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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 92 Documents
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Search results for , issue "Vol. 5 No. 1 (2026)" : 92 Documents clear
The Strategic Role of School Administration in Achieving Stakeholder Satisfaction: A Case Study in Indonesian Schools in Riyadh Sakinah; Amalia, Kaniati; Rifqi, Ainur; Khamidi, Amrozi; Nursalim, Mochamad; Roesminingsi, Erny
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2550

Abstract

This study examines the strategic role of school administration in achieving stakeholder satisfaction at the Indonesian School of Riyadh, an international institution serving the Indonesian diaspora in Saudi Arabia. Given the multicultural student population and the demands of maintaining Indonesian cultural identity while adhering to international educational standards, effective school administration plays a pivotal role in creating a conducive learning environment that supports holistic student development. This research employed a qualitative case study approach, utilizing semi-structured interviews with 55 participants (10 administrators, 15 teachers, 20 parents, and 10 students), focus group discussions, and comprehensive document analysis. The study found that 87% of teachers and 85% of parents reported high satisfaction with administrative communication and transparency, while 80% of students expressed positive perceptions regarding fairness in administrative policies. The findings reveal that effective administrative practices, characterized by transparent communication, equitable policy implementation, and proactive problem-solving approaches, significantly contribute to enhanced satisfaction levels among students, parents, and teachers. The study demonstrates that inclusive and collaborative leadership by the principal strengthens positive school climate, increases stakeholder engagement, and builds sustainable trust within the educational community. Furthermore, the research highlights the critical importance of implementing multicultural approaches in administrative practices to ensure cultural diversity is valued and embraced, thereby creating an inclusive educational environment. However, the study identified specific areas requiring improvement, including expanding opportunities for teacher participation in collaborative planning processes and providing more frequent and detailed updates on student academic progress to parents. These findings provide valuable insights for international schools seeking to optimize administrative practices to enhance educational quality and achieve comprehensive stakeholder satisfaction in multicultural educational contexts.
Using Cognitive Diagnostic Assessment to Inform Differentiated Instruction in Elementary Place Value Concepts Puspita, Dhesta Nurdana; Wiryanto; Siswono, Tatag Yuli Eko
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2559

Abstract

Place value understanding is a fundamental prerequisite for advanced mathematical learning, yet elementary students often demonstrate heterogeneous comprehension that challenges uniform teaching approaches. This study examines the use of cognitive diagnostic assessment (CDA) to identify student learning profiles and inform differentiated instruction in Indonesian elementary mathematics. A mixed-methods descriptive design involved 12 fourth-grade students at SD Negeri Jubellor, East Java. Data were collected through structured interviews and a five-item diagnostic test on place value concepts. Psychometric properties were analyzed using ANATES, while student performance was categorized into high (≥98%), moderate (64–97%), and low (<64%) understanding levels. The assessment showed strong psychometric quality with item correlations between 0.815–0.876 (p<0.01) and high reliability (α=0.87). Difficulty analysis indicated balanced distribution, with one very easy item (20%) and four moderately difficult items (80%). Results revealed heterogeneous profiles: 25% low understanding, 42% moderate, and 33% high. Students with low understanding struggled with reading multi-digit numbers and place value beyond thousands. Those at the moderate level demonstrated competency up to ten thousands but faced difficulties at hundred thousands and contextual applications. High-achieving students mastered place value comprehensively, including real-world applications. These findings demonstrate that CDA not only identifies specific learning gaps but also provides actionable insights for planning targeted instructional pathways. Strengthening this diagnostic–instructional alignment is essential to ensure responsive teaching that supports all learner profiles, particularly in bridging conceptual gaps among students at the moderate and low understanding levels.
Improving Elementary Students’ Listening Comprehension and Learning Motivation through Classroom Action Research Using Puppet Show Media Anggraini, Herwin; Supartinah; Ikhwan, Muh Saidil
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2577

Abstract

This study examines the effectiveness of puppet show media in improving learning motivation and listening comprehension in Indonesian language listening instruction among second-grade elementary school students through Classroom Action Research (CAR). The research was conducted with 23 students of class II A at a public elementary school and implemented two action cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using motivation questionnaires, listening comprehension tests, classroom observations, and field notes, and were analyzed using descriptive statistics and qualitative analysis. The results demonstrate a consistent improvement in both variables across cycles. Students’ learning motivation, measured as the average questionnaire score converted into a percentage of the maximum possible score, increased from 49.2% in the pre-cycle to 56.2% in Cycle I and reached 78.9% in Cycle II. Meanwhile, listening comprehension achievement, measured by the percentage of students attaining the minimum mastery criterion, rose from 34.78% in the pre-cycle to 52.2% in Cycle I and 95.7% in Cycle II. These findings indicate that puppet show media provide engaging multimodal learning experiences by integrating visual character representation, puppet movement, teacher narration, voice intonation, dialogue, and interactive questioning activities, which effectively enhance students’ motivation and listening comprehension. This study highlights the potential of CAR as a reflective approach to improving instructional practices in elementary classrooms.
The Relationship Between Parental Involvement in Educational Planning and Children's Emotional Wellbeing During Middle Childhood Halimah, Ima Siti; Suryana, Asep; Suharto, Nugraha
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2609

Abstract

Emotional wellbeing during middle childhood significantly influences long-term developmental outcomes, yet the relationship between parental involvement in school-based educational planning and children's emotional wellbeing remains underexplored. This study examined the correlation between parental involvement in educational planning at school and emotional wellbeing among children in middle childhood. A quantitative correlational design was employed with 140 parents of elementary school children (ages 6-12 years) in Cicalengka Sub-district, Bandung Regency, Indonesia. Data were collected via validated questionnaires measuring parental involvement in educational planning (35 items, α = 0.955) and children's emotional wellbeing across three dimensions: hope for the future, sense of control, and self-worth (17 items, α = 0.864). Spearman's rank-order correlation analysis was conducted to assess the relationship between variables. A statistically significant positive correlation was found between parental involvement in educational planning and children's emotional wellbeing (rho = 0.537, p < 0.01), indicating a moderate-strength relationship. Active parental participation in school-based educational planning is meaningfully associated with enhanced emotional wellbeing in elementary school children. These findings suggest that institutional mechanisms facilitating parental engagement in educational decision-making may yield benefits extending beyond academic achievement to encompass psychological wellbeing, informing educational policy and family-school partnership initiatives.
Teaching Factory Management for Entrepreneurial Competency Development: A Case Study Analysis Using Terry's POAC Framework Supriadi, Dede; Rosmaladewi, Okke
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2620

Abstract

Vocational education in the Fourth Industrial Revolution requires graduates with entrepreneurial competencies, yet Teaching Factory (TeFa) implementation in BLUD vocational schools remains suboptimal. This study examined TeFa management effectiveness in developing students' entrepreneurial competencies through George R. Terry's management framework (planning, organizing, actuating, controlling). A qualitative case study design was employed at SMKN 1 Pangandaran and SMKN 1 Banjar, Indonesia, involving 24 participants including principals, teachers, BLUD managers, industry partners, and students. Data were collected through in-depth interviews, participatory observations (120 hours), and document analysis over six months (March-August 2024). Analysis followed Miles, Huberman, and Saldaña's interactive model with multiple triangulation strategies. Results revealed that while TeFa programs successfully enhanced students' technical and soft skills, entrepreneurial competency development remained inadequate across all management functions. Planning lacked comprehensive industry collaboration and entrepreneurship frameworks; organizing operated informally without standardized SOPs; implementation focused predominantly on technical skills; and controlling mechanisms neglected multidimensional entrepreneurial assessment. These deficiencies reflect insufficient teacher preparation, weak industry partnerships, and absent comprehensive evaluation frameworks. The study concludes that effective entrepreneurship-oriented TeFa requires formalized industry collaboration in planning, standardized SOPs, pedagogically sophisticated implementation integrating entrepreneurship throughout instruction, and validated multidimensional assessment systems. Findings contribute theoretical insights on implementation fidelity while offering practical recommendations for vocational education policy and management reform.
Managing Digital Media-Based Indonesian Language Learning to Enhance Literacy: A Comparative Case Study of Adaptive Practices in Resource-Variable School Contexts Winaningsih, Iis; Hidayat, Ayi Najmul
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2621

Abstract

Despite the integration of digital technologies in education, Indonesian students' literacy remains concerning, with PISA 2022 showing only 25% achieving basic reading proficiency. This study investigates how digital media-based Indonesian language learning is managed through classical management functions to support literacy development. A qualitative multiple case study design was employed at two public senior high schools in different regional contexts. Data were collected through semi-structured interviews with four teachers and twenty-four students, classroom observations across sixteen sessions, and document analysis. Thematic analysis was conducted using Terry's management framework encompassing planning, organizing, actuating, and controlling functions. Both schools implemented all four management functions but with different emphases. SMAN 1 Tegalwaru demonstrated high adaptive capacity through flexible planning and contingency strategies despite infrastructural limitations, while SMAN 1 Cikatomas exhibited more systematic procedural consistency. Critical gaps were identified in organizational documentation and supervision follow-up mechanisms across both sites. Unexpectedly, resource constraints at Tegalwaru stimulated independent digital literacy behaviors among students. Effective digital literacy development depends not merely on technological access but on the quality, adaptability, and systematization of learning management practices. Strengthening teachers' adaptive expertise, formalizing documentation processes, and establishing structured supervision feedback loops are essential for sustainable improvement.
Systematic Management of Character Education to Enhance Student Discipline Through School-Industry Collaboration Nurdiana, Nurdiana; Suherman, Maman
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2622

Abstract

The Fourth Industrial Revolution demands vocational graduates possess strong discipline alongside technical competencies, yet 25% experience employment difficulties due to weak work ethic rather than skill deficiencies. This qualitative multiple case study examined character education management at SMKN 1 Pangandaran and SMKS Taruna Bangsa Ciamis through observations, interviews, and document analysis. Data were analyzed using Miles and Huberman's framework with triangulation for validity. Management functions operated systematically: planning established four discipline indicators (punctuality, SOP/safety compliance, task responsibility, professional communication); organizing created cross-functional coordination with clear role delineation; implementation combined school-based habituation through Teaching Factory with authentic industrial practice during internships; evaluation employed the CIPP model using rubrics, logbooks, and industry reports. Punctuality improved from 68% to 89%, and safety compliance increased from 72% to 94% during internships. Barriers including teacher preparation gaps, cultural differences, and short internship duration were addressed through professional development, graduated transitions, and standardized assessment instruments. Findings demonstrate that systematic management frameworks effectively bridge school-industry contexts for discipline formation. The study extends social learning and experiential learning theories into vocational character education, providing actionable practices for educators and policymakers while identifying needs for longitudinal research and exploration of higher-order professional competencies.
Enhancing Student Motivation and Learning Outcomes Through Teams Games Tournament Integration with Wordwall Munandar, Wahidatul; Hala, Yusminah; Syamsiah, Syamsiah
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2644

Abstract

This quasi-experimental study investigated the differential effects of Teams Games Tournament (TGT) learning model with and without Wordwall integration on eleventh-grade biology students' motivation and learning outcomes at SMAN 8 Gowa, Indonesia. Seventy-two students were assigned to two experimental groups: R1 (TGT with Wordwall, n=36) and R2 (TGT only, n=36). Data were collected using a 20-item motivation questionnaire and a 30-item achievement test administered as pretests and posttests. Statistical analyses included descriptive statistics, one-way ANOVA, and normalized gain (N-Gain) calculations. Results revealed significant differences favoring TGT-Wordwall integration for both motivation (F(1,70)=38.42, p<.001, η²=.354) and learning outcomes (F(1,70)=86.77, p<.001, η²=.554). The R1 group achieved high N-Gain scores (g=0.78 for motivation; g=0.82 for learning outcomes) compared to R2's moderate gains (g=0.50 and g=0.63 respectively). Categorical analysis showed 66.7% of R1 students reached adequate or good performance levels versus only 8.3% in R2. These findings demonstrate that integrating interactive digital platforms with cooperative learning models substantially amplifies instructional effectiveness. The study provides empirical evidence supporting technology-enhanced pedagogy in secondary education and offers practical implications for educators implementing 21st-century learning approaches in biology instruction.
From reference to practice: How teachers use the Merdeka Mengajar platform and what it changes : english Erwinda, Faizal Yusa; Yuliana, Lia; Ikhwan, Muh. Saidil
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2659

Abstract

This study explores how teachers utilize the Merdeka Mengajar platform and how its use contributes to pedagogical transformation within Indonesia’s Merdeka Belajar reform. Employing a qualitative multi-site case study design, the research involved six teachers and two school leaders (n = 8) from two private junior high schools in Central Java. Data were collected through semi-structured interviews, classroom observations, and document analysis conducted over a three-month period (February–April 2024). The data were analyzed using inductive thematic analysis to identify recurring patterns of platform use and pedagogical change. The findings reveal three dominant patterns of Merdeka Mengajar utilization: selective adoption for lesson preparation, instrumental use for administrative and reporting tasks, and emerging reflective engagement for professional learning. These patterns were shaped by leadership support, peer collaboration, curriculum alignment, and teachers’ levels of digital literacy. Although challenges such as limited time and infrastructural constraints persisted, the platform supported reflective practice, differentiated instruction, and collegial collaboration among teachers. The study concludes that Merdeka Mengajar has the potential to function as a catalyst for professional growth and pedagogical innovation when supported by strong institutional commitment and continuous mentoring. These findings offer practical insights for strengthening national digital professional development initiatives within equitable education reform.
Management of Digital Media Use in Integrating Local Wisdom in Elementary Schools Susanti, Asti; Rosa, Ade Tutty Rokhayati
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2667

Abstract

The rapid integration of digital media in elementary education presents a paradox: while enhancing pedagogical delivery, it risks eroding local wisdom without systematic cultural intentionality. This study examines digital media management for local wisdom integration through the Plan-Do-Check-Act (PDCA) framework. Employing qualitative descriptive design, this research investigated practices at two purposively selected elementary schools in West Java, Indonesia. Data were collected through classroom observations (24 sessions), semi-structured interviews with principals and teachers (n=8), student interviews (n=12), and document analysis, then analyzed using Miles-Huberman procedures with source triangulation for trustworthiness. Findings reveal that while both schools successfully implement digital media with high student engagement (88%), local wisdom integration remains severely limited (8% of observed lessons). Analysis across PDCA phases demonstrates systematic gaps: planning lacks cultural grounding, implementation prioritizes generic content, evaluation focuses exclusively on academic outcomes while neglecting cultural dimensions, and follow-up emphasizes technical rather than culturally-responsive pedagogical development. Teachers demonstrate reasonable technical proficiency but lack conceptual frameworks for bridging technology and culture. Results indicate incomplete PDCA implementation characterized by "technology-first" rather than "purpose-first" planning, creating digital cultural displacement. The study contributes theoretically by introducing "cultural intentionality" as essential for effective digital media management and practically by demonstrating that infrastructure investment without culturally-informed pedagogical capacity building risks accelerating cultural homogenization. Future research should pursue longitudinal investigations and participatory approaches engaging communities in co-designing culturally-responsive digital resources.

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