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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
Systematic Management of Character-Based Arts Extracurricular Activities: A Multiple Case Study of Academic Achievement Enhancement in Indonesian Elementary Schools Sulastri, Pipin; 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.v5i1.2669

Abstract

Character-based arts extracurricular activities represent promising interventions for holistic student development, yet limited research examines their systematic management and relationship to academic achievement in resource-constrained elementary school contexts. This study investigated the management practices of character-based arts extracurricular activities and their influence on student academic achievement in two Indonesian elementary schools. Employing a qualitative descriptive case study design, data were collected through semi-structured interviews with school administrators, teachers, and parents; systematic observations of extracurricular activities; and document analysis of program materials and evaluation reports at SDN Citamiang 1 and SDN Karang Tengah in Sukabumi City. Thematic analysis examined management practices across planning, organizing, implementing, and evaluating dimensions. Both schools demonstrated systematic management approaches integrating character education within arts instruction through experiential learning, explicit reflection practices, and stakeholder collaboration. Students participating consistently for two or more semesters showed enhanced academic performance and character development in discipline, responsibility, and teamwork. Implementation challenges included qualified instructor shortages and material resource constraints, addressed through community partnerships, creative pedagogical adaptations, and enhanced parent engagement. Systematic management of character-based arts extracurricular activities effectively facilitates character development and academic achievement enhancement despite resource limitations. Findings provide replicable models for schools seeking to implement integrated arts-character programs while highlighting the importance of sustained participation, institutional adaptability, and multi-stakeholder collaboration for program success.
Beyond Resource Constraints: How Participatory Management Practices Foster Teacher Pedagogical Competence Nurmayasari, Dewi; 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.v5i1.2670

Abstract

Educational quality in integrated junior high schools operating under severe resource constraints remains critically dependent on effective principal management, yet systematic understanding of how principals successfully foster teacher pedagogical competence development in such contexts remains limited. This study examined principal management practices in improving teacher pedagogical competence at integrated junior high schools through planning, organizing, actuating, and controlling functions. A qualitative case study approach was employed at two purposively selected integrated junior high schools in Purwakarta Regency, Indonesia. Data were collected through in-depth interviews with 18 participants (principals, vice principals, teachers, and students), participant observation, and document analysis. Data analysis followed Miles, Huberman, and Saldaña's interactive model, with triangulation ensuring credibility. Findings revealed substantial differences between schools despite similar resource limitations. SMPN Satu Atap Cileunca's participatory planning, distributed organizational structures, systematic implementation, and documented evaluation fostered greater teacher agency and professional development compared to SMPN Satu Atap Panyindangan's centralized, informal approach. Key differentiating factors included collaborative planning processes, peer learning structures, consistent supervisory practices, and systematic documentation. Management effectiveness in resource-constrained contexts depends fundamentally on participatory, adaptive approaches rather than resource abundance. Strategic management practices emphasizing collaboration and systematic improvement can successfully cultivate teacher pedagogical competence even under severe constraints, challenging deficit-oriented perspectives and offering actionable guidance for principals, supervisors, and policymakers in developing contexts.
Enhancing Graduate Competitiveness Through PDCA-Driven Curriculum Management Haniyan, Faradifa Evrillia; Rosdini, Deti
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.v5i1.2673

Abstract

Vocational education must respond dynamically to evolving industry demands through systematic curriculum management. The Plan-Do-Check-Act (PDCA) framework offers potential for continuous improvement, yet its application in resource-limited vocational schools remains underexplored. This qualitative case study examined PDCA implementation at SMK Mathla'ul Anwar Margahayu through in-depth interviews with school leaders (n=2), teachers (n=6), and industry partners (n=4), complemented by classroom observations and curriculum document analysis. Data were analyzed using Miles and Huberman's interactive model with triangulation ensuring trustworthiness. PDCA implementation demonstrated systematic improvements across all stages: industry-informed planning through structured stakeholder engagement, authentic implementation integrating Teaching Factory and Product-Based Learning (87.5% of lessons), reflective criteria-based evaluation with 78% of student products meeting industry standards, and evidence-based curriculum revisions. Five enabling factors emerged—visionary leadership, strategic partnerships, teacher professionalization, data-driven culture, and policy support—while four constraints were identified: infrastructure limitations, resource insufficiencies, teacher workload, and diverse industry requirements. Findings advance theoretical understanding by introducing "structured flexibility" in curriculum management, demonstrating how industrial quality frameworks adapt to educational contexts. PDCA proves effective when supported by enabling conditions, though sustainability requires systemic resource investment. The study offers replicable models for curriculum-industry collaboration applicable across diverse vocational education settings in the Industry 4.0 and Society 5.0 era.
Strategies of Education and Cultural Attaché in Enhancing Educational Quality at Indonesian School Riyadh, Saudi Arabia Rinaldi, Cherry; Khamidi, Amrozi; Amalia, Kaniati; Nursalim, Mochamad; Roesminingsi, Enny; Sholeh, Muhamad
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.v5i1.2689

Abstract

The role of Education and Cultural Attachés (Atdikbud) in managing Indonesian Schools Abroad (SILN) has become increasingly critical in maintaining educational quality for Indonesian citizens overseas. This study examines the strategic approaches employed by Atdikbud at the Indonesian Embassy in Riyadh to enhance educational quality at Sekolah Indonesia Riyadh (SIR). This research aims to analyze the strategies implemented by Atdikbud in improving educational quality, identify challenges encountered, and explore solutions applied in managing SILN within a multicultural context. Employing a qualitative case study approach, data were collected through in-depth interviews with Atdikbud, school principals, teachers, and parent representatives at SIR, complemented by direct observations and document analysis. Data analysis utilized the Miles and Huberman interactive model, incorporating data condensation, data display, conclusion drawing, and verification through triangulation. Findings reveal that Atdikbud implements five primary strategies: (1) policy harmonization between Indonesian and Saudi educational systems, (2) continuous professional development for educators, (3) infrastructure optimization through diplomatic channels, (4) cultural diplomacy integration in curriculum, and (5) stakeholder collaboration enhancement. Major challenges include resource limitations, cultural adaptation barriers, and bureaucratic complexities. Innovative solutions involve technology utilization, local community partnerships, and flexible policy implementation. In conclusion, atdikbud plays a pivotal strategic role in supporting Indonesian education abroad through adaptive leadership, cultural sensitivity, and diplomatic coordination. The study recommends strengthening inter-ministerial coordination, increasing resource allocation for SILN, and developing context-specific guidelines for educational diplomacy in multicultural settings.
Teacher Digital Literacy and Merdeka Curriculum Readiness: The Role of Learning Communities in Preparing 21st-Century Competencies in Secondary Schools Andriyani, Susy; Haq, Mohammad Syahidul; Sholeh, Muhamad; Hazin, Mufarihul; Khamidi, Amrozi; Kristanto, Andi
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.v5i1.2692

Abstract

The global education crisis demands that teachers possess competent digital literacy as a prerequisite for implementing the Merdeka Curriculum and preparing students for 21st-century challenges. However, despite strong policy emphasis on digital literacy and Learning Communities, empirical evidence of their interrelationship in Indonesian secondary school contexts remains limited. This study aims to analyze the effectiveness of Learning Communities as a mechanism for teacher professional development, the level of teacher digital literacy, and the evaluation of the school's digital climate in supporting the synergy between the two. This research uses a descriptive quantitative approach with a cross-sectional survey design, based on data from 39 Junior High School teachers across two work units (SMPN 2 Dawarblandong and SMPN 2 Mojosari). Data were analyzed using descriptive statistics including means, standard deviations, and comparative analysis between schools. The results show that the Learning Community dimension proved highly effective with an average score of 4.78, serving as a core pillar for professional development and teacher self-reflection. The strongest indicator lies in the Learning Communities' ability to help teachers identify strengths and weaknesses in their teaching practices, achieving a score of 4.92. However, the Teacher Digital Literacy dimension recorded the lowest average score of 4.47, with the routine use of Google Classroom as the lowest indicator at 4.23. While leadership support in facilitating Learning Communities is very high at 4.90, formal recognition related to digital innovation by school principals remains moderate at 4.28. It is concluded that Learning Communities have established a strong foundation for collaboration, but there is a significant gap between non-technical collaborative readiness and routine technology adoption. Schools need to reorient Learning Communities to focus on operational technical training and strengthen the recognition system to encourage continuous digital integration in implementing the Merdeka Curriculum.
Reconceptualizing Cultural Character Education: Integrating Futuristic Pedagogy for Generation Alpha's Local Cultural Preservation Istiqomah, Yunita Yasmin; Herlambang, Yusuf Tri; Yuniarti, Yeni
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.v5i1.2703

Abstract

Generation Alpha, born entirely within the digital ecosystem, faces unprecedented challenges in maintaining connection to local cultural heritage while navigating technology-saturated learning environments. This study explores how futuristic pedagogy can effectively cultivate love for local culture among Generation Alpha students in elementary education. A systematic literature review analyzed 47 peer-reviewed publications from 2020-2025, employing purposive sampling and Miles and Huberman's analytical framework comprising data collection, presentation, reduction, and conclusion drawing. Three critical findings emerged: futuristic pedagogy encompasses six interconnected elements balancing technological competencies with character development; Generation Alpha exhibits seven distinctive characteristics including productive global-local cultural tension; and technology-enhanced strategies, particularly augmented reality applications, effectively bridge digital engagement with cultural authenticity. Analysis revealed that successful cultural character education requires intentional integration of immersive technologies, gamified learning, digital storytelling, and collaborative projects that position students as cultural co-creators.  The findings reconceptualize cultural character education as digitally mediated process requiring strategic integration of technological, cultural, and developmental dimensions. While technology contributes to cultural displacement, appropriately designed digital learning experiences can serve as powerful tools for cultural preservation. Future research should conduct longitudinal studies establishing causal relationships and investigate adaptations for diverse Indonesian contexts.
Canva Media Implementation for Enhancing Grade Four Civic Education Learning Outcomes Widiani, Niluh Chixa; Gagaramusu, Yusdin Bin. M.; Pahriadi, Pahriadi; Firmansyah, Arif; Al Kamil, Muhammad Nazimuddin; 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.v5i1.2731

Abstract

Traditional teaching methods in Pancasila and Civic Education (PPKn) often result in passive learning and low student engagement, particularly in rural elementary schools. This study investigated the effectiveness of Canva media implementation in enhancing fourth-grade students' PPKn learning outcomes at SDN 2 Dolo. A Classroom Action Research design following the Kemmis and McTaggart model was employed across two intervention cycles. Thirteen fourth-grade students (8 males, 5 females) participated in the study. Data were collected through pre-tests, post-tests, structured observation sheets for teacher and student activities, and documentation. Quantitative data were analyzed using individual and classical absorption capacity formulas, while qualitative data were analyzed descriptively and categorized. Student mastery rates increased substantially from 15.38% (pre-test) to 38.46% (Cycle I) and 92.30% (Cycle II), with class average scores improving from 58.46 to 86.15. Teacher activity improved from 69.53% (Fair) to 93.75% (Very Good), while student engagement increased from 76.78% (Good) to 94.64% (Very Good). Classical learning completeness in Cycle II (92.30%) exceeded the 75% success criterion. Systematic implementation of Canva media significantly enhances PPKn learning outcomes by transforming abstract civic concepts into concrete, visual, and interactive learning experiences. The cyclical action research approach proved effective for instructional improvement and teacher professional development.
The Role of Elementary Teachers in Visual Arts Instruction: Navigating Challenges in Post-Tsunami Educational Contexts Mayuni, Anidya Citra; Rizal, Rizal; Lagandesa, Yun Ratna; Isnayanti, Andi Nur; Wilade, Surahman; Ruana, Rahmat Maghfirah
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.v5i1.2747

Abstract

This study examines the multidimensional roles teachers perform in Visual Arts instruction for fifth-grade students within the Merdeka Curriculum framework at SD Inpres 1 Talise, a post-disaster educational context in Palu, Indonesia. Employing qualitative descriptive methodology, data were collected through classroom observations, semi-structured teacher interviews, and student questionnaires (n=23) measuring perceptions of teacher effectiveness across 20 items. Results revealed that teachers simultaneously enact three primary roles: educator (20.65% of positive responses), facilitator, and motivator, achieving an overall effectiveness rating of 71.56% despite significant resource constraints. Interview data documented sophisticated pedagogical strategies including character modeling, project-based facilitation, and differentiated motivation techniques. However, persistent challenges emerged including limited facilities, constrained instructional time, and inadequate professional development. Unexpectedly, students demonstrated creative adaptation to resource scarcity through material improvisation and peer mentoring. The findings extend existing literature by demonstrating that moral development remains central to arts education even within student-centered curricula, while revealing how teachers in resource-constrained post-disaster contexts employ adaptive strategies to fulfill complex pedagogical responsibilities. This research contributes empirical evidence for developing targeted teacher professional development, schedule restructuring, and infrastructure investment policies that recognize arts education as critical educational and therapeutic infrastructure, particularly in disaster-affected communities.
The Effectiveness of Powtoon Animated Media in Improving Early Reading Skills Among Second-Grade Students Rahma, Radia; Hariana, Kadek; Fasli, Muhammad; Lagandesa, Yun Ratna; 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.v5i1.2751

Abstract

Early literacy acquisition remains challenging in Indonesian elementary schools where conventional teaching methods predominate. This study investigated the effectiveness of Powtoon-based animated image media in enhancing initial reading abilities among second-grade students. Employing classroom action research methodology, the study involved 25 students at SD Inpres Bumi Sagu across two intervention cycles during August 2025. Data were collected through pre-tests, post-tests, structured observations, and interviews. Quantitative analysis calculated individual absorption capacity, classical learning completeness, and classical absorption capacity, while qualitative data underwent thematic analysis. Findings demonstrated substantial improvements across intervention cycles. Classical completeness increased from 36% (pre-action) to 64% (Cycle I) and 84% (Cycle II), while mean reading scores advanced from 63.2 to 68.0 and finally 76.0. Teacher activity observations progressed from 75.75% to 85% (very good category), and student engagement increased from 70% to 81.25% (very good category). Qualitative observations revealed heightened motivation, sustained attention, and 92% student preference for animated instruction. Unexpectedly, students with stronger phonemic awareness foundations exhibited greater gains than those with severe literacy deficits. Results support cognitive theory of multimedia learning, demonstrating that animated media enhances literacy outcomes through dual-channel processing while improving engagement. The intervention proves effective as an enhancement tool requiring strategic integration with explicit phonics instruction for struggling readers.
Analysis of Learning Difficulties of Grade IV Elementary School Students on Fractal Materials Reviewed from Numeracy Ability and Self-Efficacy Pradinar, Aprillia Putri; Wiryanto; Rahaju, Endah 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.v5i1.2752

Abstract

Difficulty understanding the concept of fractions is still a major challenge for elementary school students and has an impact on numeracy skills and self-efficacy in learning mathematics. This study aims to analyze the learning difficulties of grade IV students of SD Muhammadiyah 1 Taman on fractional material reviewed from numeracy ability and self-efficacy. The research method used a quantitative descriptive approach involving 25 students of grade IV A. Data were collected through numeracy ability tests, Bandura scale-based self-efficacy questionnaires, and structured interviews. The results showed that students' numeracy ability was in the medium category with an average achievement of 56.8%, with dominant difficulties in the aspects of fraction comparison (42%) and mixed fraction counting operations (38%). Student self-efficacy was also moderately (62.7%), with the magnitude dimension obtaining the lowest score (56%). The Pearson correlation test showed a strong positive relationship between numeracy ability and self-efficacy (r = 0.724; p < 0.01), while regression analysis showed a 52.4% contribution to numeracy ability to self-efficacy. The results of the interviews confirmed that students better understand the concept of fractions through concrete media and contextual learning. This study recommends the application of ethnomathematics-based fractional learning model with a strategy of increasing self-efficacy through positive reinforcement and scaffolding.

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