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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
Enhancing Elementary Students’ Reading Literacy through the Integration of the Reading Workshop Model and Self-Regulated Learning: A Systematic Literature Review Rizkiah, Dimas; Sukartiningsih, Wahyu; Hendratno; 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.v4i3.1537

Abstract

This study aims to systematically examine the integration of the Reading Workshop model and the Self-Regulated Learning (SRL) approach in enhancing reading literacy among elementary school students. Utilizing the Systematic Literature Review (SLR) method, this research analyzed seven peer-reviewed articles published between 2019 and 2024 that focused on the development of reading literacy in primary education settings. The findings reveal that the Reading Workshop model, when combined with SRL strategies, significantly improves students' reading comprehension, autonomy, and motivation to read. This integrative approach supports students in setting reading goals, monitoring their comprehension, and reflecting on their reading practices. Additionally, the literature indicates that the incorporation of digital media, culturally responsive materials, and differentiated instruction further enhances literacy outcomes. Particularly, strategies such as Teaching at the Right Level (TaRL) enable teachers to tailor reading instruction to students’ actual reading levels, addressing diverse learning needs. In the context of the Merdeka Curriculum in Indonesia, which promotes personalized and inclusive education, the application of SRL-based Reading Workshop becomes highly relevant. Moreover, embedding local cultural values within reading materials fosters a deeper emotional connection and cultural awareness among students, enriching their overall literacy experience. The review concludes that an integrative literacy instruction model combining Reading Workshop and SRL, enriched by digital tools and contextualized content, is effective in addressing the challenges of reading literacy in elementary education. Future studies are encouraged to develop and empirically test instructional designs that operationalize this integration in classroom settings.
The AIR Learning Model (Auditory, Intellectual, Repetition): Its Effectiveness in Enhancing Student Learning Engagement Sholehah, Tika Fahmiyati; Asiah, Nur; Yusnita, Erni
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.v4i3.1541

Abstract

Student engagement in learning represents a critical indicator of educational quality, yet many Islamic Religious Education programs continue to struggle with low participation rates and passive learning environments. This study investigated the effectiveness of the AIR (Auditory, Intellectual, and Repetition) learning model in enhancing student learning engagement, specifically focusing on students' ability to express ideas during classroom activities. A quasi-experimental design with posttest-only control group was employed involving 62 Grade XI students at SMK Nurul Falah Pugung, Indonesia. Participants were randomly assigned to experimental (n=31) and control (n=31) groups, receiving AIR model instruction and conventional direct instruction respectively. Learning engagement was measured using a validated questionnaire focusing on the "expressing ideas" indicator, demonstrating acceptable reliability (Cronbach's α = 0.701). Data analysis included normality and homogeneity testing followed by independent samples t-test. The experimental group demonstrated significantly higher learning engagement scores (M = 23.45, SD = 3.12) compared to the control group (M = 20.87, SD = 2.98). Statistical analysis revealed significant differences between groups (t(60) = 3.456, p = 0.011 < 0.05) with a large effect size (Cohen's d = 0.89), indicating both statistical and practical significance of the intervention. The AIR learning model effectively enhances student engagement by integrating auditory, intellectual, and repetition components that address behavioral, cognitive, and emotional engagement dimensions. The findings contribute to educational theory by validating innovative pedagogical approaches in religious education contexts and provide practical frameworks for transforming passive learning environments into interactive, student-centered experiences that prepare students for contemporary educational and workplace demands.
The Relationship Between Neurological Activity and /r/ Phoneme Pronunciation Disorders in a Neurolinguistic Perspective Prastyo, Nada Tarofil Lubbi; Sholihah , Mujaahidatus; Khoiriyah , Wildatul; Mintowati, Mintowati; Solihin, Annas
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.v4i3.1545

Abstract

Phoneme pronunciation disorder of the phoneme /r/ is one of the complex articulation problems and is often experienced by individuals across various age groups. This study aims to analyze the pronunciation disorder of the phoneme /r/ in 19-year-old individuals from a neurolinguistic perspective using a qualitative method. This case study utilizes direct observation and in-depth interviews as data collection techniques to understand articulation patterns, subjective experiences, and the factors influencing the disorder. The results show that the subject experienced distortion of the phoneme /r/, which appeared as a replacement with the phoneme /w/ or the loss of the /r/ sound in various word positions, especially in the initial and middle positions. Neurological activities that affect articulatory motor coordination play an important role in this disorder, further influenced by psychosocial factors such as social anxiety and environmental reactions. The subject also reported frustration and decreased self-confidence that impacted social interaction and motivation in therapy. These findings confirm the need for a therapeutic approach that integrates neurolinguistic stimulation and psychosocial support to improve the articulation function of the phoneme /r/. This study makes an important contribution to the development of neurolinguistic theory and speech therapy practice with a holistic approach that considers neurological, linguistic, and social aspects. Thus, the results of this study can serve as a basis for the development of more effective interventions to overcome /r/ phoneme pronunciation disorders in late adolescence.
Enhancing Teachers' Pedagogical Competence in Inclusive Education through Continuous Coaching Khotimah, Khusnul; Purwanta, Edi
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.v4i3.1555

Abstract

Despite widespread policy advocacy for inclusive education, significant challenges persist in implementation, particularly regarding teachers' pedagogical competencies to effectively serve students with diverse learning needs. This study addresses the critical gap in continuous coaching programs specifically designed for inclusive education contexts in early childhood settings. This research investigates the effectiveness of continuous coaching in enhancing teachers' pedagogical competencies for inclusive education implementation at Daarussalaam Islamic Integrated Kindergarten. The study employed School Action Research methodology using the Kemmis and McTaggart model, conducting three cycles of planning, action, observation, and reflection over three months. Five kindergarten teachers participated in the intervention, with data collected through observation sheets, semi-structured interviews, competency evaluation instruments, and teacher reflection journals. Each cycle incorporated training sessions, supervision, mentoring, and group discussions, with teachers applying learned strategies in inclusive classrooms. The intervention achieved remarkable success, with all teachers advancing from "Low" or "Adequate" competency levels to "High" performance categories, representing an overall improvement of 87.1% (from 48.28% to 90.28%). Individual teacher improvements ranged from 37.50% to 45.84%. The study achieved 100% success in predetermined criteria, with all teachers reaching "good" or "excellent" competency levels and 85% of students with special needs actively participating in learning activities. Qualitative data revealed profound conceptual evolution and behavioral changes across all competency areas. Continuous coaching significantly enhances teachers' pedagogical competencies for inclusive education, producing transformational change in both individual teacher performance and institutional culture, providing a validated framework for sustainable inclusive education implementation.
Improving Learning Outcomes in Fraction Addition Through the Concrete-Representational Abstract Method Based on Problem Based Learning in Elementary School Students' Learning Difficulties Suratmi, Suratmi; Azizah, 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.v4i3.1559

Abstract

Mathematics learning difficulties, particularly in fraction addition, represent a significant challenge in elementary education, with students experiencing low academic achievement and diminished self-confidence. This study aimed to improve fraction addition learning outcomes among elementary students with learning difficulties through the implementation of Concrete-Representational-Abstract (CRA) method based on Problem-Based Learning (PBL). A Classroom Action Research design following the Kemmis and McTaggart spiral model was conducted over two cycles with 20 fifth-grade students at an elementary school in Kaliorang District, East Kutai Regency. The study specifically focused on four students with learning difficulties as primary subjects. Data collection employed learning modules, observation sheets, worksheets, evaluation tests, and field notes. Qualitative analysis followed the Miles and Huberman framework, while quantitative analysis utilized percentage and average calculations. Success criteria required students to achieve a minimum average score of ≥75 with 80% class mastery. The intervention demonstrated exceptional effectiveness, with overall proficiency rates improving from 20% (pre-cycle) to 75% (Cycle I) to 100% (Cycle II). Among students with learning difficulties, proficiency increased from 0% to 100%, with average scores improving by 38.25 points. Class average scores rose from 65.70 to 89.80. Student engagement increased by 25.41%, while teacher performance improved by 20%. The CRA-PBL integration proved highly effective in addressing fraction addition learning difficulties, achieving complete mastery among target students. This methodology offers a promising framework for inclusive mathematics education, demonstrating that appropriate instructional approaches can overcome traditional learning barriers and enhance educational outcomes for all students.
Integrating Ludruk Art Culture in Elementary Pancasila Education: A Needs Analysis Chusniyah, Nafidatul; Setyowati, Raden Roro Nanik; Puspita, Ari Metalin Ika; Solihin, Annas
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.v4i3.1575

Abstract

Learning Pancasila Education in elementary schools has an important role in instilling national values from an early age. However, in practice, this learning is still dominated by conventional methods that do not associate the material with the local culture. One of the cultural potentials that can be integrated into learning is the art of ludruk, which is full of Pancasila values such as mutual cooperation, deliberation, and justice. This study aims to analyze the need for the development of textbooks based on ludruk culture to increase the effectiveness of Pancasila Education learning in elementary schools. This study uses a qualitative method with data collection techniques through in-depth interviews, participatory observations, and documentation studies. The research was conducted at SDN Tambak Wedi 508 Surabaya with 2 Pancasila Education teachers, 1 principal, and 40 students from grades IV and V as participants. The results of the study show that learning is still centered on standard textbooks without the integration of local culture. Teachers face limitations in relevant teaching materials, while students have difficulty understanding the values of Pancasila concretely. However, observations indicate that student engagement significantly improves when ludruk cultural elements are introduced, especially in discussions related to mutual cooperation and justice. In conclusion, the development of ludruk-based textbooks is very necessary to increase students' understanding of Pancasila values while preserving local culture. The recommended textbook should be contextual, interactive, and designed as a supplemental resource that aligns with the current elementary curriculum.
The Effect of Contextual-Based Concrete Visual Media Using the Stamp Game on Improving Addition Skills in Slow Learner Students at Junior High School Rusdin, Arniwati; Mumpuniarti, Mumpuniarti
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.v4i3.1577

Abstract

Mathematics education faces significant challenges among slow learner students, with only 30% mastering basic addition operations in special schools. This study investigated the effectiveness of contextual-based concrete visual stamp game media on improving integer addition skills among slow learner students in junior high school. A single-subject research design with A-B-A model was employed involving two seventh-grade male slow learner students (IQ 70-90) from SMP Negeri 1 Teluk Pandan. The study consisted of three phases: baseline A1 (3 sessions), intervention B (4 sessions using stamp game media), and baseline A2 (3 sessions). Data were collected through objective tests and analyzed using visual graph analysis techniques, including within-condition and between-condition analyses. Both subjects demonstrated substantial improvements during the intervention phase. Subject ADR's performance increased from a baseline mean of 52% to 81% during intervention, while Subject MIP improved from 46.67% to 81%. The percentage of non-overlapping data showed 0% overlap between baseline A1 and intervention phases, indicating strong treatment effectiveness. Maintenance phase results revealed differential retention patterns, with Subject ADR maintaining scores above baseline levels (75.67%) and Subject MIP showing continued improvement (87.67%). Contextual-based concrete visual stamp game media significantly enhances integer addition skills among slow learner students. The intervention's effectiveness is attributed to its concrete nature, which facilitates the transition from concrete to abstract thinking consistent with constructivist learning principles. These findings support the integration of manipulative tools in inclusive mathematics education for students with diverse learning needs.
Development of Discovery Learning-Based Student Worksheets to Improve Critical Thinking in Fifth Grade Mathematics Fitriyani, Fitriyani; Nurhanurawati, Nurhanurawati; Perdana, Ryzal; Rohman, Fatkhur
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.v4i3.1580

Abstract

The purpose of this project is to develop valid, practical, and efficient student worksheets that enhance students' critical thinking skills by applying Discovery Learning principles. This research falls into the category of research and development, or R&D, and uses the Borg and Gall model. The population of this study consisted of fifth-grade students from MIN 1 West Lampung. Sampling was conducted purposively, consisting of 28 students from fourth-grade A and 28 students from fourth-grade B of MIN 1 West Lampung. Questionnaires and tests were used as data collection methods in this study. Discovery Learning-based student worksheets went through a trial phase that included testing the practicality of educators' and students' answers, as well as validation by evaluation, material, media, and language experts. The validation results from material experts obtained a percentage score of 62% with a fairly valid category, media experts obtained a percentage score of 87% with a very valid category, language experts obtained a score of 82% with a very valid category, and question evaluation experts obtained a percentage score of 92% with a very valid category. In the practicality test, the average percentage value of educators' answers obtained a percentage score of 91% with very practical criteria, while the average percentage of students' answers obtained a percentage score of 88% with very practical criteria. The data analysis technique used an independent sample t-test with a calculation result of <0.001 <0.05, meaning that there is a significant difference between the critical thinking abilities of the experimental class and the control class. Based on the data obtained from the results of the study, it can be concluded that the discovery learning-based student worksheets is valid, practical, and effective in improving students' critical thinking abilities.
Improving Reading Comprehension Skills of Students with Learning Difficulties through the Problem-Based Learning Model in Grade 5 Primary School Goran, Elisabeth Nyora; Suparno, Suparno
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.v4i3.1602

Abstract

Reading comprehension is a crucial skill in primary education, yet many students—especially those with learning difficulties—struggle to achieve mastery. Traditional, lecture-based instruction often fails to address their diverse cognitive and motivational needs. This study aims to improve reading comprehension among fifth-grade students with learning difficulties through the implementation of the Problem-Based Learning (PBL) model. Employing a Classroom Action Research (CAR) approach with three iterative cycles, the research was conducted at SDN Bukit Makmur, East Kutai, involving 20 students. Data collection involved observations, pre- and post-tests, and documentation. Instructional interventions were designed to align with the phases of PBL, encouraging students to engage in contextual problem-solving and collaborative learning. The findings demonstrated progressive improvements across all three cycles. Student activity scores increased from an average of 2.88 to 3.67, while teacher activity scores improved from 3.25 to 3.75. Notably, post-test results revealed an increase in mastery from 15% to 100%, with all five students identified as having learning difficulties successfully achieving competency. These results indicate that the PBL model effectively fosters both cognitive engagement and academic achievement. The study underscores the importance of reflective, student-centered instruction in supporting inclusive literacy development and offers practical insights for educators seeking to address comprehension gaps in diverse classroom settings.
Exploring the Influence of Storytelling Activities on the Development of Literacy of Children Aged 5-6 Ye Bunayyah, Siti; Setyowati, Sri; Malaikosa, Yes Matheos Lasarus; Adhe, Kartika Rinakit; Kristanto, Andi; Fitri, Ruqoyyah
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.v4i3.1721

Abstract

This qualitative research explores the impact of storytelling activities on early literacy development among children aged 5–6 years at TK Islam Al Baqy, Gresik. Storytelling, as an interactive pedagogical tool, is increasingly recognized for its potential to foster foundational literacy skills in early childhood education. The study aimed to examine how structured storytelling sessions contribute to children’s listening, vocabulary, verbal expression, and comprehension abilities. Data were collected through classroom observations and semi-structured interviews with teachers and parents, and were analyzed thematically. The study involved 20 children and 4 teachers as participants. Findings indicate that storytelling significantly enhanced children's attentiveness, language confidence, and narrative thinking. Children engaged actively during storytelling sessions and demonstrated improved ability to retell stories, respond verbally, and use newly introduced vocabulary in daily communication. Moreover, storytelling facilitated socio-emotional development by nurturing empathy, imagination, and cooperative interaction among peers. Teachers reported that students became more motivated and expressive in classroom activities after consistent exposure to storytelling. The study concludes that storytelling is an effective, accessible, and developmentally appropriate method for promoting literacy in early learners. Despite its limited scope—focused on one school and a short observation period—this research provides empirical insights into the pedagogical integration of storytelling. It recommends wider adoption of storytelling in early childhood curricula and further investigation into its long-term effects. This study contributes to the growing body of knowledge on narrative-based learning and reinforces storytelling’s role as a vital strategy for fostering early literacy and holistic development in young children.

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