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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
Elementary Students' Difficulties in Adding Fractions: A Computational Thinking Analysis Agustin, Halimah Nur; Mariana, Neni; Siswono, Tatag Yuli Eko; Wiryanto
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.v5i1.2753

Abstract

This study analyzes elementary students’ difficulties in understanding fraction addition through the framework of computational thinking (CT). Fractions are widely recognized as one of the most challenging mathematical concepts for young learners due to their abstract nature and multiple representations. The purpose of this study is to identify students’ specific difficulties across the four CT dimensions; decomposition, pattern recognition, abstraction, and algorithmic thinking in the context of fractional addition. The research employed a qualitative descriptive design involving 19 sixth-grade students from an elementary school in Mojokerto, Indonesia. Data were collected through classroom observations, diagnostic tests, and semi-structured interviews. Findings show that 78.9% of students struggled with abstraction, 73.7% with decomposition, 68.4% with algorithmic thinking, and 63.2% with pattern recognition. Students frequently applied whole-number reasoning, failed to identify equivalence patterns, and were unable to construct systematic solution procedures. These results indicate that students’ difficulties are multidimensional and stem from insufficient scaffolding in linking conceptual understanding with procedural fluency. The study suggests that CT-based instructional strategies can strengthen students’ structural reasoning and support deeper learning of fraction concepts.
Teacher Performance Management in Improving Learning Achievement of Elementary School Students Yuningsih, Ina; Tejawiani, Ida
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.v5i1.2759

Abstract

Suboptimal teacher performance management implementation contributes to persistent low student achievement in Indonesian elementary education, yet limited research examines how contextual variations shape management effectiveness in resource-constrained rural settings. This qualitative comparative case study investigated teacher performance management across Armstrong's five-stage framework (planning, implementation, monitoring, assessment, follow-up) at two elementary schools in Naringgul District, Cianjur Regency. Data were collected through in-depth interviews with principals, teachers, and students; participatory classroom observations; and document analysis, then analyzed using Miles, Huberman, and Saldaña's interactive model. Both schools implemented all performance management stages systematically, though with distinct approaches: SDN Mulyasari employed backward design planning and spontaneous differentiated instruction despite infrastructure limitations, achieving 65% student competency attainment, while SDN Tegallame utilized behavioral objectives planning and programmatic differentiation with superior technology integration, achieving 75% attainment. The study revealed effective monitoring requires "nested feedback loops" combining classroom-level formative assessment with school-level clinical supervision. However, a critical implementation gap emerged: weak linkage between performance evaluation outcomes and targeted professional development interventions in both schools. Findings demonstrate that effective performance management permits multiple valid instantiations shaped by context, with pedagogical adaptability partially compensating for resource constraints. The research advances theoretical understanding by conceptualizing monitoring as synergistic multilevel systems while identifying the evaluation-to-development gap as a key barrier to transformative impact, suggesting educational leaders must prioritize systemic integration and establish explicit pathways connecting assessment to focused professional learning.
Management Facilities and Infrastructure in Improving Quality Learning at Elementary School Saripah, Ade; Tejawiani, Ida
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.v5i1.2760

Abstract

Effective facilities and infrastructure management is critical for educational quality, yet many elementary schools in rural areas face significant resource constraints that impede optimal facility utilization.  This study examines how Planning, Organizing, Actuating, and Controlling (POAC) management principles are implemented to optimize facilities and infrastructure in improving learning quality at two elementary schools with contrasting institutional characteristics. A qualitative descriptive case study was conducted at SDN Cinangsi (public) and MIS Sukamulya (foundation-based private) in Cianjur Regency, Indonesia. Data were collected through semi-structured interviews with principals, teachers, and students, systematic observations, and documentary analysis. Data analysis employed Miles and Huberman's interactive model with triangulation to ensure validity.  Both schools implemented systematic POAC-based management despite resource limitations. Planning involved participatory needs assessment and strategic prioritization. Organization utilized adaptive strategies including manual inventory systems with practical solutions. Implementation emphasized teacher creativity in developing improvised instructional materials. Supervision focused on administrative compliance but inadequately assessed pedagogical impact. Systematic facilities management through POAC principles, combined with stakeholder collaboration and teacher improvisation, enables resource-constrained schools to optimize facility utilization and support learning quality. However, supervision systems require enhancement to evaluate facility impacts on educational outcomes effectively.
Systematic Curriculum Management and Teacher Performance Development: A Comparative Case Study in Rural Schools Kuswahyuni, Sri Retno; Tejawiani, Ida
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.v5i1.2761

Abstract

The implementation of Indonesia's Merdeka Curriculum faces significant challenges in rural schools, particularly regarding teacher performance affected by limited infrastructure and uneven competencies. This study examined how systematic curriculum management through the PDCA (Plan-Do-Check-Act) cycle influences teacher performance development in two rural junior high schools. A qualitative comparative case study was conducted at SMPN 2 Naringgul and SMPN 3 Naringgul, Cianjur Regency, involving 4 school leaders and 28 teachers. Data were collected through observations (84 lessons), in-depth interviews, and document analysis over six months, then analyzed using Miles, Huberman, and Saldaña's interactive model. Both schools successfully implemented varied teaching methods (75% of lessons) and created positive learning environments (89.5%), though digital technology integration remained weak (17.5%). SMPN 2 faced internal-psychological challenges with teacher confidence, while SMPN 3 confronted systemic infrastructure limitations. Academic supervision, formative assessment, and teacher reflection forums functioned effectively, yet documentation practices and systematic follow-up remained inconsistent. Findings demonstrate that PDCA-based curriculum management improves teacher performance when appropriately contextualized, though success depends on addressing both structural constraints and teacher self-efficacy simultaneously. The emergence of organic teacher leadership and adaptive management strategies proved crucial for implementation success. Results underscore the necessity of differentiated support approaches, job-embedded professional development, and sustained multi-year commitments to technology integration in resource-constrained rural contexts.
Managing Infographic-Mediated Indonesian Language Instruction to Improve Elementary Students' Procedural Writing Skills Rachmawati, Sisca; Abdurrahman, Nana Herdiana
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.v5i1.2762

Abstract

Elementary students frequently encounter challenges in developing writing proficiency due to inadequate instructional strategies and limited engagement with conventional text-based approaches. This study examined the management of Indonesian language instruction incorporating infographic media to enhance elementary students' procedural writing skills through systematic PDCA (Plan-Do-Check-Act) cycle implementation. A qualitative multiple case study was conducted at two elementary schools (SDN Sindanglaya and SDN Panagan) in Cianjur Regency, Indonesia. Data were collected through classroom observations (24 sessions), semi-structured interviews with teachers (n=4), principals (n=2), and students (n=48), and document analysis of instructional artifacts. Data analysis followed Miles et al.'s systematic procedures encompassing data reduction, display, and conclusion drawing with cross-case comparison. Findings revealed that structured infographic-based instructional management significantly improved students' writing quality (34% average improvement) with particularly substantial gains in structural organization (47%). Student engagement during infographic activities (78%) substantially exceeded traditional instruction (52%). Teachers demonstrated pedagogical adaptability despite technological constraints, while systematic evaluation and continuous improvement processes enhanced instructional effectiveness.  PDCA-based management of infographic-mediated instruction represents an effective, evidence-based approach for enhancing elementary writing instruction when implemented through comprehensive frameworks encompassing rigorous planning, adaptive pedagogy, systematic evaluation, and continuous refinement that balance innovation with pragmatic implementation realities.
Cultivating Disciplinary Character Through Structured Assignment Management: A Comparative Case Study in Elementary Education Wiyanti, Dwi; Rosa, Ade Tutty R
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.v5i1.2763

Abstract

Discipline formation in elementary education faces challenges from inadequate instructional planning, limited parental involvement, and adverse socioeconomic conditions. This study examines the effectiveness of structured assignment management through the POAC (Planning, Organizing, Actuating, Controlling) framework in cultivating disciplinary character among elementary students.  A qualitative case study was conducted at two elementary schools in West Jakarta involving school principals (n=2), teachers (n=8), and students (n=24). Data were collected through semi-structured interviews, systematic observations, and documentary analysis, then analyzed inductively with triangulation procedures to ensure credibility. Findings revealed significant implementation variations between schools. Comprehensive POAC application—characterized by systematic planning, coordinated organization, consistent execution, and rigorous evaluation—effectively enhanced student discipline, manifested through improved assignment completion rates, punctuality, and rule compliance. Conversely, partial implementation yielded suboptimal outcomes. Unexpectedly, institutional support mechanisms partially compensated for socioeconomic disadvantages when systematically delivered.  Structured assignment management operationalized through POAC constitutes an effective strategy for disciplinary character development, with implementation fidelity determining intervention success. Findings contribute empirical evidence bridging educational management theory and character education practice, informing policy regarding resource allocation, professional development, and family-school partnerships necessary for sustained disciplinary cultivation.
Teachers' Intervention Strategies for Reading Difficulties Among Second-Grade Students: A Qualitative Case Study in Primary Education Ramadhani, Nur Rahmi Rezki; Rizal, Rizal; Aqil, 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.v5i1.2768

Abstract

Reading difficulties among early-grade students constitute a critical concern in Indonesian primary education, yet empirical documentation of teachers' intervention practices in authentic classroom settings remains limited. This qualitative case study examined teachers' efforts in addressing reading difficulties among four second-grade students at SD Negeri Beka, employing observations, semi-structured interviews, and documentation analysis over two academic semesters. Data were analyzed using Miles and Huberman's framework, with triangulation ensuring trustworthiness. Three primary factors contributed to reading difficulties: phonological awareness deficits (letter recognition and decoding challenges), limited parental support and home literacy environments, and motivational challenges. Teachers implemented multiple interventions including picture word cards for multisensory instruction, daily supplementary reading sessions providing additional instructional time, and provision of developmentally appropriate materials with large print and illustrations. Longitudinal observations documented gradual improvements in students' decoding accuracy, reading fluency, and self-efficacy, though progress remained incomplete and varied across individual learners. While teachers demonstrated commitment and creativity, gaps existed between implemented practices and evidence-based intervention components, particularly regarding explicit systematic phonics instruction and progress monitoring. Findings underscore the need for professional development programs equipping Indonesian teachers with research-validated intervention strategies while building upon existing pedagogical strengths and contextual awareness.
Smart Apps Creator-Based Digital Media and Elementary Science Achievement: Evidence from Rural Schools Dengkidala, Fresya Angnelvin; Nurrahma, Nurrahma; Rizal, Rizal; Lapasere, Sisriawan; 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.v5i1.2769

Abstract

The integration of digital technology in elementary science education remains limited in rural Indonesian schools, where conventional lecture-based instruction predominates and student learning outcomes are suboptimal. This study investigated the effect of Smart Apps Creator-based digital media on fifth-grade students' science learning outcomes at Sintuwulemba State Elementary School, Poso Regency. A quasi-experimental one-group pretest-posttest design was employed with 25 fifth-grade students. Participants completed a validated 20-item multiple-choice achievement test before and after a four-week intervention involving interactive digital media incorporating visual animations, simulations, instructional videos, and formative assessments. Data were analyzed using descriptive statistics and paired-samples t-test. The intervention produced a significant improvement in learning outcomes, with mean scores increasing from 61.56 (SD = 2.45) to 83.04 (SD = 1.70), representing a 34.9% gain (t = 28.63, df = 24, p < 0.001, Cohen's d = 10.21). The intervention proved equally effective across all initial achievement levels, demonstrating no correlation between pretest scores and improvement magnitude. Smart Apps Creator-based digital media significantly enhances elementary science learning outcomes through multimodal content delivery and interactive engagement. These findings support technology integration in rural schools as an equity-enhancing pedagogical strategy, though randomized controlled trials with extended follow-up periods are needed to establish long-term effectiveness and generalizability.
Using YouTube to Enhance Elementary Students’ Motivation and Participation in Integrated Science and Social Studies Learning Asyraf, M; Habibi, Akhmad; Nugraha, Ugi
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.v5i1.2770

Abstract

This study aims to analyze the impact of YouTube media on enhancing students’ learning motivation and participation in Science and Social Studies (IPAS) learning at the elementary school level. Employing a Classroom Action Research (CAR) design over two cycles—each consisting of planning, action, observation, and reflection—the study involved 16 fifth-grade students from Izzatul Islam Elementary School, Muaro Jambi Regency. Data were collected using observation sheets, learning motivation questionnaires, and field notes, and analyzed through descriptive quantitative and qualitative techniques. The results showed improvements of 27% in learning motivation and 31% in active participation. Descriptive statistical analysis indicated that these increases were meaningful, and further significance testing using the paired-sample t-test confirmed that the improvements in both motivation and participation were statistically significant (p < 0.05). Students exhibited enhanced attention, curiosity, confidence, and engagement in collaborative discussions after the integration of YouTube-based videos. Overall, the findings suggest that YouTube is an effective digital medium for strengthening students’ affective and social learning aspects while promoting active engagement in the context of digital-era education.
Digital Media-Based Mathematics Learning Strategies to Enhance Reading Interest Among Elementary School Students Lestiawati, Lastri; Rostini, 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.v5i1.2771

Abstract

Elementary students' low reading interest significantly impairs their ability to comprehend mathematical word problems, particularly in rural schools with limited technological infrastructure. This study examined how digital media-based mathematics learning strategies enhance reading interest while strengthening numeracy competencies. A qualitative case study was conducted at two Indonesian elementary schools (SDN Puncak 1 and SDN Pasirkampung) using classroom observations, semi-structured interviews with teachers, principals, and students, and document analysis. Data were analyzed following Miles, Huberman, and Saldaña's framework, with triangulation ensuring validity. Systematic implementation incorporating educational videos, interactive e-modules, digital quizzes, and GeoGebra—supported by structured planning, resource organization, and continuous supervision—produced substantial improvements. Student questioning behavior increased 239%, mathematical word problem performance improved from 56.4% to 73.2% (Cohen's d=1.43), and mathematics anxiety decreased from 67% to 38%. Students demonstrated enhanced reading behaviors including spontaneous rereading, text-pointing while reading, and voluntary engagement with mathematical narratives. Digital media-based strategies effectively integrate literacy and numeracy development when supported by systematic management frameworks. Success depends on needs-based planning, teacher professional development emphasizing pedagogical-technological competencies, offline resource preparation mitigating connectivity limitations, and data-driven supervision enabling responsive refinement. Findings validate multimedia learning theory while revealing that resource constraints can generate productive collaborative structures, providing empirical foundations for inclusive digital mathematics education in technologically limited contexts.

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