Social Sciences (IPAS) learning. The problem in this study departs from the initial findings which show that as many as 63.2% of students have not reached the Minimum Completeness Criteria (KKM) in metamorphosis material. This is because the material of metamorphosis is abstract and cannot be understood well through lecture methods or textbooks. Diorama media as a three-dimensional visual media is considered to be able to provide a concrete learning experience and in accordance with the characteristics of the cognitive development of elementary school students. This study uses a quantitative approach with a one-group pretest-posttest experimental design. The sample amounted to 19 grade III students, determined through saturated sampling techniques. The instrument is in the form of a multiple-choice test of 30 questions that have gone through validity and reliability tests. The results of the analysis showed an increase in the average score from 64.63 in the pretest to 93.26 in the posttest. The paired t-test produced a significance value (p < 0.05) and an effect size of 2.91 which showed a very large influence. It can be concluded that diorama media is effective in improving student learning outcomes in metamorphosis materials, creating more interesting, even, and easy learning for all students.
The Implementation of Teaching Personal Social Responsibility Through Kasti Ball Games on the Character of Responsibility in Elementary School Students Mulloh, Farcham; Ma'mun, Amung; Kusmaedi, Nurlan; Abduljabar, Bambang; Hayudi, Hayudi
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.v4i3.1525

Abstract

This study investigates the effectiveness of the Teaching Personal and Social Responsibility (TPSR) model, implemented through Kasti Ball, in fostering responsibility among fifth-grade students at SD Negeri Jembangan 2. Using a quasi-experimental design, 30 students were purposively selected and divided into experimental and control groups. The experimental group received four TPSR-integrated kasti ball sessions, while the control group underwent conventional physical education. Responsibility was measured using a validated 20-item Likert-scale questionnaire aligned with Hellison’s five-level responsibility framework. Statistical analysis using paired and independent t-tests showed a significant increase in the experimental group’s responsibility scores (M_pre = 56.20, M_post = 61.80; p < .05), while the control group’s change was not statistically significant (M_pre = 55.47, M_post = 57.80; p = .196). A post-test comparison revealed a significant between-group difference favoring the experimental group (p = .023). Observational data further supported the quantitative findings, showing improved student self-regulation, cooperation, and rule adherence. The study concludes that the TPSR model, when integrated into traditional games like kasti, can effectively promote character development—particularly responsibility—among elementary school students. Teachers and schools are encouraged to adopt culturally relevant, value-based physical education models to reinforce character education holistically.
Local Character Values in Remo Dance Extracurricular Activities: Efforts to Cultivate Cultural Appreciation in Primary School Students Tupriya; Puspita, Ari Metalin Ika; Istiq'faroh, Nurul; 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.v4i3.1526

Abstract

This qualitative descriptive study aims to explore the embodiment of local character values through Remo dance extracurricular activities at SDN Wonokusumo I/40 Surabaya. As a traditional East Javanese dance rich in philosophical and cultural elements, Remo dance serves as an effective pedagogical tool for character education at the primary level. Data were obtained through observation, interviews, and documentation, involving school principals, dance teachers, coaches, and students as key informants. The study applied triangulation of sources and techniques to ensure data validity and reliability. The findings indicate that Remo dance extracurricular activities significantly contribute to the development of students’ character values, including discipline, responsibility, self-confidence, cooperation, and cultural appreciation. Students actively engaged in the learning process demonstrated not only technical mastery of the dance but also internalized moral and social values inherent in the practice. Participation in dance practices and public performances fostered emotional expression, respect for tradition, and a sense of collective pride among learners. Furthermore, the study reveals that the integration of local cultural content through extracurricular activities enhances contextual learning, aligns with the Merdeka Curriculum, and supports national education goals in Indonesia. Despite challenges such as limited resources and time constraints, the commitment of educators and students sustained the continuity and quality of the program. This research highlights the relevance of utilizing traditional arts like Remo dance in educational settings as a culturally responsive approach to character building. It encourages schools to incorporate local wisdom in extracurricular activities to strengthen students’ identity and national cultural values. The study recommends expanding similar programs in other schools to promote cultural sustainability and character development holistically.
The Effectiveness of the 'Stop Pesan Sensi' Program in Reducing Bullying in Indonesian Elementary Schools: A Collaborative Approach Among Teachers, Parents, and Students Puspitasari, Wiwin; Muhimmah, Hitta Alfi; Nursalim, Mochamad
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.v4i3.1527

Abstract

Bullying in elementary schools remains a significant challenge that affects students' psychological well-being and academic performance. This study examines the implementation and effectiveness of the "Stop Pesan Sensi" program at SDN Wonokusumo VI/45, focusing on the collaborative roles of teachers, parents, and students in fostering a safe and inclusive school environment. Utilizing qualitative methods such as observations, interviews, and focus group discussions, this research investigates how active participation from all stakeholders contributes to reducing bullying incidents. Teachers served as facilitators, employing interactive strategies such as storytelling, role-playing, and class discussions to enhance students' understanding of bullying and its consequences. Parents participated in workshops designed to equip them with skills to identify bullying signs and reinforce anti-bullying values at home. Students engaged in creative activities, including drama performances, poster campaigns, and open forums, which promoted empathy and positive behavioral changes. Quantitative data showed a significant decrease in bullying incidents over three months, from 120 cases before the program to 20 cases after. The findings highlight the importance of a holistic and participatory approach in bullying prevention programs. Collaboration among educators, families, and students creates a supportive environment that not only reduces bullying but also fosters tolerance and social-emotional learning. This study recommends expanding such integrated programs across schools to strengthen character development and promote a positive school culture. The results contribute valuable insights into effective strategies for bullying prevention in primary education contexts, particularly within Indonesian schools.
Fostering Learner Autonomy: Evaluating the Effectiveness of the Problem-Based Learning Approach Sari, Sindi Kartika; Bahri, Saiful; Wahyudi, Waluyo Erry
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.v4i3.1528

Abstract

This study investigates the effectiveness of the Problem-Based Learning (PBL) model in fostering learning autonomy among Grade X students in Islamic Religious Education at SMAN 15 Bandar Lampung. The research was motivated by the critical need to develop students' independent learning capabilities within educational contexts. A quantitative approach employing a quasi-experimental design with posttest-only control group framework was utilized. Participants were selected through simple random sampling, resulting in Class X.E 3 (n=31) as the experimental group receiving PBL instruction and Class X.E 1 (n=30) as the control group taught through direct instruction. Data collection employed a validated questionnaire measuring five dimensions of learning autonomy: learning motivation, self-regulation, independent decision-making, ability to overcome difficulties, and self-reflection capacity. The instrument comprised 12 validated items from an original 20-item questionnaire, demonstrating reliability coefficient of 0.603. Statistical analysis included normality testing using Liliefors test, homogeneity assessment through Bartlett's test, and hypothesis testing via independent samples t-test. Results revealed statistically significant differences between groups with t-value of 6.637 and significance level of 0.000 (p < 0.001). The experimental group achieved substantially higher learning autonomy scores with a mean difference of 8.318 points. These findings indicate that PBL implementation significantly enhances students' learning autonomy compared to traditional direct instruction methods. The study concludes that PBL serves as an effective pedagogical strategy for developing independent, engaged, and self-directed learning behaviors, recommending its broader adoption in Islamic Religious Education contexts.
Ethnomathematics in Traditional Culinary Practice: Mathematical Concepts in the Preparation and Sale of Nasi Pecel Tumpang in Kediri, Indonesia Fatmawati, Eka Nurviana; Mariana, Neni; Ekawati , Rooselyna
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.v4i3.1530

Abstract

This study explores the presence of mathematical concepts embedded within the traditional culinary process of Nasi Pecel Tumpang, a renowned dish from Kediri, Indonesia. Utilizing an autoethnographic approach combined with semi-structured interviews, the researcher investigates personal childhood experiences and supports them with interviews conducted with local food vendors to uncover mathematical practices inherent in the preparation, processing, and sale of this cultural delicacy. The study involved five traditional food vendors selected through purposive sampling. The findings reveal that daily culinary activities — often seen as routine or informal — contain rich mathematical values, including counting, measurement, comparison, fractions, ratios, sequencing, geometry, and data representation. During the preparation stage, vendors engage in mathematical thinking through the use of standard units (grams, liters), whole number operations (addition, subtraction), and estimation (e.g., handfuls, pinches). The cooking process involves the use of ordinal numbers to sequence tasks, time measurement for boiling or frying ingredients, and length measurement when cutting vegetables. Moreover, elements of geometry are evident in the shapes of utensils and food arrangement, while proportional reasoning is applied in the formulation of spice blends. In the post-production stage, mathematical applications expand to pricing strategies, revenue calculation, and data tabulation using basic statistical tools such as means, frequency tables, and pictograms. The study underscores the value of integrating local cultural practices into mathematics education, offering a contextualized learning experience that is both meaningful and culturally relevant to students. Specific research questions guided the inquiry, focusing on how traditional culinary activities reflect mathematical thinking and how these insights can inform classroom practices. By leveraging familiar cultural artifacts like traditional foods, educators can foster greater student engagement, reduce math anxiety, and build stronger connections between academic content and everyday life. This research contributes to the broader field of ethnomathematics and highlights the importance of culturally responsive pedagogy in elementary education, particularly in areas rich with cultural heritage.
Ethnomathematics in Sidoarjo Batik Motifs: An Ethnographic Study of Mathematical Concepts in Local Cultural Artifacts Fitriyah, Nur; Wiryanto; Ekawati , Rooselyna; Mariana, Neni; Siswono, Tatag Yuli Eko
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.v4i3.1531

Abstract

This study explores the integration of mathematical concepts within the traditional batik motifs of Sidoarjo, Indonesia, through a qualitative ethnographic approach. Focusing on three selected motifs—Beras Wutah, Kembang Tebu, and Udang Bandeng—the research aims to identify and describe inherent mathematical elements such as symmetry, geometry, patterns, and proportional reasoning embedded in the design and production process. Data were collected through direct observation, semi-structured interviews with local batik artisan Ir. Nurul Huda, and documentation analysis at the Batik Tulis Al-Huda Gallery in Sidokare, Sidoarjo. The data were analyzed using Spradley’s ethnographic method, which includes domain, taxonomic, and componential analysis. Findings reveal that Sidoarjo batik motifs are rich in mathematical structures. The Beras Wutah motif displays tessellation and reflective symmetry; Kembang Tebu illustrates rotational symmetry and repetitive geometric patterns; while the Udang Bandeng motif incorporates proportional scaling and spatial reasoning. These mathematical ideas, though traditionally unformalized, demonstrate deep-rooted local knowledge that aligns with formal mathematical principles. The integration of ethnomathematical perspectives into classroom instruction has the potential to contextualize learning, enhance students’ engagement, and foster cultural appreciation. This study concludes that batik, as a cultural artifact, holds significant educational value in mathematics education. Incorporating local cultural resources like batik into curriculum design not only supports culturally responsive teaching but also bridges abstract mathematical concepts with tangible real-world experiences. The findings advocate for the inclusion of ethnomathematics in primary education as a strategy to make mathematics more accessible, meaningful, and inclusive for diverse learners.
Exploring Students’ Self-Confidence Through Problem Identification: A Case Study of Fourth-Grade Learners at SD Negeri 1 Kepanjen, Malang Rahmawati, Rina; Muhimmah, Hitta Alfi; Puspita, Ari Metalin Ika
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.v4i3.1532

Abstract

This study explores the self-confidence of fourth-grade students through the lens of problem identification in a primary school learning environment. The research was conducted at SD Negeri 1 Kepanjen, located in Malang Regency, East Java, Indonesia. The purpose of the study was to analyze the factors that affect students' self-confidence and to identify potential strategies to improve it within classroom settings. Using a qualitative descriptive method, data were collected through interviews, observations, and document analysis. Participants included students, teachers, and school staff who provided insight into the emotional and behavioral patterns observed in daily learning activities. The findings revealed four main themes influencing students’ self-confidence: fear of making mistakes, teacher-student interaction, peer influence, and the presence of a supportive learning environment. Students who experienced emotional security, constructive feedback, and empathetic relationships with both teachers and peers demonstrated higher levels of self-confidence. In contrast, those exposed to criticism, neglect, or social pressure exhibited avoidance behavior and reluctance to engage. The study also confirmed that mentoring-based learning approaches and inclusive classroom cultures are effective in enhancing students’ confidence and readiness to participate. This research highlights the importance of addressing emotional and social dynamics in elementary education. Self-confidence is not only a psychological trait but a socially constructed behavior influenced by relationships and environmental factors. Educators should focus on building supportive ecosystems that encourage risk-taking, emotional resilience, and academic engagement. Ultimately, this study suggests that fostering self-confidence requires coordinated efforts between teachers, peers, and parents to create a positive, responsive, and empowering learning experience for every student.
Profiling Students’ Problem-Solving Skills through the Ethno-STEAM Approach in Elementary School Contexts Azizah, Imarotul; Suryanti, Suryanti; Mariana, Neni
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.v4i3.1534

Abstract

This research aims to explore and describe the profile of fifth-grade students’ problem-solving abilities through the integration of an Ethno-STEAM approach at SDN Kendangsari IV Surabaya. Using a descriptive quantitative design, the study involved 18 students and focused on analyzing their performance across five problem-solving stages based on Polya's problem-solving framework: identifying the problem, generating solutions, planning and designing, implementing, and evaluating. Students were given a contextual task that integrated cultural (ethno) elements and STEAM (Science, Technology, Engineering, Arts, and Mathematics) to solve real-life environmental issues related to plastic waste in their school environment. The results revealed that 72% of students were at the Developing Level, indicating emerging capabilities in identifying problems and proposing basic solutions, yet requiring substantial teacher assistance in planning, implementation, and evaluation stages. Meanwhile, 28% reached the Proficient Level, demonstrating more independent and systematic thinking, although further support was still needed for deeper reflection and evaluation. No students reached the Excellent Level, and none remained at the Initial Level. A detailed analysis across Polya’s stages showed strong performance in problem identification (67% at Good to Excellent levels), but significant challenges in the evaluation stage, where 89% of students were categorized as "Needs Improvement." These findings suggest that metacognitive scaffolding, localized content, and collaborative projects are essential to enhance higher-order thinking skills. The Ethno-STEAM approach shows strong potential in connecting scientific concepts with students’ cultural backgrounds, encouraging both relevance and engagement in learning. However, its implementation must be supported by structured pedagogical strategies to maximize its effectiveness in elementary education contexts.

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