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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
Scientific-Based Animation Media for Elementary Plant Reproduction Education: A Comprehensive Needs Analysis Purdianto, Timan; Susanti, L R Retno; Safitri, Erna Retna
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.v4i4.2595

Abstract

The use of animation media in science education offers significant potential for presenting abstract concepts in more concrete and comprehensible ways. This study aimed to identify the needs for developing scientific-based animation media on generative plant reproduction materials in elementary schools. Employing a Research and Development (R&D) approach with the 4D model (Define, Design, Develop, Disseminate), this study involved 60 elementary students and five science teachers in Palembang, Indonesia. Data were collected through validated questionnaires assessing academic needs, technology needs, and pedagogical requirements, and analyzed using descriptive statistics. Results revealed that students demonstrated strong preferences for visual learning materials (71.7%) and play-based learning activities (75.0%), with exceptionally high demand for technology integration (81.7%). Teachers possessed adequate pedagogical competence but faced significant infrastructure constraints. The average scores for student academic needs (64.9%) and technology needs (66.1%) indicated moderate to high requirements for innovative learning media. These findings confirm that scientific-based animation media represents a necessary solution for addressing educational gaps in teaching abstract biological concepts. The study contributes empirical evidence supporting animation media development through comprehensive dual-stakeholder analysis, providing valuable insights for educators, curriculum developers, and policymakers in enhancing elementary science education through technology-integrated instruction.
Developing Culturally Responsive Augmented Reality Pop-Up Books for Elementary Social Studies: A Preliminary Needs Analysis Ruliani, Epit; Nasution, Nasution; Rachmadyanti, Putri
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.v4i4.2630

Abstract

Contemporary Social Studies instruction in elementary schools faces significant challenges in engaging students with cultural heritage content, primarily due to teacher-centered approaches and limited interactive media. This study addresses the need for innovative, culturally responsive instructional media by conducting a preliminary needs analysis for developing Augmented Reality (AR) Pop-Up Book embedded with ethnopedagogical content. A qualitative descriptive approach was employed at SDN Sawunggaling I/382 Surabaya, involving one fifth-grade teacher and ten students. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using Miles and Huberman's interactive model. Findings revealed persistent lecture-dominated instruction with minimal interactive media utilization, resulting in low student engagement and suboptimal learning outcomes. Both teachers and students expressed strong need for interactive, visual media that contextualizes cultural heritage content. Current instructional resources proved inadequate for facilitating meaningful engagement with abstract cultural concepts. The identified needs strongly support AR Pop-Up Book development as an appropriate pedagogical solution. Integration of AR technology with ethnopedagogical principles can address engagement challenges while strengthening cultural identity. Findings align with research demonstrating AR's effectiveness in improving motivation and learning outcomes, while ethnopedagogy enables authentic connections between academic content and lived cultural experiences.
Analysis of Students' Needs and Characteristics to Develop Multiplication Domino-Card Learning Media Assisted by Articulate Storyline 3 Yudhistira, Rendy Prima; Somakim, Somakim; Safitri, Erna Retna
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.v4i4.2632

Abstract

Learning multiplication remains a challenge for many grade V students, particularly in memorizing multiplication facts and applying them in problem-solving. This condition underscores the need for more engaging, interactive, and learning-oriented media that align with students' learning styles and characteristics. Digital media has great potential to increase engagement and understanding of concepts. This study aims to analyze the learning needs and characteristics of students as the basis for developing domino-card multiplication learning media assisted by Articulate Storyline 3. The study used a quantitative descriptive design involving 130 students from three elementary schools in Musi Banyuasin Regency, South Sumatra. Data was collected through learning needs questionnaires, student characteristics questionnaires, and classroom observations, and then analyzed using descriptive statistics. The results showed that students have a high need for interactive media, with 79.6% liking digital, visual, and game-based media, as well as a high level of learning motivation (77.8%). Learning difficulties fall into the medium category (64.6%), particularly related to memorization and applying multiplication. Most students exhibit a visual-kinesthetic learning tendency, which corresponds to manipulative activities, animations, and interactive feedback. These findings suggest that the development of Articulate Storyline 3-assisted multiplication domino-card media is highly relevant, as it effectively addresses students' learning needs and supports increased engagement and conceptual understanding in the context of 21st-century learning.
Teachers' Pedagogical Competence in Designing Deep Learning and HOTS Assessment in Elementary Schools: A Systematic Literature Review Setiyowati, Endang; Puspita, Ari Metalin Ika; Mariana, Neni
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.v4i4.2633

Abstract

This systematic literature review examines teachers' pedagogical competence in designing deep learning and Higher-Order Thinking Skills (HOTS) assessment in elementary schools. The study analyzed 27 peer-reviewed articles published between 2020 and 2025, focusing on three primary dimensions: pedagogical competence in HOTS-based learning design, assessment development, and impact on student learning outcomes. The findings reveal that elementary school teachers demonstrate moderate to good pedagogical competence in designing HOTS-based learning, with strengths in lesson planning and implementation but challenges in assessment development and consistent application. Key factors influencing successful HOTS implementation include professional learning communities, continuous training programs, technology integration, and institutional readiness. The review identifies significant gaps in teachers' ability to develop creative and evaluative assessment instruments, with most teachers relying on analytical-level questions. Furthermore, the integration of HOTS assessment with deep learning approaches shows positive impacts on students' critical thinking skills and learning outcomes. The study recommends establishing systematic professional development programs, strengthening teacher learning communities, developing comprehensive HOTS assessment instruments, and fostering collaboration between stakeholders. This review contributes to understanding the current state of pedagogical competence in HOTS implementation and provides evidence-based recommendations for improving elementary education quality through enhanced teacher competence in deep learning and assessment practices.
Analysis of Geographic Literacy Values in Serat Centhini as a Source of Contextual Learning in Elementary Schools Pratiwi, Mey; Rachmadyanti, Putri; Puspita, Ari Metalin Ika
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.v4i4.2634

Abstract

Geographic literacy development in elementary education remains inadequate globally, with students struggling to connect spatial concepts to lived experiences. This study examines Serat Centhini, a classical Javanese manuscript, as a culturally embedded resource for developing geographical literacy in elementary schools. A descriptive qualitative research design was employed at Urangagung Elementary School involving 32 fifth-grade students, two teachers, and the principal. Data collection comprised textual analysis of Serat Centhini, classroom observations over eight sessions, and semi-structured interviews. Thematic analysis through data reduction, display, and conclusion drawing identified geographical literacy values, validated through source triangulation and peer debriefing. Five interconnected geographical literacy values emerged: spatial representation and orientation (87.5% student success rate), human-environment interactions (81.3% comparative analysis success), cultural-geographical interconnections (84.4% understanding achievement), historical-temporal spatial awareness (71.9% recognition of spatial changes), and moral-ecological values (90.6% enhanced environmental awareness). Implementation strategies including spatial narratives, local environmental analysis, collaborative learning, and reflective writing effectively enhanced students' spatial thinking and ecological consciousness. Findings demonstrate that classical cultural texts contain sophisticated geographical knowledge systems aligned with contemporary spatial thinking frameworks. This research contributes to place-based education theory by illustrating how culturally embedded narratives simultaneously advance spatial literacy, cultural preservation, and character development, supporting transformative education for sustainable development.
The Transformation of Punggawa-Sawi Relationships and Fishing Technology in Baurung Village (1960–2024) Lukman, Cici Nurmawaddah; Najamuddin, Najamuddin; Sakka, Abdul Rahma A
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.v4i4.2635

Abstract

This study investigates the modernization of traditional fishermen in Baurung Village, Majene Regency, from 1960 to 2024, examining transformations in technology, economic structures, and socio-cultural dynamics. A qualitative historical approach was employed, incorporating heuristics, source criticism, interpretation, and historiography. Data were collected through semi-structured interviews with fishermen association leaders, active and senior fishermen, and fish distributors, complemented by participatory observation and documentary analysis. Triangulation and source criticism ensured data validity and reliability. The findings reveal that pre-modernization fishing relied entirely on traditional equipment such as baqgo and lepa-lepa, with social relations governed by kinship-based punggawa-sawi relationships. The introduction of katinting engines in the 1980s initiated technological transition, progressing to high-powered Mitsubishi 6D14 engines by the 2000s. This modernization increased monthly incomes to 10-15 million rupiah and expanded operational range beyond 50 kilometers offshore. However, modernization simultaneously produced economic stratification, transformed patron-client relationships into contractual arrangements, and paradoxically discouraged youth educational advancement due to attractive immediate maritime employment. Religious participation strengthened alongside improved prosperity. These findings demonstrate that modernization generates multidimensional impacts requiring integrated policy approaches that balance productivity enhancement with social equity and cultural preservation in coastal community development.
Analysis of Media Needs Based on Visual Ethnography in Social Studies Learning in Junior High School Makhsunah, Makhsunah; Jaenudin, Riswan; Raharjo, Makmum
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.v4i4.2636

Abstract

This study aims to analyze the needs of teachers and students for Visual Ethnography-based learning media in social studies learning in junior high schools. The Visual Ethnography approach offers a solution by presenting social and cultural data in an authentic and contextual visual form. The research method employed is a quantitative descriptive approach, supplemented by qualitative data. The research subjects consisted of 17 teachers and 211 junior high school students from nine schools in Sungai Lilin, Bayung Lencir, and Tungkal Jaya Districts, Musi Banyuasin Regency, South Sumatra Province. Data was collected through a needs questionnaire distributed using Google Forms, as well as interviews to obtain a more comprehensive picture of media needs. The results showed that students' needs for interactive, contextual, and visually based learning media related to local culture were in the high to very high category, with an average percentage of 86–93%. In contrast, the need for teachers in this aspect was in the range of 78–88%. The expected media include infographics, ethnographic videos, and visual narratives that are easy to understand and relevant to the student's learning experience. These findings confirm that Visual Ethnography-based media can increase learning engagement, understanding of social concepts, and appreciation of cultural diversity. The implications of this study highlight the need to develop innovative learning media based on Visual Ethnography to enhance social studies learning that is more meaningful, contextual, and aligned with the characteristics of junior high school students.
Understanding Teacher Work Discipline Through Instructional Leadership and Work Motivation: An Indonesian Elementary School Perspective Lasminto, Lasminto; Khoiri, Nur; Ariyanto, Lilik
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.v4i4.2637

Abstract

Teacher work discipline is fundamental to educational quality, yet persistent challenges exist in Indonesian elementary schools. This study examined the influence of instructional leadership and work motivation on teacher work discipline in Pedurungan District, Semarang City. A quantitative descriptive-correlational design was employed with 195 elementary school teachers selected through proportional random sampling. Data were collected using validated questionnaires measuring instructional leadership (α = 0.859), work motivation (α = 0.770), and teacher work discipline (α = 0.891). Multiple linear regression analysis was conducted following classical assumption testing. Instructional leadership significantly influenced teacher work discipline (t = 7.084, p < 0.001), as did work motivation (t = 3.383, p < 0.001). Simultaneously, both variables explained 34.4% of variance in teacher discipline (F = 50.541, p < 0.001), with 65.6% attributable to other factors. The regression equation Y = 16.472 + 0.065X₁ + 0.044X₂ indicated positive relationships between predictors and discipline. Findings validate integrated organizational behavior models, demonstrating that teacher discipline emerges from synergistic interactions between external leadership practices and internal motivational states. Results extend limited research on combined effects of leadership and motivation in non-Western educational contexts, suggesting comprehensive improvement strategies must address both principal instructional capacity and teacher motivational systems simultaneously rather than in isolation.
Integrating Begibung Tradition Values in Elementary Education: An Ethnopedagogical Approach to Character Development Shalihat, Entin; Suciptaningsih, Oktaviani Adhi; Mashfufah, Aynin; Anggraini, Ade Eka
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.v4i4.2638

Abstract

Penelitian ini bertujuan mendeskripsikan proses internalisasi nilai kearifan lokal melalui tradisi Begibung dalam pembelajaran untuk mengembangkan karakter siswa sekolah dasar. Tradisi Begibung sebagai warisan budaya Sasak mengandung nilai kebersamaan, gotong royong, kejujuran, tanggung jawab, dan saling menghargai yang relevan dengan pendidikan karakter dan etika keilmuan. Dalam penelitian ini digunakan pendekatan kualitatif berjenis deskriptif. Informan penelitian mencakup seorang guru dan 17 murid kelas IV di SDN 50 Cakranegara. Data diperoleh melalui kegiatan observasi, wawancara, penyebaran angket, serta penelaahan dokumen. Tahapan analisis mengikuti alur reduksi data, penyajian informasi, dan penarikan kesimpulan. Berdasarkan temuan penelitian yaitu guru mengintegrasikan nilai Begibung melalui teks bacaan, gambar, video, diskusi kelompok, serta tugas proyek. Pada aspek moral knowing, siswa memahami makna Begibung dan mampu menghubungkan nilai-nilainya dengan situasi nyata di kelas. Pada aspek moral feeling, siswa menunjukkan sikap positif, rasa bangga terhadap budaya lokal, dan ketidaksetujuan terhadap perilaku yang bertentangan dengan nilai Begibung. Pada aspek moral action, terlihat perubahan perilaku berupa kerja sama, tanggung jawab, kejujuran, dan saling menghargai, meskipun belum merata pada seluruh siswa. Hasil angket menunjukkan skor 88,33% dengan kategori “Baik,” yang menegaskan bahwa sebagian besar siswa telah mampu memahami, menghayati, dan menerapkan nilai-nilai tersebut. Temuan ini membuktikan bahwa integrasi kearifan lokal Begibung berpotensi memperkuat pendidikan karakter dan etika keilmuan pada siswa sekolah dasar.
Goal-Oriented Evaluation of Educational Data Integration: Assessing Dapodik-SPMB Implementation in Indonesian Schools Kasbijanto, Kasbijanto; Haq, Mohammad Syahidul; Amalia, Kaniati; Khamidi, Amrozi
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.v4i4.2639

Abstract

This study evaluated Dapodik integration effectiveness in the New Student Admission System (SPMB) at state junior high schools in Bojonegoro Regency, Indonesia, focusing on verification speed enhancement and data accuracy improvement. Employing a goal-oriented evaluation approach, the research utilized quantitative descriptive methods with 60 purposively sampled respondents comprising Dapodik operators, school SPMB committees, and district education office administrators. Data were collected through four-point Likert scale questionnaires (43 items across seven indicators), documentation checklists, and official SPMB records. Instrument validity was established through expert judgment (Aiken's V > 0.80) and construct validity testing (Pearson correlation), while reliability was confirmed via Cronbach's Alpha (> 0.70). Descriptive statistics and gap analysis were employed to assess objective achievement. Results demonstrated that verification speed achieved 85.94% goal realization (mean = 3.44, gap = +0.18), while data accuracy attained 82.96% (mean = 3.32, gap = +0.06), both exceeding achievement thresholds. The integration successfully reduced processing time, maintained schedule accuracy, and enhanced NISN verification and domicile compliance. However, persistent technical barriers (system downtime) and data-document mismatches indicated areas requiring improvement. The findings confirm that Dapodik-SPMB integration substantially achieves policy objectives while revealing that structural integration (efficiency) outperforms semantic integration (quality), underscoring the necessity of combining technological infrastructure with data governance protocols and operator capacity development for sustainable administrative excellence in educational systems.

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