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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 170 Documents
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Search results for , issue "Vol. 5 No. 1 (2026)" : 170 Documents clear
Ethical Implications of Artificial Intelligence Implementation in Elementary Schools: A Systematic Review Nuryani, Ani; Suciptaningsih, Oktaviani Adhi; Anggraini, Ade Eka
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.v5i1.2993

Abstract

Artificial Intelligence (AI) implementation in elementary education presents both transformative opportunities and ethical challenges that require systematic examination. This study examines AI implementation forms, impacts, and ethical implications in elementary education through systematic literature review. Following PRISMA guidelines, 16 articles published between 2020-2025 were analyzed from Google Scholar, Springer, ScienceDirect, and Taylor & Francis databases. PICO framework guided inclusion/exclusion criteria focusing on AI implementation in elementary schools and ethical considerations. AI implementation encompasses personalized content delivery systems, analytics-based student management, and pedagogical strategies utilizing diverse tools (chatbots, intelligent tutoring systems, educational robots). Positive impacts include enhanced student motivation, creativity, engagement, and teaching efficiency. However, significant concerns emerged regarding algorithmic bias, privacy violations, technological dependency, academic integrity, and digital divide. Critically, ethical frameworks remain inadequately integrated into elementary curricula, creating vulnerabilities for young learners.  Successful AI integration requires comprehensive approaches addressing teacher preparation, structured ethical education, clear institutional policies, and equity-oriented strategies. Educational leaders must adopt ethical leadership prioritizing student privacy, algorithmic fairness, and educational justice. Future research should employ longitudinal and experimental designs across diverse contexts to develop evidence-based frameworks for ethically-informed AI implementation in elementary education.
CACAHSEWU: Exploration of Batik Obor Sewu as an Ethnomathematics Learning Media for Whole Numbers Material in Grade IV Elementary School Aprilia, Siska; Puspita, Ari Metalin Ika; Suprapto, Nadi
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.v5i1.3002

Abstract

This research aims to explore mathematical concepts in Batik Obor Sewu of the Samin community in Bojonegoro and implement them in teaching addition and subtraction operations of whole numbers in grade IV at SD Negeri Mayangkawis II. This study employs a qualitative approach with ethnographic methods for cultural exploration, followed by implementation of the CACAHSEWU worksheet based on ethnomathematics. Data collection was conducted through interviews with community leaders (Samin descendants) and batik artisans from the Samin community, learning observations, documentation, and analysis of student work. The results show that Batik Obor Sewu contains mathematical concepts such as repeating patterns, numbers, arithmetic operations, measurement, and economic transactions that can be integrated into elementary school mathematics learning. Implementation of the CACAHSEWU worksheet with 11 students showed positive results, where the average student mastery in addition problems reached 76.4% and subtraction 50.9%, with an overall average of 63.6% in the good category. The 25.5% difference between addition and subtraction abilities indicates that subtraction operations with borrowing techniques remain a major challenge for grade IV students. From the motivation aspect, 81.8% of students stated they were more interested in learning mathematics with local cultural contexts, and 63.6% became more aware of the importance of preserving local culture. Error analysis revealed that 72.7% of students experienced difficulties in the borrowing process, and 81.8% struggled with consecutive borrowing. Ethnomathematics learning based on Batik Obor Sewu proved effective in increasing student motivation and conceptual understanding, but needs to be combined with adequate procedural practice, especially for subtraction operations. This research makes an important contribution to Indonesian ethnomathematics literature by demonstrating that local wisdom can be an effective bridge between formal mathematics and students' real-life contexts, while preserving cultural heritage for the younger generation.
Contextualizing Islamic Education: Value Transformation and Religious Moderation in Bonokeling's Dual Authority System Rahmah, Ivana Maulia; Hanif, Muh
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.v5i1.3008

Abstract

The integration of Islamic teachings with local religious traditions in rural Indonesia presents a compelling phenomenon warranting sociological investigation. This study examines the transformation of Islamic Religious Education (PAI) values within the Bonokeling indigenous community in Banyumas, where adherents simultaneously maintain ancestral rituals while internalizing formal Islamic values. This qualitative-descriptive research employed sociology of religion framework, utilizing participatory observation, in-depth interviews with key informants (Bedogol/Kyai Kuncen, religious teachers, students), and documentary study. Data were analyzed through thematic analysis guided by symbolic interactionism. Findings reveal a significant transformation from mystical ritualism toward rational social spirituality across five dimensions: religious focus, knowledge transmission, religious understanding, worship participation, and religious identity. The community successfully creates harmonious coexistence between formal Islamic teachings and local traditions through practices such as pengajian, ziarah, and slametan. A dual authority structure of kiai and customary leaders facilitates effective contextualization and transmission of Islamic values (tawāḍu', ukhuwah, ta'āwun). The Bonokeling community exemplifies authentic religious moderation grounded in local wisdom, demonstrating that local traditions function as effective pedagogical vehicles. This model enriches Islamic educational sociology by challenging formal-informal dichotomies and offering evidence-based insights for developing culturally-contextualized Islamic education promoting inclusive religiosity while maintaining theological orthodoxy.
Reconstructing Teacher Professionalism: Integrating Digital Literacy and Innovative Pedagogy in the Era of Technological Disruption Rikmasari, Ira; Yuliandini, Linda; Sugiarti, Susi; Iskandar, Sofyan
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.v5i1.3011

Abstract

The digital transformation of education necessitates fundamental reconstruction of teacher professionalism, requiring integration of digital literacy and innovative pedagogy as core competencies for 21st-century educators. This phenomenological qualitative study explored lived experiences of six primary school teachers from three schools in Bandung City, Indonesia, selected through purposive sampling. Data were collected through in-depth semi-structured interviews, participatory classroom observations, and document analysis over one month, then analyzed using Braun and Clarke's thematic analysis framework. Analysis revealed five interconnected themes: professional identity reconstruction in digital spaces, emotional and structural dynamics of technological adaptation, digital literacy as multidimensional metacognitive competence, innovative pedagogy as reflective transformation, and development of professional agency with continuous learning dispositions. Teachers experienced digital integration as transformative processes involving disorientation, critical reflection, and identity negotiation rather than linear skill acquisition. Significant disparities emerged between urban and semi-urban contexts, with collaborative learning communities accelerating transformation regardless of resource constraints. Findings extend Transformative Learning Theory and TPACK framework by proposing digital professional agency as an integrative construct encompassing technical-pedagogical competence, critical consciousness, reflective capacity, collaborative disposition, and contextual adaptability. Results emphasize that 21st-century teacher professionalism represents humanistic transformation positioning educators as reflective adaptive agents rather than mere technological adopters.
Implementing a Deep Learning Pedagogical Approach to Improve Conceptual Understanding and Critical Thinking in Grade 5 IPAS Ecosystem Learning: A Classroom Action Research Study Ardimiati, Novia Cahya; Syahrial, Syahrial; Syarif, Ahmad
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.v5i1.3027

Abstract

The quality of learning in elementary education increasingly demands instructional approaches that strengthen students’ conceptual understanding and critical thinking. Preliminary observations at SD Negeri 79/IV Kota Jambi showed low performance, with conceptual understanding at 43.45% and critical thinking at 40.18%. This study implemented Deep Learning as a pedagogical approach (not an artificial intelligence/machine learning technique) through staged activities of interpretation, analysis, synthesis, and reflection in the Grade 5 IPAS ecosystem unit. Using a two-cycle Classroom Action Research design (planning, action, observation, and reflection), the intervention was conducted in regular lessons (70 minutes per meeting) with 28 students. Data were collected using concept understanding tests, critical thinking assessments, and structured observation sheets of teacher and student activities. Quantitative data were analyzed descriptively, while observation data were coded to capture engagement and implementation patterns. Results showed substantial gains across cycles: conceptual understanding increased from 43.45% (pre-action) to 68.20% (Cycle I) and 86.50% (Cycle II), and critical thinking improved from 40.18% to 65.10% and 84.75%. Teacher activity rose from 78% to 92% and student activity from 74% to 90%, indicating improved implementation and participation. These findings suggest that staged Deep Learning routines refined through CAR can enhance meaning construction and higher-order thinking in primary science learning.
Implementing Project Based Learning Policy Through Grindle's Framework: A Case Study of Success Factors and Student Outcomes in an Indonesian Elementary School Triyantara, Dendy Rossa; Purwoko, Budi
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.v5i1.3029

Abstract

Project Based Learning (PjBL) represents a strategic approach for developing 21st-century competencies, yet its implementation success depends heavily on systematic policy execution. This research examines PjBL policy implementation at Ciputra Elementary School through Grindle's theoretical framework, encompassing policy content and implementation context dimensions.  A qualitative case study was conducted involving 62 teachers, 240 students (grades 4-6), and 12 management staff during the 2024/2025 academic year. Data were collected through classroom observations, in-depth interviews, focus group discussions, and document analysis, then analyzed using Miles et al.'s interactive model with triangulation for validity. Policy content dimension achieved high success rates: program implementers (90%), benefits (88%), affected interests (85%), decision-making location (82%), degree of change (78%), and resources deployed (75%). Implementation context showed institutional characteristics (87%), implementer compliance and responsiveness (86%), and stakeholder dynamics (83%). Student learning outcomes demonstrated substantial improvements: collaboration (+28%), creativity (+24%), critical thinking (+24%), conceptual understanding (+20%), and communication (+20%), with large effect sizes (Cohen's d = 1.15-1.52). Findings validate Grindle's framework applicability in educational innovation contexts, demonstrating that implementation success emerges from the interplay between teacher capacity, organizational support, adequate resources, and stakeholder alignment. The research provides theoretical contributions to policy implementation literature and practical implications for schools adopting project-based approaches.
Utilizing Multimedia Learning Platforms to Address Participation Challenges in Online Religious Education: The Digital SKI Case Study Lisnawati; Arifah Choirun Nisa; Uswatun Hasanah; Alief Budiyono
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.v5i1.3032

Abstract

The transition to online learning in Islamic educational institutions has precipitated significant student participation challenges, particularly in Islamic Cultural History (SKI) instruction where traditional pedagogical approaches demonstrate limited effectiveness in sustaining engagement. This study analyzed the effectiveness of Digital SKI, a comprehensive multimedia learning platform, in enhancing student participation during online SKI instruction at MTs Negeri 4 Rembang. Employing a descriptive qualitative approach, this research investigated 102 seventh-grade students across three classes. Data were collected through participatory observation, attendance records, platform analytics, and structured questionnaires administered via Google Forms. Analysis involved descriptive statistics for quantitative data and thematic analysis for qualitative responses. Digital SKI implementation yielded substantial participation improvements, with attendance rates increasing from 45-62% to 62-85% across classes, representing gains of 9-30 percentage points. Student reflections revealed overwhelmingly positive perceptions, with 96% of respondents expressing favorable attitudes. Students particularly valued gamification features, multimedia content including e-books, animated videos, and historical films, and flexible accessibility through Linktree integration. Digital SKI effectively enhanced student participation by activating behavioral, cognitive, and affective engagement dimensions through integrated multimedia resources, gamification, and interactive assessments. These findings demonstrate that comprehensive digital learning ecosystems can successfully address participation crises in online religious education contexts.
Trends in Deep Learning and Character Building Among Elementary School Students: A Literature Review (2020-2025) Rohmah, Nurul Aini; Widiarti, Nuni; Subali, Bambang
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.v5i1.3035

Abstract

Deep learning has emerged as a critical pedagogical framework integrating cognitive depth with character development in elementary education, yet systematic evidence mapping research trends remains limited. This study analyzes trends in deep learning research for elementary school character building during 2020-2025. A systematic review following PRISMA methodology examined 690 publications from Scopus and Google Scholar databases. Following rigorous screening using predetermined inclusion-exclusion criteria, bibliometric analysis was conducted using VOSviewer software to identify publication patterns, geographic distribution, methodological approaches, and thematic evolution. Analysis revealed exponential publication growth from 2020 to 2025, peaking in 2024-2025, with Indonesia dominating (65% of publications). Research and Development methodology predominated (46%), while questionnaires and tests dominated assessment approaches (89%). Network visualization demonstrated paradigm shift from technology-oriented computational approaches toward humanistic pedagogies emphasizing meaningful understanding and values integration. Temporal analysis revealed emerging themes including project-based learning, moral education, and Pancasila student profile dimensions, reflecting alignment with Indonesia's Merdeka Curriculum implementation. Findings document significant conceptual transformation wherein "deep learning" terminology migrated from artificial intelligence to pedagogical domains. However, methodological limitations persist, including limited longitudinal designs, cross-cultural comparisons, and authentic character assessment instruments. Results illuminate research-policy dynamics while identifying priorities for advancing theoretical understanding and practical implementation of character-integrated deep learning pedagogies in elementary education.
Understanding Mathematics Learning Difficulties in Elementary Education: An Analysis of Contributing Factors and Teacher Intervention Strategies Azizah, Meilin Arnia Nur; Asrul, Asrul; Kumalasari, Lina
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

Abstract

Mathematics learning difficulties significantly impede elementary students' academic development, yet limited research examines practical intervention strategies for resource-constrained rural contexts. This qualitative descriptive study investigated factors contributing to mathematics learning difficulties among third-grade students at Muhammadiyah Rawa Sugih Elementary School, Indonesia. Data were collected through semi-structured interviews with one classroom teacher and one principal, supplemented by systematic classroom observations over one month (eight sessions). Analysis followed Miles and Huberman's interactive model, with source triangulation ensuring validity. Students exhibited three primary difficulty categories: conceptual understanding of multiplication/division, procedural computational fluency, and word problem comprehension. Internal factors—low motivation, minimal interest, and negative attitudes—dominated as primary contributors, reinforced by external factors including limited parental support, disruptive peer influences, and inadequate instructional resources. Teacher intervention strategies combining individual guidance, systematic material repetition, mobile phone-based audio-visual media, and WhatsApp-mediated parent communication demonstrated modest effectiveness in enhancing student engagement and homework completion rates (40% to 75%). Findings support ecological-transactional models wherein learning difficulties emerge from dynamic interactions between individual characteristics and environmental conditions rather than solely individual deficits. The integration of accessible digital communication platforms represents a scalable innovation for strengthening home-school partnerships in resource-limited settings, extending theoretical understanding of technology-mediated parental involvement in elementary mathematics education.
Implementation of Process-Standard Management in Science and Social Studies Learning: A Case Study of Grade V Elementary School Aviza, Nur; Rizal, Rizal; Wilade, Surahman; Nashrullah, Nashrullah; Nazimuddin Al Kamil, Muhammad; Lapasere, Sisriawan
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.v5i1.3053

Abstract

Process-standard management plays a crucial role in ensuring quality education, yet its implementation in integrated science and social studies (IPAS) learning under Indonesia's Merdeka Curriculum remains understudied, particularly in resource-limited elementary schools. This qualitative descriptive case study examined process-standard implementation in Grade V IPAS learning at SD Inpres Perumnas Palu through a 31-item student questionnaire (N=31), semi-structured interviews with the teacher and principal, and documentation analysis. The overall implementation achieved a mean score of 3.66/4.00 (95.6%), indicating good to very good quality. Assessment and follow-up demonstrated the strongest performance (M=3.75), while planning and implementation scored 3.65 and 3.60 respectively. Strengths included clear instructional objectives, positive classroom climate, varied teaching methods, systematic formative and summative assessment, and strong school leadership support. However, gaps emerged in student involvement in planning (M=3.13), collaborative learning opportunities (M=3.00), and critical thinking stimulation (M=3.10). An unexpected finding revealed students distinguished between structured group discussions and authentic peer collaboration. Findings confirm that while teachers successfully implement visible pedagogical practices, deeper competencies in curriculum-based planning, sustained inquiry facilitation, and comprehensive diagnostic-formative assessment require strengthened professional development and institutional support.

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