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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
Implementing Sustainable Gamification Strategies in Elementary Schools: A Case Study of Digital Transformation and Student Engagement Fatimah, Iim; Irianti, Indah Susi; Taryanti, Wahyu Haspri Nur; Murtiyasa, Budi; Masduki, Masduki
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.v5i1.3268

Abstract

Digital transformation in elementary education necessitates innovative pedagogical approaches that align with digital-native learners' characteristics, yet traditional instructional models persist despite demonstrating limited effectiveness in fostering student motivation and engagement. This study examined gamification implementation in elementary learning contexts to: (1) analyze implementation patterns, (2) evaluate effectiveness in improving learning outcomes, and (3) formulate adaptive sustainability strategies. Employing a qualitative case study design, data were collected from Muhammadiyah Plus Elementary School, Semarang, through semi-structured interviews with eleven participants (principal, six teachers, four students), systematic classroom observations across twelve sessions, and comprehensive document analysis. Data were analyzed using Miles and Huberman's interactive model with triangulation validation. Gamification integration significantly enhanced student engagement (87% active participation versus 52% in non-gamified contexts) and academic achievement, with particularly pronounced gains among lower-achieving students (+13.2%). Analysis revealed that point systems, badges, challenges, and immediate feedback satisfied psychological needs of competence, autonomy, and relatedness as theorized in Self-Determination Theory. Unexpectedly, competitive leaderboards fostered collaborative peer tutoring rather than individualistic behaviors. Sustainability mechanisms included ongoing professional development, adaptive implementation flexibility, Learning Management System integration, and continuous evaluation. Gamification constitutes an effective elementary education innovation when embedded within supportive institutional ecosystems, addressing pedagogical dissonance between traditional methods and digital-native learner characteristics while requiring comprehensive teacher preparation and context-responsive adaptation.
Examining Concrete Manipulative Effectiveness: Magic Glass Media in Fourth-Grade Multiplication Instruction Geger Haryanto, Devinta Tri Utami; Azizah, Azizah; Nuraini, Nuraini; Aras, Nurul Fitriah; 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.v5i1.3274

Abstract

Multiplication instruction in elementary schools often relies on abstract presentations without adequate concrete support, resulting in low student achievement. This study investigated the effect of magic glass learning media on fourth-grade students' multiplication learning outcomes at SD Inpres 1 Tondo. A pre-experimental one-group pretest-posttest design was employed with 26 fourth-grade students selected through saturated sampling. Data were collected using a 20-item multiple-choice test with established content validity (CVI > 0.78) and reliability (α = 0.82). Students completed a pretest, participated in four instructional sessions using magic glass media representing multiplication as repeated addition through cups and counting sticks, then completed a posttest. Data analysis utilized descriptive statistics and paired-samples t-test (α = 0.05) following Shapiro-Wilk normality testing. Mean scores increased significantly from 35.40 (SD = 15.19) to 75.78 (SD = 18.65), representing a 114% improvement. The paired-samples t-test revealed statistically significant differences (t = -11.251, df = 25, p < 0.001). Low-performing students demonstrated particularly dramatic gains, while engagement remained consistently high throughout treatment sessions. Findings confirm that magic glass media effectively enhances multiplication learning by aligning with students' concrete operational developmental stage, consistent with Piagetian and Brunerian theories. The media facilitates meaningful conceptual understanding through hands-on manipulation, particularly benefiting struggling learners. Magic glass learning media represents an accessible, evidence-based intervention for improving elementary mathematics instruction.
Problem-Based Learning Implementation to Enhance Sixth-Grade Students' Science Learning Outcomes: An Action Research Study Atika, Reni; Azizah, Azizah; Nuraini, Nuraini; Zulnuraini, Zulnuraini; Purbarani, Dyah Aini
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.v5i1.3276

Abstract

Low IPAS learning outcomes among sixth-grade students at Alkhairaat Tondo Elementary School, attributed to conventional teacher-centered instruction, necessitated pedagogical intervention to enhance student achievement and engagement. This study aimed to improve IPAS learning outcomes through systematic implementation of the Problem-Based Learning (PBL) model. Employing classroom action research based on the Kemmis and McTaggart model, this study was conducted across two cycles with 26 sixth-grade students during October-November 2025. Data were collected through criterion-referenced achievement tests (20 items, KR-20 = 0.82) and validated observation sheets (Cohen's kappa = 0.85) documenting teacher and student activities. Analysis utilized both quantitative descriptive statistics and qualitative rubric-based assessment. Classical completeness increased significantly from 58% in Cycle I to 88% in Cycle II, representing a 30 percentage point improvement. Concurrently, teacher activity performance improved from 66% (adequate) to 91% (very good), while student engagement advanced from 64% to 89%. Notably, mid-range achievers (initial scores 60-75) demonstrated greater gains (average 18 points) compared to lower-achieving students (average 12 points), suggesting differential PBL impact across performance levels. Systematic PBL implementation effectively improves IPAS learning outcomes while enhancing teacher facilitation quality and student engagement. The iterative action research process enabled progressive refinement of instructional practices, though lower-achieving students may require additional scaffolding for equitable outcomes.
Exploring Contextual Teaching Effects on Student Motivation in Elementary Language Learning Safira, Alma; Gagaramusu, Yusdin B M; Khairunnisa, Khairunnisa; Fasli, Muhammad; Aras, Nurul Fitria Fitria; 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.v5i1.3278

Abstract

Low student motivation in Indonesian language learning at the elementary level remains a persistent pedagogical challenge, often stemming from conventional teaching approaches that fail to connect academic content with students' lived experiences. This study examined the effect of Contextual Teaching and Learning (CTL) on fourth-grade students' learning motivation in Indonesian language instruction. A quasi-experimental one-group pretest-posttest design was employed with 28 fourth-grade students at Al-Khairaat Tondo Elementary School, Palu City, Indonesia. Data were collected through learning motivation questionnaires, classroom observations, semi-structured interviews, and documentation. Analysis included descriptive statistics, Shapiro-Wilk normality test, and paired-samples t-test. Observational data revealed high student engagement (80-100% participation), with most students categorized as having Good (n=13) or Very Good (n=6) motivation levels post-intervention. Descriptive statistics showed an increase in mean scores from 64.27 (pretest) to 69.12 (posttest). However, inferential analysis indicated this difference was not statistically significant, t(24) = -0.716, p = 0.481. While CTL implementation was associated with enhanced classroom engagement and positive motivational responses, the intervention did not produce statistically significant changes in self-reported motivation. The findings suggest CTL holds pedagogical value for fostering participatory learning environments but requires extended duration and complementary autonomy-supporting strategies to generate measurable motivational shifts. Future research should employ control-group designs with longer intervention periods.
Augmented Reality in Primary Science Education: A Systematic Development Study Using Assemblr Edu Platform Zulmi, Zantika; Aras, Nurul Fitriah; Pendit, Sinta Satria Dewi; Rahman, Abdul; Pratama, Ryan Andika
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.v5i1.3279

Abstract

Conventional science instruction in Indonesian elementary schools often fails to adequately engage students, particularly when teaching complex anatomical concepts requiring three-dimensional visualization. This study developed and evaluated Assemblr Edu-based Augmented Reality (AR) learning media for the five senses topic in fourth-grade science education. Employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research was conducted at Karuna Dipa Elementary School, Palu, involving 16 fourth-grade students. Expert validation assessed media validity through structured questionnaires. Practicality was evaluated via user response questionnaires from six students and one teacher. Effectiveness was measured through pre-test/post-test design with Normalized Gain (N-Gain) analysis. Expert validation yielded exceptional validity scores: material expert (99.3%) and media expert (91.6%), with a combined average of 95.45%. User practicality assessments showed high scores from students (90.41%) and teacher (92.5%). Learning outcomes demonstrated substantial improvement, with average pre-test scores of 65.3% increasing to 94% post-test, resulting in an N-Gain of 0.827, categorized as high effectiveness. The Assemblr Edu-based AR media proved highly valid, practical, and effective for enhancing elementary students' science learning outcomes. The systematic ADDIE-guided development process produced instructional media that significantly improved student engagement and conceptual understanding, providing a replicable model for integrating immersive technologies in resource-constrained educational contexts.
Smart Learning Framework: Integration of Learning Theories and Instructional Design Models for the Development of Interactive Digital Media Rohman, Akhmad Dalil; Prasetiya, Uki Adi; Asih, Tri Unggul Sari; Kamal, Rahmat
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.v5i1.3286

Abstract

Learning in the digital era requires instructional media that not only deliver content effectively but also facilitate interactive and meaningful learning experiences. However, the development of digital media is often not grounded in strong theoretical foundations, both in terms of learning theories and instructional design models. This study aims to formulate the Smart Learning Framework as a conceptual synthesis that integrates learning theories and instructional design models for the development of interactive digital media. The study employs a library research approach through an in-depth review of scholarly articles, books, and relevant policy documents. Content analysis was used to identify the key contributions of behaviorism, cognitivism, and constructivism, as well as the characteristics of instructional design models including ADDIE, ASSURE, and Dick and Carey. The findings indicate that the three learning theories offer complementary perspectives in understanding learner behavior, cognitive processes, and knowledge construction, while the three instructional design models provide systematic, adaptive, and measurable frameworks for developing digital media. The synthesis of these two conceptual groups results in the Smart Learning Framework, which serves as a conceptual foundation for designing more effective and contextually relevant interactive digital media aligned with twenty-first century learning needs. The study concludes that the framework has the potential to improve instructional quality, although further implementation-based research is needed to empirically validate its effectiveness.
Learning Obstacles in Fraction Addition: An Analysis of Ontogenic, Epistemological, and Didactical Factors Among Elementary Students Herawati, Kadek; Herlina, Herlina; Lapasere, Sisriawan; Zulnuraini, Zulnuraini; Guci, Ammar Abdullah Joni; 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.v5i1.3292

Abstract

Understanding fraction addition is an essential foundational competence in elementary mathematics learning, yet many students experience persistent difficulties. These difficulties can be understood as learning obstacles that hinder students' learning processes and outcomes. This study aimed to analyze learning obstacles experienced by grade VB students at SD Negeri 15 Palu regarding fraction addition concepts. The research employed a descriptive qualitative approach with a case study design. Participants consisted of one mathematics teacher and three purposively selected students based on low-level fraction addition understanding. Data collection techniques included classroom observations, structured interviews, conceptual understanding tests, and documentation. Data analysis was conducted interactively through data collection, condensation, presentation, and conclusion drawing stages. Results indicated that students experienced three types of learning obstacles: ontogenic, epistemological, and didactical. Ontogenic obstacles were evident in students' low learning readiness, encompassing physical, mental, emotional, and prior knowledge dimensions (47.72% and 45.45% readiness levels). Epistemological obstacles were manifested in limited conceptual understanding, errors in denominator equalization, numerator determination, and procedural application. Didactical obstacles were not significantly found, as the teacher demonstrated highly effective teaching skills (84.32% performance level). These findings indicate that students' learning difficulties in fraction addition are predominantly caused by student readiness and conceptual understanding factors rather than instructional quality. This study provides important implications for developing mathematics learning that strengthens learning readiness and meaningful conceptual understanding in elementary schools.
Analysis of Problem-Solving Skills and Sustainable Consumption Understanding Among Upper Elementary Students in Primary School Rahmafinia, Wulan; Widodo, Ari; Sardin, Sardin
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.v5i1.3295

Abstract

This study investigates upper elementary students' sustainable consumption understanding and problem-solving skills concerning single-use plastic food packaging waste. Employing a quantitative survey design, the research involved 53 fifth- and sixth-grade students from public and private primary schools in Sumedang, Indonesia. Data were collected through a 34-item Likert-scale questionnaire assessing sustainable consumption across knowledge, behavioral, and socio-emotional indicators, and 10 contextual open-ended items evaluating problem-solving abilities using the IDEAL framework. Descriptive and inferential statistics, including Pearson correlations, independent t-tests, and one-way ANOVA, were employed for analysis. Results reveal robust sustainable consumption understanding in knowledge (78%) and socio-emotional domains (80%), yet behavioral indicators trail at 70%, evidencing a pronounced attitude-behavior gap. Female students, sixth graders, and private school attendees consistently outperformed their counterparts across all indicators. Conversely, problem-solving proficiency remains critically deficient, with 60.37% of students categorized as weak (mean scores 1.90–2.02 on a 4-point scale), particularly in problem identification and solution planning stages. These findings demonstrate that while students possess adequate environmental awareness, they lack the analytical competencies necessary to translate knowledge into sustainable practices. The study underscores the imperative for experiential, project-based pedagogies integrating problem-solving skill development to bridge knowledge-behavior gaps and cultivate responsible consumption behaviors aligned with Sustainable Development Goal 12.
Assessing Critical Reading Skills of Fifth-Grade Elementary Students in Narrative Text Comprehension Faizah, Nurul; Iswara, Prana Dwija; Sopandi, Wahyu
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.v5i1.3311

Abstract

The proliferation of digital misinformation poses significant challenges for elementary students' information literacy, necessitating robust critical reading skills to evaluate and synthesize textual information effectively. This study systematically assessed the critical reading skills of fifth-grade students in comprehending narrative texts, examining performance across literal, inferential, and evaluative dimensions. A quantitative descriptive design was employed with 34 fifth-grade students (23 males, 11 females) from SDN 1 Sukaresmi, West Bandung Regency, Indonesia. The critical reading assessment, based on Nurhadi's framework and validated through expert review (Cronbach's α = 0.82), measured six primary indicators using narrative texts from government-curated quality reading materials. Data were analyzed using descriptive statistics and comparative analyses. Students demonstrated moderate proficiency in literal comprehension (46.81%) but substantial deficits in higher-order skills, particularly synthesis (35.66%), interpretation of implied meanings (37.01%), and cause-and-effect understanding (34.56%). Female students exhibited marginally higher performance (42.22%) compared to males (38.81%), though differences were not statistically significant. Overall achievement averaged 39.91%, indicating medium-to-low critical reading competency. Critical reading skills among upper elementary students remain underdeveloped, especially in inferential and evaluative domains. These findings underscore the necessity for explicit instructional interventions targeting higher-order comprehension strategies, including scaffolded inference training and causal reasoning instruction, to enhance elementary literacy quality.
The Influence of Principals’ Instructional Leadership and Teachers’ Work Motivation on the Pedagogical Competence of Elementary School Teachers Adi Saputro, Susilo; Khoiri, Nur; Ariyanto, Lilik
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.v5i1.3335

Abstract

The drop in the 2024 education report cards for Gayamsari District, Semarang City, suggests that pedagogical skills among teachers in several elementary units remain suboptimal. The primary objective of this research is to assess how principal instructional leadership and teacher work motivation impact the pedagogical competence of elementary educators within this region. This research employed a quantitative methodology utilizing a correlational design. A sample of 135 public elementary school teachers was selected for this study using the proportional random sampling technique. Validated and reliable questionnaires were utilized to gather data concerning three key variables: instructional leadership, work motivation, and pedagogical competence. Following the fulfillment of classical assumption tests, the data were analyzed using multiple linear regression. Findings reveal that instructional leadership exerts a positive and significant influence on pedagogical competence, evidenced by a calculated t-value of 5.621. Similarly, teacher work motivation demonstrates a significant positive impact on pedagogical competence, with a t-value of 4.516. When analyzed together, both instructional leadership and work motivation significantly affect pedagogical competence, indicated by an F-value of 17.928 and an R-squared value of 0.214. Consequently, these two factors account for 21.4% of the variance in pedagogical competence, leaving the remaining 78.6% attributed to external factors not covered in this study. These results underscore that reinforcing learning-oriented leadership and boosting work motivation are vital, complementary strategies for elevating the pedagogical competence of elementary school teachers.

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