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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
Canva-Based Interactive Flashcard Development Needs Analysis to Optimise Early Reading Learning in Elementary Schools Utami, Dyah Setyo; Jaenudin, Riswan; Hudaidah, Hudaidah
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.v4i4.2546

Abstract

Early reading skills are an important foundation for the success of student learning at the next level. However, many elementary school grade I students still have difficulty recognising letters, spelling, and understanding simple words due to monotonous learning dominated by the use of textbooks. This condition shows the need for learning media innovations that are more interactive, interesting, and in accordance with the learning characteristics of early childhood students. This study aims to analyse the need for the development of Canva-based interactive flashcards to optimise early reading learning in grade I elementary school. The method used is Research and Development (R&D) with a qualitative descriptive approach. Data were collected through semi-structured interviews with one grade I teacher and closed interviews with 30 grade I students at SDN 4 Ngulak, Sanga Desa District, Musi Banyuasin Regency. Data analysis was carried out in a qualitative descriptive manner with the Miles and Huberman model through three stages, namely data reduction, data presentation, and conclusion drawn. The results of the study showed that the analysis of students' needs for the development of Canva-based flashcard interactive media was in the very high category, with the acquisition of pedagogical aspects of 98.89%, technical aspects of 94.17%, cognitive aspects of 78.33%, aesthetic aspects of 96.67%, and evaluation aspects of 91.67%. The teacher also emphasised the importance of digital media that is visual, practical, and supports multisensory learning through a combination of text, images, and sound. These findings indicate that the development of Canva-based interactive flashcards has the potential to be a practical learning media innovation to improve the motivation and early reading ability of elementary school students.
The Effectiveness of Three-Dimensional Solar System Teaching Aids in Developing Sixth-Grade Students' Critical Thinking Skills Juwariyah, Siti; Desy Aprima
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.v4i4.2556

Abstract

Twenty-first-century education emphasizes the importance of critical thinking skills, yet the utilization of teaching aids in elementary science education remains suboptimal. This study examined the effect of solar system teaching aids on sixth-grade students' critical thinking skills at SD Negeri 01 Tekorejo. A quasi-experimental one-group pretest-posttest design was employed with 30 students selected through total sampling. The instrument consisted of a five-item essay test developed based on critical thinking indicators: identifying problems, providing arguments, evaluating arguments, drawing conclusions, and formulating solutions. Data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test due to non-normal data distribution. Results showed a significant increase in mean scores from 11.60 (pretest) to 16.00 (posttest), with a significance value of 0.013 (p < 0.05), indicating that teaching aids significantly enhanced students' critical thinking skills. The three-dimensional solar system models facilitated transformation of abstract astronomical concepts into concrete representations, enabling students to engage in hands-on exploration, collaborative discussion, and analytical reflection. These findings align with Piaget's cognitive development theory, demonstrating that concrete manipulatives effectively support elementary students at the concrete operational stage. This study contributes empirical evidence for the efficacy of physical teaching aids in developing higher-order thinking skills and recommends systematic integration of concrete instructional media to strengthen conceptual understanding and support twenty-first-century competencies in elementary science education.
Enhancing Students’ Learning Outcomes in Science and Social Studies through the Inquiry-Based Learning Model in Grade V Elementary School Selpianti, Selpianti; Zulnuraini, Zulnuraini; Khairunnisa, Khairunnisa; Aras, Nurul Fitria; Wilade, Surahman
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.v4i4.2566

Abstract

Despite the integration of Science and Social Studies (IPAS) under Indonesia's Kurikulum Merdeka, classroom practices remain predominantly teacher-centered, resulting in low student engagement and inadequate achievement of minimum mastery criteria. This study examined the effectiveness of inquiry-based learning in addressing these pedagogical challenges. Employing a classroom action research design, this study was conducted with 28 fifth-grade students at SD Inpres 3 Tondo, Palu, across two iterative cycles. Data were collected through systematic classroom observations using structured protocols and achievement tests validated through expert review (content validity index = 0.89, KR-20 reliability = 0.82). Analysis examined teacher instructional quality, student engagement patterns, and learning outcomes across cycles. Implementation of inquiry-based learning produced substantial improvements across all measured dimensions. Teacher instructional quality advanced from 70% to 90%, while student engagement increased from 59% to 75%. Most notably, classical learning mastery improved dramatically from 78% in Cycle I to 96% in Cycle II, with classical absorption rising from 74% to 89%, indicating significant conceptual understanding gains. Inquiry-based learning effectively enhances IPAS learning outcomes by fostering active participation, critical thinking, and collaborative knowledge construction. These findings validate inquiry pedagogy as a viable approach for implementing integrated curriculum within Indonesian elementary education, providing empirical support for constructivist learning principles in authentic classroom contexts.
Discovery Learning Assisted by Concept Maps: Improving Fifth-Grade Students' Learning Outcomes in Arts and Culture Education Syachputri M, Winanda; Lagandesa, Yun Ratna; Lapasere, Sisriawan; Pendit, Sinta Satria Dewi; Isnayanti, Andi Nur; Wilade, Surahman
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.v4i4.2571

Abstract

Traditional teacher-centered approaches in Arts and Culture education often result in passive learning and poor conceptual understanding among elementary students. This study investigated the effect of Discovery Learning assisted by concept maps on fifth-grade students' learning outcomes in Arts and Culture at SD Inpres 1 Kawatuna, Palu, Indonesia. A quasi-experimental one-group pretest-posttest design was employed with 27 fifth-grade students (19 males, 8 females) selected through saturated sampling. The intervention consisted of six 90-minute sessions integrating Discovery Learning with concept mapping activities. Data were collected using a validated cognitive achievement test (Cronbach's α = 0.717) and analyzed using paired-samples t-test and normalized gain analysis.  The paired-samples t-test revealed statistically significant improvement from pretest (M = 56.48, SD = 13.52) to posttest (M = 85.70, SD = 7.89), with t(26) = 10.18, p < 0.001, and an exceptionally large effect size (Cohen's d = 2.54). Normalized gain analysis demonstrated medium-level effectiveness (g = 0.692, 69.2%).  Discovery Learning assisted by concept maps significantly enhances Arts and Culture learning outcomes by fostering active engagement and systematic knowledge organization. The integrated approach addresses passive learning limitations and promotes deeper conceptual understanding, offering evidence-based pedagogical strategies for Indonesian elementary educators.
Effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) Approach in Developing Poetry Writing Skills and Learning Motivation Among Slow Learner Students Marlena, Marlena; Mumpuniarti, Mumpuniarti
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.v4i4.2575

Abstract

Poetry writing instruction remains challenging for slow learner students who experience difficulties in abstract concept comprehension, idea organization, and vocabulary selection. This study examined the effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) approach in enhancing poetry writing skills and learning motivation among slow learners in an inclusive elementary classroom. Employing a two-cycle classroom action research design following the Kemmis and McTaggart model, this study involved 15 fifth-grade students, including 12 identified slow learners, at SDN 008 Muara Ancalong. Data were collected through poetry writing assessments, classroom observations, semi-structured interviews, and field notes. Quantitative data were analyzed descriptively to calculate mean scores and completion percentages, while qualitative data underwent thematic analysis. Student mastery increased substantially from 0% at baseline to 27% after Cycle I and 67% after Cycle II, surpassing the 60% success criterion. Mean poetry writing scores improved by 64% from baseline (45.3) to final assessment (74.5). Qualitative findings revealed enhanced student engagement, creative expression, self-confidence, and intrinsic motivation. Students demonstrated improved metaphorical thinking, diction selection, and willingness to share their work publicly. The multisensory SAVI approach effectively addressed slow learners' cognitive and motivational challenges by providing concrete experiential foundations, visual scaffolding, auditory modeling, and intellectual reflection opportunities. These findings validate multisensory instruction as an accessible, effective strategy for inclusive poetry writing pedagogy.
Strategies for Improving Elementary School Teachers' Professional Competence in Remote Regions: A Case Study in Merauke Regency, Papua Province Adolfina, Adolfina; Rahmawati, Tina
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.v4i4.2597

Abstract

This study examines strategies for improving professional competence of elementary school teachers in Merauke Regency, a remote region in Papua Province, Indonesia. The research aims to analyze professional development programs, identify supporting and inhibiting factors, and formulate effective strategies for teacher competence enhancement in geographically challenging contexts. A qualitative case study approach was employed, involving three elementary schools: SD Inpres Mopah Baru, SD Inpres Mangga Dua, and SD Advent Merauke. Data were collected through semi-structured interviews with 44 teachers and 3 school principals, direct observations of school facilities and teaching practices, and document analysis of training records and teacher qualifications. Data analysis followed Miles and Huberman's interactive model, incorporating data reduction, display, and conclusion drawing with triangulation to ensure credibility. Results revealed that professional development programs focus on teacher certification, continuing education, and training participation facilitated by school leadership. Key supporting factors include adequate baseline qualifications, active principal leadership, and collaborative learning cultures. However, significant barriers include limited budgets, time constraints from heavy workloads, inadequate technology infrastructure, and misalignment between teacher specializations and teaching assignments. Schools implemented adaptive strategies combining formal training opportunities with peer mentoring and collaborative learning to overcome resource constraints. The study contributes empirical evidence on teacher professional development in 3T regions and suggests that effective strategies must be context-specific, integrating flexible delivery modes, sustained support mechanisms, and infrastructure investments while leveraging collaborative professional cultures inherent in remote school settings.
Needs Analysis for Smart Box Media Development in Energy Transformation Instruction: Enhancing Critical Thinking Skills of Fourth-Grade Elementary Students Ma’rufah, Ulil; Suratmi, Suratmi; Susiloningsih, Esti
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.v4i4.2536

Abstract

Elementary students face significant challenges comprehending abstract energy transformation concepts, requiring innovative instructional media to bridge gaps between theoretical knowledge and concrete understanding while developing critical thinking skills. This descriptive quantitative study analyzed needs of 63 fourth-grade students and two teachers from SDN 5 Mangsang and SDN 6 Mangsang through structured questionnaires assessing six dimensions: pedagogical, technical, cognitive, aesthetic, sociocultural, and evaluative aspects. Data were analyzed using percentage frequencies with established categorical criteria. Findings revealed evaluative features (100%), aesthetic design (96.81%), and sociocultural relevance (95.34%) as highest priority dimensions, followed by cognitive support (86.24%) and pedagogical engagement (77.18%), while technical accessibility (51.75%) required particular attention. Teachers demonstrated unanimous agreement (100%) across all dimensions, emphasizing training needs, infrastructural readiness, and media's potential to enhance critical thinking. Students exhibited strong preference for interactive, visually appealing media with immediate feedback mechanisms, despite demonstrating low baseline comprehension of energy transformation concepts. Results validate multimodal representation frameworks and situated learning theories while documenting specific stakeholder requirements for Smart Box media development. The study establishes empirical foundation for evidence-based instructional media design that integrates assessment capabilities, visual appeal, cultural responsiveness, conceptual scaffolding, and practical accessibility to address documented deficiencies in conventional elementary science instruction.
Analyzing Educational Needs for PMRI-Based Instructional Videos: Addressing Fraction Division Challenges in Elementary Mathematics Susanto, Edi; Susanti, Retno; Somakim, Somakim
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.v4i4.2544

Abstract

This study investigates the needs of fifth-grade teachers and students at SDN 1 Dawas, Musi Banyuasin Regency, regarding the development of PMRI-based (Indonesian Realistic Mathematics Education) instructional videos for fraction division material. Employing a qualitative descriptive approach with needs analysis methodology, data were collected from five teachers and 29 students through in-depth interviews, classroom observations, and structured questionnaires. Data analysis followed systematic thematic analysis procedures including data reduction, display, and conclusion drawing, with validity ensured through triangulation. Results revealed that despite adequate infrastructure (93.79% resource availability, 89.66% internet access) and high student motivation (93.79% learning interest), significant gaps persisted in content mastery (60.69%), concept comprehension (65.52%), and problem-solving skills (54.48%). Teachers demonstrated moderate pedagogical competence (74% average) and recognized innovative media value (72%), yet faced implementation challenges with current materials meeting only 64% of needs. Notably, 92% student interest in technology applications remained underutilized. These findings indicate critical necessity for PMRI-based video development that contextualizes fraction division within students' lived experiences, accompanied by teacher professional development in pedagogical orchestration. The study contributes empirical evidence for PMRI implementation in rural Indonesian contexts, emphasizing that technological readiness requires corresponding pedagogical transformation and contextually responsive learning materials to bridge existing instructional gaps.
Teachers' Multifaceted Roles in Enhancing Learning Motivation: A Qualitative Study of Fifth-Grade Elementary Students in Indonesia Khuzaimah, Ade; Gagaramusu, Yusdin Bin. M; Nashrullah, Nashrullah; Zulnuraini, Zulnuraini; Khairunnisa, Khairunnisa
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.v4i4.2547

Abstract

Teachers play crucial roles in enhancing elementary students' learning motivation, yet limited empirical evidence exists regarding practical implementation of motivational strategies in specific classroom contexts. This qualitative descriptive study investigated teachers' roles in enhancing learning motivation among fifth-grade students at SD Inpres 1 Kawatuna, Palu City, Indonesia. Data were collected through classroom observations, semi-structured teacher interviews, and student questionnaires (N=26) during the 2024/2025 academic year. Thematic analysis of qualitative data and descriptive statistics of quantitative data were employed. Findings revealed that teachers enacted five interconnected roles: inspirator (providing learning strategy guidance), motivator (offering positive reinforcement and rewards), facilitator (accommodating diverse learning styles), guide (delivering individualized support), and classroom manager (creating conducive environments). These practices resulted in 88.46% of students demonstrating good to excellent motivation levels across six indicators: persistence in completing tasks, resilience in facing difficulties, interest in diverse problems, preference for independent work, resistance to boredom, and ability to maintain opinions. However, 11.53% of students exhibited only fair motivation, particularly in autonomous learning behaviors. The study contributes by bridging theory-practice gaps in motivation literature and documenting context-specific implementations of motivational principles. Implications include emphasizing comprehensive teacher role training in professional development programs and conducting longitudinal research examining long-term motivational development.
The Effect of Academic Stress on Learning Concentration in Mathematics: Evidence from Fifth-Grade Elementary Students Rizal, Syamsur
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.v4i4.2555

Abstract

Academic stress is one of the psychological factors that may influence students’ ability to concentrate during the learning process, particularly in mathematics, which requires a high level of focus. Many elementary school students face academic pressure such as heavy assignments, grade expectations, and continuous evaluations, which negatively affect their learning concentration. This condition poses a serious problem since low concentration directly impacts students’ academic achievement, especially in subjects that demand logical and systematic understanding such as mathematics. This study employed a quantitative approach with a correlational design. The participants were 35 fifth-grade students of Madrasah Ibtidaiyah NW Aikmel, consisting of 19 boys and 16 girls. Data were collected using academic stress questionnaires and learning concentration scales, both of which had been tested for validity and reliability. The data were analyzed using simple linear regression with the assistance of SPSS software. The study was conducted over a six-month period, from July to December 2024. The results revealed a significant negative effect of academic stress on students’ learning concentration. The higher the level of academic stress experienced, the lower the students’ ability to concentrate in learning mathematics. These findings support the theory that psychological factors play an essential role in determining learning quality alongside cognitive ability. In conclusion, academic stress is proven to be an important variable that must be considered in efforts to improve elementary school students’ learning concentration. Therefore, teachers, schools, and parents are expected to manage academic pressure proportionally to ensure that students’ concentration remains optimal.

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