Journal of Innovation and Research in Primary Education
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.
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<![CDATA[Facilities and Infrastructure Management in Improving the Quality of Student Learning ]]>
<![CDATA[Handayani, Rejeki]]>;
<![CDATA[Hidayat, Hidayat]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
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DOI: 10.56916/jirpe.v4i4.2083
<![CDATA[Effective facilities and infrastructure management represents a critical determinant of educational quality in Islamic primary education institutions, yet limited research examines how management functions operate within madrasah contexts. This study investigates the implementation of Terry's management theory—encompassing planning, organizing, implementing, and supervising functions—in facilities and infrastructure management at Madrasah Ibtidaiyah to enhance learning quality. A qualitative case study approach was employed at Madrasah Ibtidaiyah Cisarua Girang, Sukabumi City, utilizing purposive sampling to select key stakeholders including the principal, infrastructure management team, teachers, and administrative staff. Data collection involved in-depth interviews, direct observation, and document analysis of institutional records. Data validity was ensured through source and methodological triangulation, while analysis followed Miles, Huberman, and Saldana's interactive model with systematic coding according to Terry's four management functions. The madrasah implemented structured facilities management through RKAS planning documents, though only 65% of planned improvements achieved completion due to budget constraints and limited stakeholder participation (23% teacher involvement). Organizational challenges included absence of standardized procedures for 67% of infrastructure tasks and dual-responsibility constraints for personnel. Implementation strategies demonstrated creativity through dual-session learning systems and 82% community participation in infrastructure improvements. Supervision utilized regular monitoring with 45% recommendation implementation rates, though manual documentation systems limited efficiency. Findings reveal that effective infrastructure management in resource-constrained Islamic education contexts requires adaptive strategies beyond traditional administrative approaches. The madrasah's community-based solutions and innovative space utilization demonstrate institutional resilience that transcends physical limitations. However, systematic stakeholder engagement, standardized organizational procedures, and digital supervision systems represent critical areas for enhancement to optimize learning quality outcomes.]]>
<![CDATA[Systematic Management Approaches in Digital Platform Implementation: A Qualitative Analysis of Merdeka Mengajar Platform for Elementary Teacher Professional Development ]]>
<![CDATA[Usman, Usman]]>;
<![CDATA[Suwandari, Lilis]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jirpe.v4i4.2084
<![CDATA[The implementation of digital platforms for teacher professional development has become increasingly critical in contemporary educational contexts, yet limited research examines systematic implementation processes in resource-constrained elementary schools. This study investigated the implementation of the Merdeka Mengajar Platform (PMM) in improving teacher academic capacity through self-training at SDN Sindangsari and SDN Caringin Nunggal. A qualitative multi-site case study approach was employed, involving 12 participants including classroom teachers, principals, and school supervisors. Data were collected through semi-structured interviews, participatory observation, and document analysis over six months. Systematic qualitative analysis revealed that both schools successfully implemented PMM through coordinated management functions including planning, organizing, directing, coordinating, controlling, and evaluating. Key findings demonstrated measurable improvements in teacher competencies, particularly in diagnostic assessment and differentiated learning approaches. Implementation challenges included technological infrastructure limitations, varied digital literacy levels, and time constraints, which were addressed through adaptive solutions such as extended access hours, technical training programs, and peer support mechanisms. The study revealed that systematic organizational approaches proved more influential than technological capabilities in determining platform effectiveness. School leadership played a critical moderating role through sustained coaching and motivational support. The research contributes empirical evidence to educational management literature by demonstrating how systematic management functions facilitate successful digital platform integration in elementary education contexts. Findings suggest that effective PMM implementation requires comprehensive organizational commitment, adaptive leadership, and sustained support mechanisms addressing both technical and pedagogical dimensions. The study provides practical insights for educational institutions implementing digital professional development platforms while addressing contextual constraints in developing educational environments.]]>
<![CDATA[Merdeka Curriculum Management for Character Development: A Comparative Study of Sociology Education ]]>
<![CDATA[Haerudin, Atep Didin]]>;
<![CDATA[Wasliman, Iim]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jirpe.v4i4.2085
<![CDATA[The contemporary educational landscape demands comprehensive approaches that combine academic excellence with student character development. This research examines Merdeka Curriculum management practices in developing student character through sociology education, focusing on planning, organizing, implementing, and controlling processes. This study employed a qualitative descriptive research design with field research approach in two senior high schools in Bandung: SMAN 23 Bandung (public) and SMA Pasundan 1 Bandung (private). Data were collected through triangulation methods including in-depth interviews with principals, vice principals, sociology teachers, and selected students, participant observations, and document analysis. Purposive sampling was used to identify key informants who had direct involvement in curriculum implementation and character education. Findings revealed that both institutions implemented systematic approaches to character development through comprehensive planning processes involving all stakeholders, clear organizational structures with task distribution based on 5W+1H principles, integrated implementation strategies that unite character education with academic learning, and multidimensional evaluation systems that track student character development progress. Effective curriculum management practices successfully integrated character development with academic learning, supporting the social-emotional and character development (SECD) framework. Implementation within sociology education contexts provides natural opportunities for character cultivation through understanding social dynamics and civic engagement, with contextual adaptations that maintain core developmental objectives.]]>
<![CDATA[Systematic Management of Peer Counseling Programs for Bullying Prevention ]]>
<![CDATA[Nurmaya, Rosi]]>;
<![CDATA[Wasliman, Iim]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jirpe.v4i4.2091
<![CDATA[Bullying represents a significant challenge in educational settings, affecting students' psychological, social, and academic development. While traditional counseling approaches face limitations due to inadequate counselor-to-student ratios and adolescents' preference for peer communication, peer counseling programs have emerged as promising alternatives for bullying prevention. This qualitative case study examined peer counseling program management at two public high schools in Bandung (SMAN 13 and SMAN 18 Bandung). Data were collected through in-depth interviews with school principals and guidance counselors, participatory observation of program implementation, and documentation review. Thematic analysis was employed to identify patterns across four management domains: planning, organizing, implementation, and supervision. The study revealed a systematic four-phase implementation approach. Planning involved comprehensive needs assessment and objective formulation aligned with school culture. Organization established a three-tier structure comprising guidance counselors as coordinators, teachers as facilitators, and trained students as peer counselors. Implementation featured informal counseling sessions and structured two-component training (basic counseling skills and bullying-specific education). Supervision utilized direct reporting mechanisms and field monitoring, though standardized evaluation criteria were absent. Both schools successfully created safer environments through peer-mediated interventions that leveraged adolescents' natural communication preferences. Findings demonstrate that systematic peer counseling program management effectively contributes to bullying prevention by empowering students as active agents in creating supportive school cultures. The study provides practical frameworks for program implementation while identifying areas requiring enhanced documentation and standardization. Results support previous research showing peer counseling effectiveness while offering detailed insights into operational mechanisms necessary for program sustainability.]]>
<![CDATA[Enhancing Questioning Skills in Preschool Children with Speech Delays Through Project-Based Learning ]]>
<![CDATA[Nursari, Amelia]]>;
<![CDATA[Sukinah, Sukinah]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jirpe.v4i4.2108
<![CDATA[Speech delays affect 5-10% of preschool children and significantly impact questioning skill development, which is essential for cognitive growth and academic success. This study investigated the effectiveness of project-based learning in enhancing questioning competencies among kindergarten children with speech delays. A classroom action research design following Kemmis and McTaggart's spiral model was implemented across three intervention cycles with two kindergarten students (aged 4-6 years) diagnosed with speech delays in East Kalimantan, Indonesia. Data collection employed structured observation rubrics assessing questioning behaviors across four dimensions: question initiation frequency, complexity, contextual appropriateness, and verbal clarity. Project-based learning activities focused on environmental exploration and geometric shape identification through collaborative maket construction. Quantitative analysis examined pre-post score comparisons, while qualitative data underwent thematic analysis with triangulation across multiple sources. Participants demonstrated substantial improvement in questioning skills, with overall mean scores progressing from 1.55 (baseline) to 3.24 (post-intervention), representing a 109% increase. The most significant improvements occurred in question type diversity (275% increase), question quality (200% increase), and independence in question formulation (216.7% increase). Performance classifications advanced from "beginning to develop" to "developing very well" across all measured competency areas. Both participants achieved age-appropriate questioning competencies by intervention completion. Project-based learning methodology effectively enhanced questioning skills among children with speech delays through authentic learning contexts that stimulated natural inquiry behaviors. The findings support constructivist and experiential learning theories while demonstrating the potential of inclusive pedagogical approaches. These results have significant implications for early childhood education practices, suggesting that strength-based interventions can successfully address communication challenges while promoting collaborative learning and cognitive development.]]>
<![CDATA[Implementing Differentiated Learning for Children with Special Needs in Islamic Early Childhood Education ]]>
<![CDATA[Irmayani, Ira]]>;
<![CDATA[Mahabbati, Aini]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jirpe.v4i4.2127
<![CDATA[Early childhood education faces increasing challenges in accommodating children with special needs, requiring adaptive instructional approaches that address diverse learning requirements. This study examines the implementation of differentiated learning strategies for children with special needs in Islamic early childhood education settings. A descriptive qualitative study was conducted at Pesantren Anak Sholeh Baitul Quran Gontor Sangatta from February to April 2025. Data collection involved semi-structured interviews with three teachers and classroom observations focusing on children with ADHD and hearing impairments. The study examined differentiation across content, process, product, and environmental dimensions using triangulation and prolonged engagement for data validity. Teachers successfully implemented differentiated learning strategies across all four dimensions. For children with ADHD, strategies included visual media utilization, graduated instruction delivery, physical activity integration, and strategic seating arrangements. For children with hearing impairments, adaptations emphasized visual learning supports, gestural communication, slowed instruction pace, and front-row positioning. Teachers demonstrated flexibility in assessment approaches, allowing creative expression through drawing, crafting, and storytelling rather than traditional written formats. The findings align with contemporary differentiation frameworks and support theories emphasizing executive function support and cognitive load management. Implementation challenges included resource limitations and the need for enhanced teacher preparation. The study contributes empirical evidence for differentiated learning effectiveness in Indonesian Islamic educational contexts while highlighting the importance of systematic adaptations for inclusive education.]]>
<![CDATA[Development of a Multidisciplinary Collaboration Model for Inclusive Education Implementation in Kindergarten Settings ]]>
<![CDATA[Rowiyah, Siti]]>;
<![CDATA[Hermanto, Hermanto]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jirpe.v4i4.2141
<![CDATA[Effective inclusive education for children with special needs requires systematic collaboration among multiple stakeholders. This study developed and validated a multidisciplinary collaboration model to enhance inclusive education implementation in kindergarten settings through structured coordination between teachers, therapists, and parents. This Research and Development study employed the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) conducted at TK Masyitoh, East Kutai Regency, in February 2025. Three kindergarten teachers participated as end-users. Data collection utilized observation, interviews, and questionnaires. Validation involved material experts, media experts, and instrument validators. Model effectiveness was assessed using normalized gain (N-Gain) analysis comparing pre-implementation and post-implementation teacher performance scores. Expert validation demonstrated high feasibility with material expert scores of 94.4% and media expert scores of 86.6%, both categorized as "highly feasible." Effectiveness assessment revealed significant improvements in teacher competencies, achieving an average N-Gain of 0.89, indicating high-level effectiveness. All participating teachers demonstrated substantial performance improvements following model implementation. The validated model addresses critical gaps in inclusive education implementation by providing systematic guidance for multidisciplinary coordination. Results align with established collaboration theories and support international research emphasizing stakeholder integration in inclusive education. The model's effectiveness demonstrates potential for enhancing teacher preparedness and inclusive education quality in early childhood settings.]]>
<![CDATA[Play-Based Contextual Learning for Pre-Reading Development in Preschoolers with ADHD Risk Factors ]]>
<![CDATA[Astuti, Juni Nuri]]>;
<![CDATA[Mahabbati, Aini]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jirpe.v4i4.2147
<![CDATA[Children at risk for ADHD frequently experience difficulties in developing pre-reading skills due to challenges with attention regulation and executive function. This study investigated the effectiveness of play-based contextual learning methods in enhancing pre-reading abilities among preschool children exhibiting ADHD risk characteristics. A classroom action research design following the Kemmis and McTaggart model was implemented over two cycles with two children (aged 5-6 years) identified as at risk for ADHD at State Kindergarten 2 Kaubun. The intervention integrated Contextual Teaching and Learning (CTL) principles through play-based activities using familiar materials (vegetables) to teach letter recognition, phonemic awareness, and word formation. Data collection employed pre-reading ability assessments, structured observations, and documentation of behavioral changes across baseline, Cycle 1, and Cycle 2 phases. Substantial improvements were observed from baseline to final assessment: Subject AY progressed from 27.77% to 83.33%, while Subject AL advanced from 30.55% to 88.88% proficiency. Both participants exceeded the 75% threshold for independent skill demonstration. Qualitative observations revealed enhanced attention regulation, increased engagement, and improved self-regulation behaviors throughout the intervention period. The findings demonstrate that culturally responsive, multisensory play-based approaches effectively address both cognitive and behavioral domains in children at risk for ADHD. The intervention's success supports the integration of constructivist learning principles with inclusive educational practices, providing evidence for combined treatment approaches addressing reading difficulties and attention challenges simultaneously.]]>
<![CDATA[Enhancing Early Writing Skills in Slow Learners Through Learning by Doing: A Contextual Classroom Action Research ]]>
<![CDATA[Hindriyani, Eli]]>;
<![CDATA[Purwanta, Edi]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jirpe.v4i4.2148
<![CDATA[Early writing development is critical for academic success, yet slow learners face significant challenges in acquiring these foundational skills. This study investigated the effectiveness of learning by doing methodology based on contextual learning in enhancing early writing abilities among kindergarten slow learners. A classroom action research design using the Kemmis and McTaggart cyclical model was implemented with one male slow learner (age 7) in Group B at TK Negeri 2 Muara Wahau, Indonesia. The intervention consisted of two cycles incorporating hands-on activities, visual aids, and concrete objects connected to daily life experiences. Data collection employed observation instruments, writing assessments, and interviews. Pre-test and post-test evaluations measured writing competency across six indicators including line tracing, letter formation, syllable construction, and name writing. The participant demonstrated substantial improvement from baseline pre-test (36%) through Cycle I post-test (55%) to final Cycle II post-test (80%), representing a 44% overall improvement. The intervention successfully enabled independent line tracing, vowel and consonant recognition, basic syllable formation, and supported name writing. Observational data revealed enhanced attention span, task persistence, and learning engagement across intervention cycles. The findings support the effectiveness of experiential learning approaches for slow learners, validating theoretical frameworks emphasizing concrete, contextual instruction. However, the intensive individualized instruction required may limit practical scalability in typical classroom settings. The study contributes empirical evidence for learning by doing methodology in special education while highlighting the importance of multisensory, contextually-relevant instruction for students with mild intellectual disabilities.]]>
<![CDATA[Chain Message Games as an Effective Intervention for Improving Speech Fluency in Children with Speech Delays ]]>
<![CDATA[Khoiriyah, Khoiriyah]]>;
<![CDATA[Purwanta, Edi]]>
<![CDATA[ Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025) ]]>
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DOI: 10.56916/jirpe.v4i4.2155
<![CDATA[Speech development serves as a fundamental cornerstone of human development, yet 2.3-19% of preschool children experience speech delays that significantly impact their communication abilities and long-term developmental outcomes. Current educational approaches for addressing speech delays often rely on conventional therapeutic methods that may not adequately engage young learners or accommodate their developmental needs in early childhood settings. This classroom action research employed the Kemmis and McTaggart model to investigate the effectiveness of chain message games in improving speech fluency among five children aged 5-6 years with diagnosed speech delays at TK Masyitoh Sangatta, East Kalimantan. The study was conducted from March to May 2025 through two complete cycles, each comprising two 30-minute sessions. Speech fluency was assessed using a structured observation instrument measuring six dimensions: speech speed, pronunciation clarity, message coherence, social communication response, message completeness, and speaking confidence on a 3-point Likert scale. Substantial improvements were observed across all measured dimensions, with overall speech fluency scores increasing from 13.0% at baseline to 91.3% following the two-cycle intervention. The most pronounced improvements occurred in social communication response and speaking confidence, with all participants achieving high-performance category levels. Progressive improvements were documented throughout both intervention cycles, demonstrating sustained effectiveness of the game-based approach. The findings provide compelling evidence that structured play-based interventions can effectively address speech developmental challenges in early childhood education contexts. The intervention's accessibility and cost-effectiveness make it suitable for widespread implementation in educational settings where traditional speech therapy resources may be limited, offering immediate support for children with speech difficulties while potentially preventing cascading academic and social complications.]]>
