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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
Coaching-Based Academic Supervision Management Using the Tirta Model to Improve Teachers' Pedagogical Competence Kustamaji, Erwin; 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.v5i1.2772

Abstract

Teachers' pedagogical competence remains a critical challenge in Indonesian elementary education despite various professional development initiatives. Traditional evaluative supervision approaches have proven insufficient in fostering sustainable teacher development. This study examined the implementation of coaching-based academic supervision using the TIRTA (Goals, Identification, Action Plan, Responsibility, Appreciation) model to enhance teachers' pedagogical competence in elementary schools. A descriptive qualitative case study was conducted at SDN Pancawangi and SDN Sindangjaya in Cianjur Regency, West Java. Data were collected through in-depth interviews with principals and teachers, participatory observations of supervision sessions, and analysis of supervision documents. Data analysis followed Miles, Huberman, and Saldaña's interactive model, with trustworthiness established through triangulation and member checking. Findings revealed that TIRTA-based supervision was implemented systematically through collaborative planning (participatory needs assessment, SMART goals), structured five-stage implementation (reflective dialogue, co-constructed action plans, mutual accountability), comprehensive evaluation (82% target achievement, constructive feedback), and sustained follow-up (continuous monitoring, progressive competency development). The coaching approach transformed supervision relationships from evaluative to developmental, creating psychological safety and cultivating teachers' autonomous motivation and self-directed learning capacities. The TIRTA model effectively operationalizes adult learning theory, coaching principles, and self-determination theory, offering promising direction for sustainable teacher professional development in elementary education contexts.
Academic Supervision Management by School Principals in Enhancing Teachers' Social Competence: A Comparative Case Study of Two Elementary Schools Kania, Ani; Wasliman, Eva Dianawati
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.v5i1.2773

Abstract

Principal academic supervision is an important means of improving teachers' social competence to support effective communication, cooperation, and professional classroom management. This study was motivated by the importance of the principal's role in providing continuous guidance, direction, and evaluation. The purpose of this study is to describe the planning, implementation, evaluation, follow-up, obstacles, and solutions of academic supervision by the principal in improving teachers' social competence at SDN Sintok and SDN Margasari. The method used is descriptive qualitative with data collection techniques through interviews, observation, and documentation, then analyzed thematically. The results showed that supervision at SDN Sintok emphasized personal assistance, while at SDN Margasari it was carried out in a structured manner with an annual work program. Supervision was proven to improve teachers' communication skills, cooperation, self-confidence, and reflective attitudes. In conclusion, academic supervision plays a strategic role in improving teachers' social competence through planned, flexible, and solution-oriented guidance.
Cooperative Script Management in Improving Students' Intensive Reading Skills Gunawan, Deni; Helmawati, Helmawati
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.v5i1.2774

Abstract

Indonesian elementary students' reading literacy remains critically low, with 2018 PISA results ranking Indonesia 74th among 79 countries. This study examines Cooperative Script management in improving fourth-grade students' intensive reading skills, addressing the knowledge gap regarding how planning, organizing, implementing, and evaluating cooperative learning are managed across diverse resource contexts. A qualitative multiple case study was conducted at SDN Bungasari and SDN Wanasari, Cianjur Regency, over six months. Data were collected through semi-structured interviews with principals, teachers, and students; systematic classroom observations; and document analysis. Analysis employed Miles, Huberman, and Saldaña's interactive model using Terry's POAC framework. Findings reveal that systematic Cooperative Script management significantly improved students' intensive reading skills, including main idea identification, text summarization, and critical thinking, while enhancing confidence, motivation, and communication abilities. Both schools achieved substantial gains despite contrasting teacher resource availability through adaptive planning, strategic heterogeneous pairing, and context-appropriate implementation strategies. Time constraints and supervision challenges were successfully mitigated through structured scheduling, peer tutoring, and scaffolding worksheets. Results align with constructivist learning theories and demonstrate that management quality mediates instructional effectiveness. The study extends Cooperative Script literature by establishing educational management as a critical variable determining implementation success, offering evidence-based guidance for teachers, administrators, and policymakers in resource-constrained contexts.
Classroom Quality Management in Improving the Learning Motivation of Fifth Grade Students in Elementary School Fitriyana, Fitriyana; Sukandar, Ahmad
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.v5i1.2775

Abstract

This study investigates how systematic classroom quality management enhances fifth-grade student learning motivation in Indonesian elementary schools. Despite established policy frameworks emphasizing quality management standards, significant gaps persist between policy intentions and classroom realities, particularly regarding the integration of industrial quality management principles into educational practice. Employing a qualitative case study approach, this research examined classroom quality management processes at SDN Kertaraharja and SDN Ciadeg in Cianjur Regency. Data were collected through classroom observations, semi-structured interviews with principals (n=2), teachers (n=6), and students (n=12), and document analysis. Findings reveal that systematic implementation of Deming's PDCA cycle—encompassing strategic planning with student voice integration, responsive implementation utilizing varied interactive methods, continuous evaluation tracking both academic and motivational outcomes, and adaptive follow-up—significantly enhances student learning motivation. Student participation increased from 62% to 87% during interactive activities, with unexpected emergence of spontaneous peer teaching behaviors indicating heightened intrinsic motivation. Key obstacles included limited facilities, insufficient teacher training, and resource constraints, overcome through creative solutions and collaborative approaches. This research contributes theoretically by validating industrial quality management frameworks in educational contexts and practically by providing replicable models for resource-constrained schools. The study demonstrates that educational quality enhancement is achievable through systematic, collaborative approaches recognizing student motivation as both a process indicator and valued outcome.
How Principals Cultivate Teacher Personal Competencies: Insights from Study Group Implementation in Elementary Schools Afghan, Arief Nur; 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.v5i1.2776

Abstract

Teacher personal competencies, encompassing integrity, emotional stability, and professional ethics, are fundamental to quality elementary education, yet their systematic development remains underexamined. This study analyzes how principal management through the POAC framework enhances teacher personal competencies via study groups. A qualitative case study design was employed at SDN Ciseureuh and SDN Karya Bhakti in Cianjur Regency, Indonesia. Data were collected through in-depth interviews, participatory observation, and document analysis from principals, teachers, and stakeholders selected through purposive and snowball sampling. Data analysis followed Miles et al.'s (2014) three-stage inductive process, with trustworthiness established through triangulation, member checking, and audit trails. Findings reveal that systematic principal management—encompassing evidence-based planning, strategic resource organization, motivational leadership, and continuous evaluation—effectively strengthens teacher integrity, responsibility, discipline, and professionalism through study groups. Study groups structured around collaborative inquiry and reflective practice created authentic learning environments. However, time constraints, motivational variation, and infrastructure limitations emerged as implementation challenges, while principal commitment, competent facilitation, and collegial culture served as facilitating factors. An unexpected finding showed differential impact across career stages, with early-career teachers experiencing more transformative changes than veterans. The integration of POAC management theory with professional learning community research demonstrates that teacher personal competencies are developable through intentional, well-managed collegial learning. This culturally contextualized approach offers practical guidance for principals and contributes theoretically by synthesizing management, professional development, and character education literature.
Enhancing Academic Competitiveness Through Strategic Curriculum Development Management Suryaningsih, Rinrin; Suwandari, Lilis
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.v5i1.2777

Abstract

Gaining entry into state universities through competitive selection mechanisms requires systematic academic preparation beyond individual aptitude, necessitating effective curriculum development management. However, misalignment between competency-based curriculum implementation and examination-focused selection requirements poses significant challenges for secondary schools. This qualitative case study examined curriculum development management at SMAN 1 Singaparna and SMAN 2 Singaparna using semi-structured interviews, systematic observations, and document analysis. Data were analyzed through Miles, Huberman, and Saldaña's interactive model involving data condensation, display, and conclusion drawing. Both institutions implemented systematic curriculum management through collaborative planning involving multiple stakeholders, coordinated organizational structures with clear role distribution, adaptive implementation integrating HOTS-based instruction with examination preparation, and multidimensional evaluation frameworks. Strategic responses to challenges included developing internal resource banks, establishing partnerships with online learning platforms, implementing alumni mentoring programs, and scheduling intensive preparation during post-examination periods. Despite infrastructure limitations, uneven teacher capacity, temporal constraints, and policy instability, both schools demonstrated organizational innovation and teacher agency in balancing comprehensive education with competitive examination preparation. Findings demonstrate that curriculum-assessment misalignment can be addressed through strategic integration at planning and implementation stages, extending curriculum management theory to competitive contexts and providing actionable insights for educational administrators navigating similar challenges while maintaining educational integrity.
Systematic Management of Morality Development in Strengthening Elementary School Character Education Wawan, Wawan; Wasliman, Eva Dianawati
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.v5i1.2778

Abstract

Character education constitutes a fundamental mandate in contemporary education systems, yet systematic management approaches remain insufficiently examined. This study investigates morality development management in strengthening character education at elementary schools facing resource constraints. Employing qualitative case study design, this research examined SDN Tegalmerak and SDN Pagermaneuh in Tanggeung District through interviews with principals, teachers, students, and parents (n=52), participatory observations, and documentation analysis. Data were analyzed using Miles, Huberman, and Saldaña's interactive model, applying George R. Terry's management framework. Findings reveal systematic implementation across four management functions: (1) collaborative planning integrating character values into curriculum and activities; (2) clear organizational structures with specialized coordination teams; (3) diverse implementation strategies including religious habituation, teacher role modeling, and extracurricular engagement; and (4) multi-layered monitoring through classroom observations and stakeholder feedback. Measurable improvements included increased attendance (87% to 94%), reduced disciplinary incidents (43% decrease), and spontaneous moral behavior demonstration by 78% of students. However, students with strong parental involvement showed 67% greater behavioral improvements, underscoring ecological factors' critical role. Results validate classical management theory's applicability to character education while revealing that effectiveness depends substantially on home-school value consistency rather than school efforts alone. Findings suggest character education requires coordinated multi-stakeholder approaches addressing resource constraints through adaptive strategies.
Quality Management of Principal Academic Supervision for Enhancing Teacher Pedagogical Competence: A Comparative Case Study of Two Indonesian Elementary Schools Fadhilah, Muthi; Wasliman, Eva Dianawati
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.v5i1.2779

Abstract

Teacher pedagogical competence remains critical for educational quality, yet many teachers struggle with planning, implementing, and evaluating instruction effectively. Academic supervision represents a vital quality management mechanism, though limited research examines how principals systematically integrate quality management principles into supervision practices. This study investigated quality management approaches to principal academic supervision in enhancing teacher pedagogical competence through comparative analysis of two elementary schools. A qualitative multiple case study design was employed at SDN 164 Karangpawulang and SDN 033 Asmi Bandung. Data were collected through semi-structured interviews with 12 participants (principals, vice principals, teachers), classroom observations, and document analysis. Thematic analysis following Braun and Clarke's framework was conducted to identify patterns across planning, implementation, evaluation, and follow-up stages. Both schools successfully implemented systematic supervision cycles aligned with quality management principles, though employing distinct approaches. SDN 164 emphasized standardized instruments from the Merdeka Mengajar Platform and Employee Performance Target integration, while SDN 033 excelled in collaborative supervision incorporating lesson study principles and reflective practices. Teachers demonstrated significant improvements in pedagogical competencies, translating into enhanced student engagement and learning outcomes. Effective supervision quality management requires balancing standardization with contextualization, evaluation with professional growth. The study advances theoretical integration of instructional leadership, quality management, and collaborative learning frameworks while offering actionable strategies for practitioners.
Principal Management in Improving Teacher Performance for School Program Success: A Comparative Case Study of Two Elementary Schools in Indonesia Meilani, Vivi; Koswara, Nandang
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.v5i1.2780

Abstract

Principal management plays a critical role in improving teacher performance and ensuring school program success, yet understanding of how management practices function across varied elementary school contexts remains limited. This study examined principal management in improving teacher performance through the PDCA (Plan-Do-Check-Act) framework at two elementary schools in Cianjur Regency, West Java, Indonesia. A qualitative descriptive case study design was employed, with data collected through semi-structured interviews, passive participant observation, and documentary analysis. Research participants comprised school principals and teachers from SD Negeri Nusa Indah Cipanas and SD Negeri Gadog Pacet. Data were analyzed using Miles et al.'s (2014) interactive model, with credibility ensured through triangulation, member checking, and peer debriefing. Findings revealed distinct yet effective management approaches: SDN Nusa Indah demonstrated systematic, participatory leadership emphasizing structured planning, formal supervision, and evidence-based evaluation, while SDN Gadog exhibited transformational leadership prioritizing relational engagement, personalized guidance, and adaptive implementation. Both approaches successfully improved teacher performance through continuous improvement orientations adapted to institutional contexts. Management effectiveness emerges from contextual alignment between leadership practices and institutional realities rather than adherence to singular optimal models, suggesting that both systematic and flexible approaches can generate meaningful teacher development when authentically implemented with continuous improvement orientations.
Professional Competency Management of Teachers in Improving the Quality of Meaningful Learning in Elementary Schools Hakim, Arif Rahman; 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.v5i1.2781

Abstract

Improving meaningful learning quality in elementary schools requires systematic management of teacher professional competencies. This study examines how professional competency management contributes to meaningful learning implementation through Deming's Plan-Do-Check-Act (PDCA) cycle framework. A qualitative multiple case study was conducted at SDN Loji (Bandung Regency) and SDN Cikandang (Sumedang Regency), West Java, Indonesia. Data were collected through semi-structured interviews with principals and teachers, participatory observations, and document analysis. Data validity was established through triangulation, member checking, and peer debriefing. Analysis employed Miles and Huberman's interactive model. Both schools implemented all PDCA stages with varying sophistication levels. SDN Loji demonstrated structured approaches with comprehensive needs assessment, diverse training programs, systematic evaluation using multiple indicators, and responsive follow-up actions. SDN Cikandang, despite resource constraints, achieved meaningful development through collaborative peer learning, reflective practices, and adaptive strategies. Unexpected findings revealed that resource limitations fostered higher teacher agency and that informal learning networks generated stronger peer accountability than formal structures. The PDCA cycle effectively guides teacher competency management when adapted to institutional contexts. Success requires balancing systematic structures with professional autonomy, formal programs with informal collaboration, and organizational direction with teacher ownership. The study advances understanding of continuous improvement cycles in education and provides practical guidance for school leaders and policymakers.

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