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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
The Humanistic Paradigm in Deep Learning: A Philosophical Analysis of Teachers' Roles in Fostering Meaningful Understanding Dafiska, Retna Hani; Khoeriyah, Hanipah; Jenuri, Jenuri
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.v5i1.3225

Abstract

Deep learning implementation in elementary schools requires philosophical grounding to foster meaningful understanding. This study analyzes deep learning through the humanistic paradigm lens, focusing on teachers' roles in cultivating students' meaningful understanding within the Independent Curriculum context. A descriptive qualitative design was employed involving three fourth-grade teachers from a public elementary school. Data were collected through semi-structured interviews, non-participatory classroom observations over six weeks, and document analysis. Data analysis followed Miles et al.'s interactive model with triangulation, member checking, and peer debriefing ensuring trustworthiness. Findings reveal that teachers function as facilitators creating psychologically supportive environments through contextual questioning, collaborative inquiry, and reflective practices. Students demonstrated multidimensional engagement (behavioral, emotional, and cognitive) constructing understanding through personalized language and peer interaction. Teacher-student relationships exhibited empathy, unconditional positive regard, and authenticity. An unexpected finding showed discrepancies between students' written assessment performance and oral conceptual demonstration, suggesting conventional assessments inadequately capture meaningful learning. Results validate humanistic learning theory, demonstrating that affective and relational dimensions are integral to conceptual understanding. The synergistic relationship between emotional safety and cognitive engagement challenges purely cognitive learning models. Findings necessitate reconceptualizing teacher professional development to address empathic presence and assessment systems to honor multiple demonstration modalities, addressing critical equity concerns for diverse learners.
Teacher Competence in Implementing Prezi-Assisted PowerPoint Media: A Case Study in Rural Elementary Education Lestari, Fia Regina; Rizal, Rizal; Asriani, Asriani; Herlina, Herlina; 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.v5i1.3236

Abstract

This study examined teachers' abilities to implement Prezi-assisted PowerPoint media in elementary classroom instruction within a rural school context. Despite technological availability, effective integration of interactive multimedia remains challenging, particularly in resource-limited settings where infrastructural and capacity constraints impede implementation. A qualitative descriptive case study was conducted at SD Inpres 1 Kaluku Tinggu, Central Sulawesi, Indonesia, involving a Grade V teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, then analyzed using Miles and Huberman's framework involving data reduction, display, and verification. Findings revealed that the teacher demonstrated strong competence in instructional planning, classroom implementation, and formative assessment. Prezi-assisted PowerPoint significantly enhanced student engagement, with documented increases in student-initiated questions (47 versus 12 in conventional lessons) and participation rates. The teacher exhibited self-directed professional development, pedagogical reasoning, and adaptive strategies to overcome infrastructural challenges including limited internet connectivity and time constraints. The study confirms that effective technology integration depends primarily on teacher readiness and pedagogical skills rather than solely on infrastructural availability. Theoretically, findings extend multimedia learning and constructivist theories to authentic elementary contexts with resource constraints. Practically, results underscore the necessity for continuous professional development emphasizing pedagogical technology integration and institutional support systems addressing both technical and attitudinal barriers to sustainable innovation.
The Effect of Experiential Learning on Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Ananda, Adelia Rizki; Zulnuraini, Zulnuraini; Khairunnisa, Khairunnisa; Rizal, Rizal; Putriwanti, Putriwanti; 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.v5i1.3237

Abstract

This study examined the effect of the Experiential Learning model on students' learning outcomes in Integrated Science and Social Studies (IPAS) for fourth-grade students at Madrasah Ibtidaiyah Negeri Donggala. The research was motivated by low student engagement and achievement resulting from predominantly teacher-centered instructional practices. A quantitative quasi-experimental design with a nonequivalent control group was employed, involving 48 fourth-grade students divided into experimental and control groups. The experimental group received instruction using the Experiential Learning model emphasizing concrete experience, reflection, conceptualization, and application, while the control group received conventional lecture-based instruction. Data were collected using a validated and reliable 20-item multiple-choice test administered as pretest and posttest. Analysis included descriptive statistics, normality and homogeneity tests, independent samples t-test, and normalized gain (N-gain) calculations. Results revealed a statistically significant difference in posttest scores between groups (t = 9.941, p < 0.001). The experimental group demonstrated substantial improvement with a high mean N-gain score of 0.73, while the control group showed low learning gain (N-gain = 0.21). These findings indicate that Experiential Learning is significantly more effective than conventional teaching methods in improving students' IPAS learning outcomes, supporting its implementation as an instructional approach to enhance student engagement and academic achievement in elementary education.
Implementation of Transformational Leadership by School Principals in Improving Services for Students with Special Needs Dewi, Wahyu Candra; Yuliejantiningsih, Yovitha; Soedjono, Soedjono
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.v5i1.3238

Abstract

Inclusive education implementation in resource-constrained primary schools requires effective leadership to overcome structural limitations. This study examines how transformational leadership by school principals improves educational services for students with special needs in contexts lacking specialized support personnel. Employing a qualitative case study design, this research investigated transformational leadership implementation at SDN Bergas Lor 02, Semarang Regency, Indonesia. Data were collected through semi-structured interviews with the principal and six classroom teachers, three-month participant observations, and document analysis. Thematic analysis identified patterns across the four transformational leadership dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The principal systematically enacted transformational leadership through moral exemplarity establishing inclusive culture, inspirational messaging maintaining collective optimism despite resource constraints, facilitation of collaborative professional learning through structured sharing sessions, and differentiated support calibrated to individual teacher and student needs. Unexpected findings revealed the principal's strategic creation of peer mentoring networks and effective reframing of setbacks as learning opportunities. Findings demonstrate that transformational leadership dimensions operate synergistically to maximize human capital when material resources remain limited. The study contributes the concept of "productive recontextualization"—adapting leadership principles to resource-constrained contexts through low-cost mechanisms while maintaining theoretical fidelity. Results suggest leadership development represents a high-leverage strategy for advancing inclusive education in under-resourced settings.
Development of the "Jaga Tubuhku" Educational Board Game: A Game-Based Intervention for Sexual Abuse Prevention in Indonesian Elementary Schools Indriastuti, Niken; Wulandari, Murfiah Dewi
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.v5i1.3239

Abstract

Child sexual abuse represents a critical public health concern, with Indonesian data showing escalating incidents from 10,327 cases in 2021 to 14,459 in 2024. Elementary students demonstrate limited self-protection knowledge due to insufficient age-appropriate educational interventions. This study developed and validated the "Jaga Tubuhku" educational board game to enhance elementary students' self-protection knowledge against sexual abuse.  Employing Research and Development methodology with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study engaged 34 third-grade students at MI Muhammadiyah PK Wirogunan from September to December 2025. Data collection utilized expert validation questionnaires, teacher assessments, and pre-test/post-test instruments, analyzed through paired-samples t-test and N-Gain calculations.  Expert validation demonstrated high feasibility: subject matter experts (93.7%), media experts (90.0%), and teachers (84.1%). Implementation revealed statistically significant knowledge improvement, with mean scores increasing from 61.53% to 70.59% (t = -9.764, p < 0.001). N-Gain analysis indicated moderate effectiveness (g = 0.6441, 64.41%). All students (100%) demonstrated improved understanding of body boundaries, distinguishing safe from unsafe touch, and self-protection strategies. The "Jaga Tubuhku" board game represents a feasible, effective, and culturally appropriate intervention for sexual abuse prevention education in Indonesian elementary schools, contributing validated game-based learning materials for addressing sensitive educational topics.
Implementing Healthy School Programs to Foster Emotional Intelligence Development in Elementary Students: A Case Study of MIM PK Wirogunan Yuniati, Dela; Sukartono, Sukartono
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.v5i1.3240

Abstract

School health programs represent critical interventions for promoting student well-being, yet their influence on emotional intelligence development remains underexplored. This study examined the implementation of the Healthy School Program at MIM PK Wirogunan and its contribution to fostering emotional intelligence among elementary students. A qualitative case study design was employed, collecting data through semi-structured interviews with school principals, teachers, staff, and students, complemented by direct observations and documentary analysis. Data were analyzed using Miles and Huberman's interactive model, with triangulation techniques ensuring credibility and trustworthiness. The program successfully enhanced five emotional intelligence dimensions: self-awareness through environmental responsibility practices, emotion regulation via structured nutrition and rest schedules, motivation through active health participation, empathy through anti-bullying initiatives, and social skills through collaborative activities. Key supporting factors included clean school environments, nutritious meal provision, structured communal eating programs, policies prohibiting unauthorized snacking, and anti-bullying initiatives. Implementation barriers comprised resource limitations, insufficient parental involvement, inconsistent healthy behavior practices, inadequate sports facilities, teacher knowledge gaps, and absent evaluation mechanisms. The Healthy School Program effectively cultivates emotional intelligence through integrated health interventions, demonstrating that comprehensive school health approaches serve dual purposes addressing both physical well-being and social-emotional development. Successful implementation requires adequate resources, systematic teacher training, sustained community engagement, and age-appropriate program modifications.
Creativity Characteristics in Indonesian Elementary Students' Drawings: A Cross-Cultural Validation of Lowenfeld's Theory Sudanayasa, Agus Tri; Lagandesa, Yun Ratna; Hariana, Kadek; Rizal, Rizal; Kasmawati, Kasmawati
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.v5i1.3246

Abstract

This study investigates creativity characteristics in elementary school students' drawings through the framework of Viktor Lowenfeld's artistic development theory. Despite extensive research in Western contexts, limited empirical evidence exists regarding children's artistic development in Indonesian elementary schools, particularly concerning how visual elements reflect developmental stages. A qualitative descriptive approach was employed to analyze ten drawings produced by second-grade students at SDN 1 Petobo, Central Sulawesi, Indonesia, during the 2025/2026 academic year. Data were collected through systematic observation of student artwork, semi-structured interviews with teachers and students, and photographic documentation, then analyzed using Miles and Huberman's continuous comparative method focusing on line quality, form characteristics, spatial organization, and color application. Findings reveal that students consistently exhibited schematic stage characteristics including stable visual schemas, baseline spatial organization, geometric form simplification, and representational color usage. Unexpectedly, several students demonstrated nascent depth representation techniques typically associated with later developmental stages, suggesting that contemporary educational environments may accelerate certain artistic competencies. Individual variations in compositional complexity and narrative elaboration were observed within the overall schematic consistency. This research validates Lowenfeld's framework cross-culturally while demonstrating that Indonesian elementary students' artistic development aligns with established developmental patterns, contributing empirical evidence to the literature on children's creativity in non-Western educational contexts and supporting developmentally appropriate art pedagogy.
Visual Narratives of Trauma: Analyzing Paintings by Child Survivors of the 2018 Palu Liquefaction Disaster Andreana, I Made Fenggi; Lagandesa, Yun Ratna; Hariana, Kadek; Rizal, Rizal
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.v5i1.3247

Abstract

Children survivors of the 2018 Palu liquefaction disaster experienced profound psychological trauma that often exceeds verbal articulation capacity. Visual art provides alternative pathways for understanding children's disaster experiences and psychological states. This study examined visual characteristics in paintings produced by child liquefaction survivors at SDN 1 Petobo to understand how children represent traumatic disaster experiences through artistic expression. A qualitative descriptive design was employed with purposive sampling of child survivors aged 7-12 years. Data collection involved systematic analysis of children's paintings, semi-structured interviews with children, teachers, and parents, and observational documentation. Visual characteristics were analyzed using Miles and Huberman's interactive model, focusing on line quality, spatial organization, symbolic elements, form, and color selection. Triangulation across multiple data sources ensured trustworthiness. Analysis revealed consistent patterns: irregular, broken lines depicted environmental instability; cross-sectional spatial representations demonstrated internalization of liquefaction mechanics; universal inclusion of displaced structures and endangered figures established shared trauma narrative; dark earth tones dominated disaster zones while bright colors in peripheral spaces suggested preserved hope. Notably, rescue personnel were absent from all paintings, indicating ongoing vulnerability perceptions. Children's post-disaster artwork functions as multilayered text encoding traumatic experience, scientific understanding, and psychological states simultaneously. Findings validate art-based approaches for trauma assessment and support integration of creative expression into disaster education curricula.
Problem-Based Learning Interactive Media in Elementary Indonesian Language Education: A Systematic Review (2020-2025) Astuti, Widi; Sukasih, Sri; Purwati, Panca Dewi; 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.v5i1.3260

Abstract

Indonesian language learning in elementary schools faces persistent challenges including low reading interest, writing difficulties, and monotonous conventional methods, necessitating innovative pedagogical interventions. This systematic literature review examines trends, contributions, and research gaps in problem-based learning (PBL)-based interactive media development for elementary Indonesian language learning during 2020-2025. Following PRISMA 2020 guidelines, four academic databases (Google Scholar, SINTA, Semantic Scholar, ERIC) were systematically searched, yielding 200 initial articles. Through rigorous four-stage screening applying PICOS framework criteria, 30 articles from nationally accredited (SINTA 1-3) and international (Scopus/ERIC-indexed) journals were selected for thematic content analysis.  Analysis revealed progressive evolution from simple digital tools (Wordwall, Kahoot) toward sophisticated multimodal environments (Augmented Reality, Virtual Reality). Ninety percent of studies reported significant improvements in literacy competencies, particularly writing skills (40%) and reading comprehension (30%). ADDIE and 4D development models predominated (66.7%), demonstrating superior methodological rigor. Three distinct research clusters emerged: basic literacy development (2020-2021), critical and digital literacy (2022-2023), and creativity with technological adaptation (2024-2025).  PBL-based interactive media integration effectively operationalizes constructivist learning principles, substantially enhancing student engagement and 21st-century literacy competencies. However, persistent infrastructure limitations, inadequate teacher TPACK competencies, and underrepresentation of speaking skill development constrain optimal implementation, requiring comprehensive policy support and sustained professional development interventions.
Transforming Islamic Religious Education: Evidence of Smart TV Effectiveness in Enhancing Student Motivation Sa`diyah, Novi Nur; Baehaqi, Faizal; Buddiyono, Alief
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.v5i1.3265

Abstract

The Fourth Industrial Revolution demands digital transformation in education, yet Islamic Religious Education (IRE) in rural elementary schools continues to rely on conventional pedagogies that diminish student motivation. This study examines Smart TV effectiveness as an interactive learning medium in enhancing IRE learning motivation within rural contexts. A mixed-methods sequential explanatory design was employed at SD Negeri 2 Windunegara, Banyumas Regency, involving 93 students, one IRE teacher, and the principal. Quantitative data were collected using an ARCS-based motivation questionnaire (α = 0.85-0.89) administered pre- and post-implementation, while qualitative data were gathered through classroom observations, semi-structured interviews, and documentary analysis over three months. Smart TV implementation produced statistically significant improvements across all ARCS dimensions: Attention (d = 2.17), Relevance (d = 1.89), Confidence (d = 2.30), and Satisfaction (d = 2.13), all p < .001. Three pedagogical patterns emerged—immersive presentation, participatory simulation, and collaborative construction—transforming passive learning into interactive engagement. Previously reticent students demonstrated increased participation, and unexpected intergenerational knowledge transfer occurred. Findings validate Keller's ARCS model and Mayer's multimedia learning theory in Indonesian Islamic education contexts, demonstrating that theoretically grounded technology integration can transform traditional religious education when supported by adequate infrastructure and committed leadership. The study contributes empirical evidence for rural school digitalization policy while acknowledging limitations in generalizability and implementation duration.

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