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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 205 Documents
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Search results for , issue "Vol. 4 No. 4 (2025)" : 205 Documents clear
Culturally Responsive Comics: Developing South Sumatra-Based Media to Foster Cultural Understanding in Primary Education Yani, Fitri Dwi; Kawuryan, Sekar Purbarini
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1296

Abstract

This study explores the development and implementation of socio-cultural comics based on South Sumatran culture in elementary schools in Indonesia, focusing on their impact on student engagement and cultural understanding. The comics were designed to introduce local traditions, values, and customs through visually engaging narratives, enhancing students' emotional and cognitive connection to their cultural heritage. Significant improvements were observed in student participation during cultural discussions, deeper understanding of traditional practices, and greater pride in local identity. A qualitative approach with a phenomenological research design was employed, involving six teachers and twenty-four students in grades IV and V, alongside classroom observations. The participants came from diverse socio-cultural backgrounds in South Sumatra. The findings reveal that socio-cultural comics significantly increase student engagement, motivation, and understanding of cultural values. However, challenges such as limited availability of learning media, variation in students’ cultural exposure, and the need for teacher training in media integration were identified. The study recommends developing teacher capacity in integrating comics into the curriculum, contextualizing comic content to reflect local student experiences, and increasing the accessibility of comics in schools, particularly in rural areas**. This research contributes valuable insights into the role of culturally responsive learning media in strengthening cultural understanding and character education among young learners. Future research could examine the effectiveness of digital-based comics, their long-term impact on students’ cultural identity development, and their scalability across different regions in Indonesia.
School Management in Preventing Bullying in Primary Schools Maryati, Neneng Meri; Hidayat, Hidayat; Sulastri, Neneng; Anwar, Saeful
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1770

Abstract

Bullying in primary schools poses significant threats to student well-being and academic achievement, requiring effective school management approaches for prevention. This study examined differences in bullying prevention management between rural and urban primary schools to understand how contextual factors influence implementation effectiveness. A qualitative comparative case study was conducted at two primary schools in Cianjur Regency, West Java: SD Negeri Kebonpeuteuy 2 (rural) and SD Negeri Sayang 2 (urban). Data collection employed triangulated methods including systematic observation, semi-structured interviews with twelve key informants, and document analysis. Thematic content analysis was applied using Deming's four-stage management cycle framework encompassing planning, implementation, monitoring, and follow-up phases. Rural schools demonstrated informal, culturally-embedded approaches emphasizing local wisdom integration (silih asah, silih asih, silih asuh), community-based supervision, and dialogical mediation for conflict resolution. Urban schools implemented systematic, technology-enhanced strategies featuring formal documentation, structured peer ambassador programs, digital monitoring systems, and professional external support. Both contexts showed effectiveness within their respective resource constraints and community characteristics, with rural schools leveraging social capital and urban schools utilizing formal organizational capacity. Findings reveal that effective bullying prevention management requires contextually responsive approaches rather than standardized procedures. Rural schools' cultural integration demonstrates community-embedded prevention strategies, while urban schools' systematic approaches reflect formal organizational readiness. The study contributes to educational management literature by extending organizational capacity theory and providing frameworks for adaptive prevention policies that integrate systematic implementation with culturally responsive strategies for sustainable bullying prevention across diverse educational contexts.
Systematic Management of Business English Modules for Speaking Competence Enhancement: A Descriptive Study of Youth Entrepreneurship Development Iriani, Timur; Rosa, Ade Tutty R
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1812

Abstract

The VUCA world and high unemployment rates present significant challenges to Indonesian youth, particularly regarding English proficiency deficits that limit global competitiveness. This study examines the management of a Business English Module designed to improve speaking competence through presentation techniques among youth organization members. A qualitative descriptive study was conducted at Karang Taruna Cijagra Village involving 55 active members aged 16-20 years with diverse educational backgrounds. Data collection employed observations, semi-structured interviews, and documentation analysis. The program implementation followed George R. Terry's management framework (Planning, Organizing, Actuating, Controlling) integrated with English for Specific Purposes (ESP) and Competence-Based Education (CBE) approaches. Data analysis utilized systematic reduction, presentation, and verification procedures. The systematic management approach yielded significant improvements in speaking competence across all participants. Pre-test results indicated 76.4% possessed basic English knowledge, while only 23.6% had business English exposure. Post-implementation assessments revealed 85% of participants achieved significant improvement in fluency, clarity, intonation, and confidence. The Personal Canvas technique demonstrated 91-100% completion rates across progressive stages. Active speaking time increased from 3 to 12 minutes per session, while business plan presentations achieved 89% success rates with average quality scores of 7.2/10. The integration of management principles with ESP and CBE approaches created an effective framework for Business English instruction. The documented improvements validate the effectiveness of presentation-based learning in developing both language skills and entrepreneurial mindset, supporting the dual objectives of reducing unemployment while enhancing global competitiveness among Indonesian youth.
Spiritual Leadership in Forming Quranic Character Through the Quran Tahfiz Program Ningrum, Aning Puspita; Na'imah; Jati , Rasi A’yun Andhini; Samosir, Nurul Aisah; Nihayatuzzain, Nihayatuzzain
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1833

Abstract

This study aims to describe the application of spiritual leadership in the Quran memorization (tahfiz) program and the extent to which this program contributes to the formation of students’ Quranic character. The research was conducted at MI Al-Islamiyah Grojogan, Bantul, Yogyakarta, over one month in June 2025. Using a qualitative case study approach, data were collected through observation, documentation, and in-depth interviews with 3 teachers and 1 principal, then analyzed using the Miles and Huberman interactive model, including data reduction, presentation, and conclusion drawing. The results show that the principal plays a central role in creating an Islamic value-oriented learning environment, not only through administrative policies but also by serving as a consistent moral and spiritual role model. The implementation of spiritual leadership is reflected in support for the tahfiz program, active involvement in religious activities, and ongoing character development. Furthermore, synergy between the principal, tahfiz teachers, and students contributes to the establishment of a strong religious culture in which Quranic values are both taught and internalized through daily practice. However, challenges remain, particularly regarding family support and balancing academic learning with character education. Therefore, it is recommended that schools strengthen teacher training in spiritual leadership, integrate tahfiz activities more systematically with character education, and build sustainable collaboration with parents and the wider community to optimize the internalization of Quranic values.
Evaluating Inclusive Education Implementation Using the CIPP Model: A Case Study of SDN Gendongan 01 Salatiga, Indonesia Khamidah, Shofiya; Sanoto, Herry
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1874

Abstract

This study aims to evaluate the implementation of the inclusive education program at SD Negeri Gendongan 01 Salatiga using the CIPP model (Context, Input, Process, Product) in relation to the stages of school management. The research employed an evaluative method with a qualitative descriptive approach. Data were collected through interviews, observations, and document analysis involving the principal, classroom teachers, special education support teachers (GPK), and shadow teachers. The findings indicate that SD Negeri Gendongan 01 Salatiga demonstrates a strong commitment to inclusive education, as reflected in its school vision and focus on the development of students with special needs. However, there are challenges related to facilities and infrastructure, including the absence of dedicated classrooms for students with special needs. The input dimension also revealed limitations in human resources, although the presence of GPK and shadow teachers supports the inclusive program. In terms of process, student support is provided through a structured system, although the effectiveness of facilities and infrastructure still requires improvement. The product evaluation shows positive academic development, albeit with variability in individual student achievement. This study concludes that although the inclusive education program at SD Negeri Gendongan 01 has produced promising results, significant challenges remain that must be addressed to improve the quality of inclusive education. The implications of this study suggest the need to strengthen formal policies and enhance the quality of human resources in inclusive schools.
Fostering Patriotism Through Unity: Implementation of Pancasila's Third Principle in Elementary Character Education Yuliana, Nana Pirda; Idris, Muhamad; Irawan, David Budi
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1884

Abstract

In Indonesia's diverse society, implementing Pancasila's third principle—"Persatuan Indonesia" (Unity of Indonesia)—is crucial for fostering patriotism among elementary students. Despite formal curriculum inclusion, challenges persist in effectively translating abstract unity values into meaningful learning experiences. This study investigated how the third principle of Pancasila is implemented to foster patriotism among fourth-grade students in classroom settings. A qualitative descriptive case study was conducted at SD Negeri 68 Palembang involving 30 fourth-grade students and one homeroom teacher. Data were collected through systematic classroom observations, semi-structured interviews, and document analysis over three months (October-December 2024). Data analysis followed the Miles and Huberman framework, incorporating data reduction, display, and conclusion drawing with triangulation to ensure credibility. Findings revealed high frequencies of collaborative behaviors aligned with unity principles, including active cooperation (91.7%), respectful communication (87.5%), and inclusive participation (79.2%). Student interviews demonstrated strong comprehension of unity concepts, with 93.3% understanding unity as cooperation and 90% expressing shared national identity. The teacher employed systematic pedagogical strategies integrating character education with academic content through storytelling, democratic conflict resolution, and experiential learning activities. However, 20% of students exhibited passive engagement patterns, indicating need for differentiated instructional approaches. Results align with social cognitive theory and support democratic patriotism development rather than blind conformity. The study confirms the effectiveness of teacher-led character education when combined with systematic classroom practices. Findings contribute to character education literature by providing empirical evidence of successful Pancasila implementation and practical frameworks for educators seeking to enhance patriotic attitude development among elementary students.
Student Interest in Science Learning Using Virtual Tour Media: A Quantitative Study of Fourth-Grade Students Tri Wulandari, Mei Rina; Idris, Muhamad; Irawan, David Budi
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1886

Abstract

A virtual tour is an audiovisual medium in the form of images or videos of a certain location/place, allowing it to be used virtually without having to visit the location in person. The purpose of this study is to determine students' interest in IPAS (Integrated Science and Social Studies) learning using virtual tour media among fourth-grade students at SD Negeri 16 Palembang. This research is motivated by the phenomenon of the lack of learning media used during the learning process, resulting in low student enthusiasm during IPAS lessons.This study is a quantitative descriptive research using a survey method. The sample consisted of 27 fourth-grade students. Data collection techniques included questionnaires, observation, and documentation, with data analyzed using descriptive statistics.The analysis results show that virtual tour media can increase students' interest in IPAS learning. Based on the student response questionnaire, the average score was 83.35%, with 25 students showing a high level of interest when using virtual tour media in IPAS learning, representing 92% of the 27 respondents. Therefore, virtual tour media can increase students' interest in IPAS learning in grade IV at SD Negeri 16 Palembang. Consequently, the use of learning media is essential in enhancing the interest of elementary school students.
Enhancing Critical Thinking Skills through Contextual Teaching and Learning Saputri, Mitha Restu; Arni, Yusni; Lubis, Patricia H. M
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1888

Abstract

Critical thinking skills are essential for elementary students' academic success and twenty-first-century workforce preparation. However, many Indonesian elementary schools still employ teacher-centered approaches that limit students' active engagement and critical thinking development. This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) model on critical thinking skills of fourth-grade students at SDN Sumber Agung. A quasi-experimental design with Nonequivalent Control Group Design was employed, involving 56 fourth-grade students selected through simple random sampling. The experimental group (n=28) received CTL instruction, while the control group (n=28) was taught using conventional teacher-centered methods. Critical thinking skills were assessed using a validated 15-item multiple-choice test based on six indicators: focus, reason, inference, situation, clarify, and overview. The instrument demonstrated good reliability (Cronbach's alpha = 0.756). Data were analyzed using Independent Sample T-Test after verifying normality and homogeneity assumptions. N-Gain analysis was conducted to determine practical effectiveness. The Independent Sample T-Test revealed significant differences between groups (t = 3.752, p < 0.001), with the experimental group achieving higher posttest scores (M = 81.92) compared to the control group (M = 69.81). N-Gain analysis showed the experimental group attained moderately effective improvement (63.11%) while the control group showed ineffective gains (32.23%). The CTL model significantly enhances students' critical thinking skills compared to conventional teaching methods. These findings validate constructivist learning theory and provide empirical evidence for implementing contextualized approaches in Indonesian elementary education to develop essential critical thinking capabilities.
Enhancing Writing Skills in Slow Learners Through Differentiated Learning and Audio-Visual Media: A Classroom Action Research in Indonesian Elementary Education Kamsiah, Kamsiah; Pujaningsih, Pujaningsih
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1911

Abstract

Writing difficulties among slow learners present significant challenges in inclusive elementary education settings. This study investigated the effectiveness of combining differentiated learning strategies with audio-visual media to enhance writing abilities among fifth-grade slow learners. A participatory classroom action research design was employed using the Kemmis and McTaggart spiral model across two intervention cycles. The study was conducted at SD Negeri 003 Sandaran, East Kalimantan, Indonesia, with one primary slow learner participant (IQ 75-89) from a class of 31 students. Data collection involved pre-test and post-test assessments, structured observations of learning activities and student participation, and documentation of instructional processes. The intervention integrated differentiated instruction principles with Smart TV-based audio-visual materials, focusing on simple command sentence writing skills. The primary participant demonstrated substantial improvement, progressing from 20% baseline performance to 95% competency after two intervention cycles, representing a 75-percentage-point increase. Class-wide achievement rates improved from 14% to 86% of students meeting minimum competency standards. Observation data revealed enhanced student participation (89% to 97%) and optimal instructional implementation fidelity (94% to 100%) across cycles. The intervention proved particularly effective following strategic refinements including shortened video content and increased individualized support. The findings validate the integration of Tomlinson's differentiation framework with Mayer's multimedia learning theory for slow learner populations. The dramatic improvements support the effectiveness of systematic scaffolding combined with visual-auditory stimulation in addressing working memory limitations and motivational challenges characteristic of slow learners. However, single-participant design and brief intervention duration limit generalizability and long-term effectiveness assessment. Future research should employ larger samples with control groups and extended follow-up periods to establish more definitive evidence for this promising pedagogical approach.
Inclusive School Management in Project-Based Learning Implementation: A Case Study in Kindergarten Settings Purnamawati, Purnamawati; Sukinah, Sukinah
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1972

Abstract

Implementation of inclusive education at the kindergarten level faces complex challenges in managing learning that accommodates student diversity. Project-Based Learning (PBL) emerges as a promising pedagogical approach for inclusive environments, yet empirical research on optimal management strategies to support PBL implementation in inclusive early childhood settings remains limited. This study employed a qualitative descriptive design conducted over three months (April-June 2025) at Taman Kanak-Kanak Kongbeng, East Kalimantan. Data were collected through semi-structured interviews with key stakeholders, direct classroom observations, and documentation analysis. Data validity was ensured through triangulation and member checking procedures. Findings indicate that inclusive school management can effectively support PBL implementation through systematic collaborative approaches involving administrators, classroom teachers, special education teachers, and parents. PBL implementation in inclusive settings enhanced both social and academic skills of all students, including children with special needs. Effective strategies included flexible project design, differentiated instruction, and authentic assessment focusing on learning processes. Results confirm that well-managed inclusive PBL environments can create positive outcomes for all students. Successful implementation requires ongoing teacher training, clear inter-staff coordination, and adequate resource allocation to support inclusive education infrastructure.

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