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Ujiati Cahyaningsih
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jirpe.id@gmail.com
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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
Teaching Values Through History: Implementation of Indonesia's Pancasila Student Profile in a Remote Papuan Context Mau, Leni Marlina; Miftahuddin, Miftahuddin
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.v4i4.2640

Abstract

This qualitative case study investigated the integration of Pancasila Student Profile values within history education at SMA Negeri Kolese Pendidikan Guru Khas Papua Merauke, a specialized teacher-training institution in Indonesia's remote eastern region. Data were collected through participant observation, semi-structured interviews with school principals, history teachers, and curriculum developers, and documentary analysis of lesson plans, student portfolios, and instructional materials. Findings revealed that deliberate pedagogical strategies—including project-based learning, role play, case studies, and reflective discussions—successfully cultivated mutual cooperation, global diversity, critical reasoning, and nationalism dimensions among students. History education effectively functioned as a character formation vehicle when contextualized within Papua's multicultural reality and linked to contemporary issues. However, independence and creativity dimensions remained underdeveloped due to persistent reliance on teacher direction. Implementation faced significant barriers including insufficient instructional time, resource limitations, transmission-oriented teaching habits, student focus on exam scores rather than character development, and inadequate parental support. The study demonstrates that effective character education in marginalized regions requires curriculum restructuring prioritizing depth over coverage, enhanced teacher professional development, increased resource investment, and systematic family-school collaboration. These findings contribute empirical evidence regarding national character education framework adaptation for diverse sociocultural contexts while advancing theoretical understanding of contextualized character education in remote, underserved educational settings.
School Principal Leadership in Developing Non-Academic Student Achievements: Adaptive Strategies in Resource-Constrained Contexts Kurniadiningsih, Rosalia Sitowati; Miftahuddin, Miftahuddin; Bustari, Meilina
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.v4i4.2641

Abstract

In the era of globalization and rapid technological development, holistic education balancing academic and non-academic achievements has become essential for developing 21st-century learners. However, many schools, particularly in remote areas, struggle to develop students' non-academic potential due to various constraints. This study analyzed the challenges, strategies, and impacts of school principal leadership in improving students' non-academic achievements at SMAN 2 Merauke and SMAN Plus Urum in Merauke Regency, Indonesia. A qualitative descriptive approach was employed, with data collected through semi-structured interviews, non-participatory observations, and documentary analysis. Participants included school principals, vice principals, teachers, students, and school committee representatives from both institutions. Data were analyzed using the Miles, Huberman, and Saldaña model, with credibility maintained through source and method triangulation. Findings revealed that both schools faced multidimensional challenges including human resource limitations, inadequate facilities and infrastructure, budget constraints, low student participation, and minimal external support. Challenges were substantially more severe at SMAN Plus Urum due to its remote location. Principals implemented adaptive strategies including internal capacity building through peer learning and student mentorship, creative facility optimization, selective activity prioritization with transparent budget management, recognition-based motivation systems, and gradual community engagement. These strategies generated positive impacts on teacher professional development, student character formation (confidence, discipline, resilience), enhanced school reputation, and emerging community support for holistic education. Effective leadership in resource-constrained contexts requires adaptive, creative, and collaborative approaches that maximize existing capabilities while gradually building external support networks. The study contributes to understanding educational leadership in developing country contexts and provides practical insights for principals facing similar challenges.
Can Synchronized Reading Improve Advanced Reading Abilities? A Classroom Action Research on the Neurological Impress Method Amin, Asriani; 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.v4i4.2642

Abstract

Advanced reading difficulties significantly impede elementary students' academic progress, necessitating effective interventions that address both cognitive and affective dimensions of literacy development. This study examined teacher implementation of the Neurological Impress Method (NIM) and its effectiveness in improving advanced reading abilities among fifth-grade students experiencing reading difficulties. A two-cycle classroom action research design following Kemmis and McTaggart's model was conducted with 13 fifth-grade students at SD A Sangatta Utara, Indonesia. Data collection employed mixed methods including pre-post reading assessments, structured observations, interviews, and behavioral coding. The NIM intervention involved synchronized oral reading sessions between teacher and students, with progressive modifications based on reflective analysis. Significant improvements emerged across all reading dimensions. Mean scores increased 53.8% from baseline (50.9) to post-intervention (78.3), with student mastery rising from 30.7% to 84.6%. Component analysis revealed gains in pronunciation accuracy (46.8%), reading precision (53.9%), comprehension (37.3%), and prosody (41.8%). Behavioral indicators demonstrated substantial increases in reading confidence, with voluntary participation rising from 15.4% to 76.9%. Unexpectedly, high-performing students also showed continued improvement, suggesting NIM's applicability beyond remedial contexts. The Neurological Impress Method effectively enhanced both reading competencies and affective dispositions, establishing it as a feasible, resource-efficient intervention for elementary reading instruction.
Enhancing Early Reading Competencies in Students with Mild Intellectual Disabilities: A Montessori Method Intervention Study Yuliana, Yuliana; 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.v4i4.2643

Abstract

Students with mild intellectual disabilities frequently encounter significant challenges in acquiring early reading skills, yet limited empirical evidence exists regarding effective instructional approaches tailored to their learning needs. This classroom action research investigated the effectiveness of the Montessori method in improving early reading competencies among slow learners in first-grade elementary education. Conducted over four weeks at SD Negeri 001 Muara Wahau, Indonesia, the study employed a Kemmis and McTaggart cyclical model comprising two intervention cycles. The participant was a first-grade male student identified as a slow learner demonstrating difficulties in letter recognition, phonetic sound production, and word reading. The intervention incorporated Montessori principles including concrete manipulatives (picture-word cards, letter cards, sandpaper letters), multisensory engagement activities, and systematic phonics instruction. Data collection utilized reading performance tests, structured observational checklists, and progress monitoring protocols. Results demonstrated substantial improvement from 20% baseline accuracy to 95% mastery level, representing a 75-percentage-point gain that exceeded the predetermined 80% success criterion. Letter recognition and phonetic sound production achieved 100% accuracy by Cycle II, while both consonant-vowel repetitive patterns and consonant-vowel-consonant-vowel patterns showed marked improvement. These findings provide empirical evidence that the Montessori method effectively enhances early reading competencies in students with mild intellectual disabilities, challenging deficit-oriented perspectives and validating multisensory structured literacy approaches for inclusive educational settings.
Local Culture-Based Education as an Alternative Pedagogical Model in Indigenous Regions Maturbongs, Lodovika; Lestari, Slamet
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.v4i4.2645

Abstract

The preservation of local culture through education has become increasingly important in the context of globalization, particularly in culturally rich and peripheral regions such as Papua. This study aims to examine the implementation of local culture-based school programs in public senior high schools across Merauke Regency, focusing on forms of implementation as well as supporting and inhibiting factors. A qualitative approach with a multiple case study design was employed. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, extracurricular supervisors, and students from three public senior high schools. Data validity was ensured through source and method triangulation, and analysis followed the interactive model of data condensation, data display, and conclusion drawing. The findings reveal that local culture-based school programs are implemented through diverse models, including performance-based activities, curriculum-integrated projects, and holistic school culture approaches. Supporting factors include strong leadership commitment, culturally competent teachers, positive school culture, and community involvement, while inhibiting factors involve external cultural influences, limited resources, time constraints, and variations in teachers’ understanding. Notably, students demonstrated a strong preference for experiential and outdoor learning contexts when engaging with local culture. This study contributes to the discourse on culturally responsive education by providing empirical evidence from an indigenous context and highlights the importance of institutional integration and contextualized pedagogy in sustaining local culture-based education.

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