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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
Strategic Management of School Principals in Implementing Deep Learning: A Case Study of Indonesian Elementary Education Resintia, Kadek Marsela Yustini; 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.v5i1.3055

Abstract

Deep learning implementation requires strong strategic leadership, yet limited empirical evidence exists on how principals manage this process in resource-constrained primary schools. This qualitative case study examined strategic management practices of the principal at SD Inpres Perumnas Palu in implementing deep learning. Data were collected through semi-structured interviews with the principal and two teachers, a 25-item Likert-scale questionnaire administered to 31 students, and document analysis. Data analysis followed Miles, Huberman, and Saldaña's interactive model involving data reduction, display, and conclusion drawing. Findings revealed systematic strategic management across three phases: planning through vision-mission alignment and cascade training models (mean effectiveness: 94.8%), implementation via pedagogical guidance and resource mobilization including ATM curriculum adaptation and multi-format supervision, and evaluation through weekly collaborative meetings and systematic monitoring using 15-indicator instruments. Student perceptions indicated predominantly positive deep learning experiences (overall mean = 3.61), with highest scores in mindful learning (mean = 3.76) and joyful learning (mean = 3.71) dimensions. Challenges included ICT competency variations, time constraints, and infrastructure limitations. Strategic management effectively enabled deep learning implementation despite resource constraints, with principal leadership creating conditions supporting pedagogical innovation. The study demonstrates how transformational leadership translates into concrete strategic processes, contributing frameworks for implementing curriculum reform in developing educational contexts.
Exploring Students' Numeracy Skills in Solving Algebraic Reasoning Problems in Fifth Grade Elementary School Agustina, Anisa; Mariana, Neni; Istianah, Farida
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.v5i1.3057

Abstract

Numeracy skills have become a central focus in contemporary mathematics education, shifting learning objectives from routine arithmetic mastery toward the ability to apply mathematical concepts in real-life contexts. In Indonesia, this shift is reinforced through the implementation of the Minimum Competency Assessment (AKM), which positions numeracy as a core student competency. This study aims to describe fifth-grade students’ numeracy skill profiles, analyze their problem-solving strategies in algebraic reasoning (AR) tasks, and identify major obstacles encountered when applying numeracy in AR contexts. A qualitative descriptive research design was employed involving 31 fifth-grade students at SDN 123 Babakan Priangan. Data were collected through a diagnostic test consisting of five contextual algebraic reasoning problems and follow-up structured interviews. The results indicate a clear polarization of students’ numeracy abilities, with 54.84% of students categorized at a poor level. Students experienced substantial difficulties in modeling proportional and inverse relationships, particularly in identifying correct scale factors and inverse operations within contextual problems. These findings suggest that targeted instructional interventions are necessary, especially to strengthen students’ abilities to translate verbal situations into algebraic models involving comparison and functional relationships. Enhancing these skills is essential to support students’ readiness for formal algebra learning in subsequent grades.
Improving Fourth-Grade Students' Learning Outcomes in Science and Social Studies Through Numbered Heads Together Kurnia, Siti; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Rahman, Abdul; Wahyuni, Sri; Wilade, Surahman
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.v5i1.3059

Abstract

Persistent challenges in elementary science education, including teacher-centered pedagogy, low student engagement, and inadequate learning outcomes, necessitate pedagogical innovations that promote active participation and conceptual understanding. This classroom action research investigated the effectiveness of the Numbered Heads Together (NHT) cooperative learning model in enhancing fourth-grade students' learning outcomes in Science and Social Studies (IPAS) at SD Inpres Perumnas Palu. Twenty-eight students participated in two iterative cycles comprising planning, implementation, observation, and reflection phases. Data were collected through achievement tests, structured observation sheets for teacher and student activities, and field documentation, analyzed using both quantitative and qualitative methods. Findings demonstrated progressive improvements across all measured variables. Teacher activity increased from good (68-73%) in Cycle I to very good (92-95%) in Cycle II. Student engagement advanced from adequate (61-63%) to very good (80-81%). Most significantly, classical mastery rose from 33% at baseline to 43% in Cycle I and 79% in Cycle II, surpassing the 65% success criterion. Results confirm that NHT effectively transforms passive learning environments into active collaborative spaces, supporting both cognitive achievement and social-emotional development. The structured accountability mechanisms inherent in NHT promote equitable participation and peer-mediated learning consistent with social constructivist principles, demonstrating applicability in resource-limited settings with diverse student populations.
Enhancing Elementary Science Learning Through Jigsaw Cooperative Learning: A Classroom Action Research Nurfadila, Syabina; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Firmansyah, Arif; Nazimuddin Al Kamil, Muhammad; Wilade, Surahman
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.v5i1.3060

Abstract

Despite progressive curriculum reforms emphasizing student-centered learning in Indonesia's Kurikulum Merdeka, elementary IPAS instruction remains predominantly teacher-centered, limiting student engagement and conceptual understanding. This classroom action research employed Kemmis and McTaggart's cyclical model across two intervention cycles with 28 Grade IV students at SD Inpres Perumnas Palu. Data were collected through achievement tests, structured observations of teacher and student activities, and field documentation. Analysis integrated quantitative measures of learning mastery with qualitative assessment of instructional processes using Miles and Huberman's framework. Classical mastery remained stable between pre-action baseline (28.57%) and Cycle I (28.57%), indicating that procedural implementation alone proved insufficient. Following targeted refinements in Cycle II—including enhanced scaffolding, systematic group monitoring, and explicit instructional guidance—classical mastery increased dramatically to 85.71%, surpassing the 80% success criterion. Student activity improved from 58% to 69.5%, while teacher activity increased from 55% to 68%. Findings demonstrate that Jigsaw cooperative learning effectiveness depends critically on implementation quality rather than structural arrangements alone. Results align with constructivist and sociocultural learning theories, particularly Vygotsky's Zone of Proximal Development, confirming that appropriately scaffolded peer interaction enables students to achieve understanding beyond independent capabilities. The study extends predominantly Western cooperative learning scholarship into Indonesian elementary contexts, providing empirical evidence for pedagogically thoughtful implementation strategies.
Implementing STAD Cooperative Learning to Improve Elementary Science Learning Outcomes: A Classroom Action Research Irwan, Zahra Zinnira; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Firmansyah, Arif; Nazimuddin Al Kamil, Muhammad; Wilade, Surahman
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.v5i1.3061

Abstract

Traditional teacher-centered instruction in Indonesian elementary schools limits student engagement and conceptual understanding, particularly in integrated science curricula. This study investigated the effectiveness of Student Teams Achievement Division (STAD) cooperative learning in improving IPAS (Natural and Social Sciences) learning outcomes among fifth-grade students. Employing classroom action research design, this study implemented STAD across two iterative cycles with 32 fifth-grade students at SD Inpres Perumnas Palu during the 2025/2026 academic year. Data were collected through achievement tests, structured classroom observations, and teacher interviews. Quantitative analysis measured individual and classical mastery rates, while qualitative analysis using the Miles and Huberman framework examined engagement patterns and implementation quality. Classical mastery increased substantially from 19% at baseline to 40% in Cycle I and 87% in Cycle II, exceeding the 80% success criterion. Mean achievement scores rose 65% from 49.29 to 81.15. Student engagement improved from 70% to 86%, while teacher implementation quality increased from 75% to 83%. Heterogeneous grouping facilitated effective peer scaffolding, with proportionally greater gains among initially lower-performing students. STAD effectively enhances both academic achievement and student engagement in integrated science instruction. The study demonstrates that structured cooperative learning, supported by reflective practice and iterative refinement, operationalizes constructivist principles and supports holistic student development in resource-constrained educational contexts.
Wall Magazine Utilization and Reading Literacy Development: A Newman Error Analysis Framework Study in Elementary Education Rizky, Ahmad; Sasmita Sari
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.v5i1.3070

Abstract

This study analyzes the utilization of wall magazines as a medium to enhance students’ reading literacy skills, particularly in understanding factual and opinion-based texts, at SDN 01 Mendayun. The background of the study highlights the suboptimal use of wall magazines in schools, despite their potential to stimulate students’ interest in reading and support literacy development. Using a qualitative case study approach, the research involved ten fifth-grade students, of whom six were selected through purposive sampling to represent high, medium, and low literacy performance. Data were collected through literacy tests, interviews, and documentation, then analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal variations in students’ literacy abilities based on Newman’s indicators: reading, comprehension, and encoding. High-performing students demonstrated strong reading accuracy and the ability to distinguish factual from opinion statements, while medium-performing students showed partial understanding but struggled in articulating conclusions. Low-performing students exhibited significant challenges, particularly in comprehension and drawing conclusions. The study concludes that wall magazines play a supportive role in increasing students’ reading interest and reading accuracy, yet their effectiveness requires consistent teacher guidance, structured learning activities, and regular content updates. These findings underscore the importance of optimizing wall magazine use as an engaging literacy-learning medium in elementary schools.
Teachers' Understanding of the Merdeka Curriculum: A Qualitative Study in a Rural Indonesian Elementary School Rifaldi, Moh; Kaharu, Sarintan N; Pahriadi, Pahriadi; Azizah, Azizah; Sukri, Sukri
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.v5i1.3076

Abstract

This study examined teachers' understanding of the Merdeka Curriculum at SDN 2 Dolo, focusing on conceptual comprehension and practical implementation of curriculum components. The curriculum emphasizes student-centered learning, differentiated instruction, and character development through the Pancasila Student Profile. Understanding teacher readiness is crucial for effective implementation, yet many Indonesian teachers struggle with both conceptual and procedural demands of curriculum reform. This qualitative descriptive study involved four classroom teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, questionnaires, and documentation analysis over two months. The Miles et al. interactive model guided data analysis through reduction, display, and conclusion drawing. Findings revealed that teachers demonstrated strong philosophical alignment with curriculum principles but significant gaps in technical implementation skills. While all teachers embraced student-centered learning concepts, 75% reported difficulties in developing learning objective flows (ATP) and 100% acknowledged inadequate understanding of diagnostic assessment practices. Teachers relied heavily on government-provided materials rather than designing independent teaching modules. However, an unexpected finding showed high teacher motivation and willingness to improve despite these challenges. The study concludes that effective curriculum implementation requires professional development addressing both conceptual understanding and procedural competencies through sustained training, collaborative learning communities, and mentoring support. These findings contribute to understanding the dual nature of teacher knowledge in curriculum reform contexts.
Implementing the Make a Match Model to Improve Third-Grade Students' Speaking Skills: An Action Research Study Nur, Septiana; Aqil, Muhammad; Wilade, Surahman; Rizal, Rizal; 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.v5i1.3083

Abstract

Speaking skills remain inadequately developed in Indonesian elementary education, with students exhibiting passive participation, low confidence, and limited verbal interaction opportunities. This study investigated the effectiveness of the Make a Match cooperative learning model in enhancing third-grade students' speaking competencies through systematic classroom intervention. Employing classroom action research methodology across two iterative cycles at SD Inpres 3 Tondo, this study involved 28 third-grade students and one teacher during the 2025 academic year. Data were collected through structured observations, learning outcome assessments, interviews, and documentation, with analysis integrating quantitative descriptive statistics and qualitative thematic interpretation to evaluate teacher pedagogical quality, student engagement patterns, and speaking achievement outcomes. Substantial improvements were documented across all measured dimensions. Teacher pedagogical quality increased from 61.11% in Cycle I to 94.44% in Cycle II, while student engagement rose from 44.44% to 94.44%. Most significantly, academic achievement rates improved dramatically from 41.67% to 83.33% of students meeting the minimum completion criterion, representing a 41.66 percentage point gain. Findings validate that Make a Match cooperative learning, when implemented with skilled facilitation including enhanced supervision, motivational strategies, and explicit procedural guidance, effectively transforms passive learners into confident communicators. This research contributes empirical evidence demonstrating that speaking skill development requires integrated attention to pedagogical structures, teacher quality, and student psychological support within cooperative learning frameworks.
Developing an Islamic History Board Game to Enhance Learning Interest among Grade 6 Primary Students: An ADDIE-Based Study Firmansyah, Moch Ilham; Hakim, Dian Mohammad; Moh. Muslim, Moh. Muslim; Afifullah, Mohammad
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.v5i1.3093

Abstract

This study developed and evaluated The Andalus educational board game to enhance Grade 6 students' interest in learning Islamic History, specifically the Umayyad dynasty in Andalusia. Using the ADDIE instructional design model, the study systematically conducted analysis, design, development, implementation, and evaluation phases. The analysis phase identified students' low affective engagement and motivation toward Islamic History learning through teacher interviews and classroom observations. The design phase integrated historically accurate content with age-appropriate game mechanics, while the development phase refined the prototype through expert validation focusing on content accuracy (94.6%) and media quality (97.6%). Implementation involved small-scale (n=10) and large-scale (n=30) classroom trials to examine instructional feasibility and effectiveness. Student response questionnaires yielded high effectiveness scores of 91.0% and 92.06% respectively, while teacher evaluation reached 86.15%. Classroom observations revealed unexpected cognitive outcomes, including spontaneous counterfactual reasoning and peer-mediated learning. The findings demonstrate that The Andalus board game represents a valid and effective instructional medium that enhances students' learning interest through collaborative gameplay, cultural engagement, and interactive historical exploration. The study contributes to game-based learning theory by demonstrating the pedagogical viability of analogue board games in Islamic History education, offering teachers a culturally relevant, low-cost instructional tool for primary education contexts.
Generative AI in Educational Research: Opportunities, Integrity Risks, Ethical Challenges: A Prisma Guided Systematic Review Rahmawati, Kusumawati Shindi Nur; 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.v5i1.3106

Abstract

This study systematically examines the opportunities, academic integrity risks, and ethical challenges associated with the use of Generative Artificial Intelligence (GenAI) in educational research. A PRISMA guided systematic literature review was conducted using five major databases: SpringerLink, ScienceDirect, Taylor & Francis, Emerald, and MDPI covering publications from 2020 to 2025. A total of 28 peer-reviewed articles met the inclusion criteria and were analyzed through thematic synthesis and bibliometric mapping using VOSviewer. The findings identify three dominant themes: (1) research opportunities, where GenAI enhances literature exploration, academic writing, and analytical efficiency; (2) risks to academic integrity, including AI-assisted plagiarism, ghostwriting, and reduced critical reflection; and (3) the growing need for ethical frameworks and AI literacy emphasizing responsibility, transparency, and accountability in research practices. Bibliometric results reveal an increasing concentration of high-impact (Q1–Q2) publications and expanding international collaboration on AI ethics in education. Theoretically, this study adopts an axioetic approach, understood as the integration of epistemic knowledge and moral values, to interpret ethical tensions arising from GenAI use in research. Practically, the findings provide guidance for researchers, higher education institutions, and policymakers in developing ethical guidelines, strengthening AI literacy, and promoting transparent research standards. Overall, GenAI should be positioned as a reflective research partner rather than a substitute for human intellectual and ethical responsibility.

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