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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
Implementation of Centralized School Management in Improving Graduate Quality Sugiono, Agus; 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.v5i1.2782

Abstract

Vocational education quality depends critically on effective management systems aligning educational outputs with industry demands. This study examines Center of Excellence (PK) management implementation in private vocational schools and its impact on graduate quality. A qualitative case study design was employed at SMKS PGRI 35 Jakarta and SMKS Islam Bahagia Jakarta, the only private vocational schools implementing PK programs in West Jakarta 1. Data were collected through semi-structured interviews with 12 key informants, participant observations, and document analysis over four months. Analysis followed systematic qualitative procedures incorporating triangulation to enhance credibility. Findings revealed that systematic PK management through Planning, Organizing, Actuating, and Controlling (POAC) framework significantly enhanced graduate quality. Both schools achieved employment rates of 83% and 79% within three months post-graduation, exceeding the 80% target. Implementation success involved formalized industry partnerships (MoUs with PT Midi Utama Indonesia Tbk and PT Indo Marco Prismata Tbk), curriculum integration with competency certifications (94% and 91% achievement rates), and multilayered supervision systems. Unexpected findings included spontaneous inter-institutional collaboration and student-led peer monitoring mechanisms.  Results support POAC theory's applicability to contemporary vocational contexts while extending understanding of culturally responsive implementation strategies, particularly Islamic values integration. The study demonstrates that resource-constrained private institutions can effectively adapt centralized policies through strategic curriculum design, transparent supervision, and sustained industry engagement to produce competitive graduates.
Management of Karate Extracurricular Programs in Developing Students' Non-Academic Achievements: A Comparative Case Study Minah, Minah; Mardiana, Dinny
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.v5i1.2783

Abstract

Extracurricular activities play a crucial role in developing students' non-academic achievements, yet their management often remains suboptimal due to resource constraints and inadequate systematic approaches. This study examined how karate extracurricular programs are managed to support non-academic achievement development at two elementary schools in Jakarta, Indonesia. A qualitative case study design was employed at SDN Jembatan Besi 01 Pagi and SDN Kapuk 13 Petang from June to September 2025. Data were collected through in-depth interviews with principals, teachers, coaches, and students, participatory observations of training sessions, and document analysis. Miles and Huberman's interactive analysis model guided data analysis, while triangulation strategies ensured trustworthiness. Both schools implemented five management functions—planning, organizing, actuating, controlling, and follow-up—though with varying effectiveness. SDN Jembatan Besi 01 Pagi demonstrated more systematic planning documentation, balanced evaluation incorporating character development indicators, and proactive external partnerships. SDN Kapuk 13 Petang faced coach shortages and emphasized competition-focused evaluation. Both programs contributed to students' discipline, self-confidence, cooperation skills, and competitive achievements. Effective karate program management requires systematic application of management functions with contextual adaptation, balanced evaluation approaches, and stakeholder collaboration. Findings provide actionable guidance for enhancing extracurricular program quality in resource-constrained settings.
Implementing Link and Match in Practice: A Comparative Study of Management Processes and Graduate Employability Outcomes Suryana, Ali Ma'mu; Holik, Abdul
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.v5i1.2784

Abstract

Persistent mismatches between vocational graduate competencies and industry requirements have resulted in suboptimal employment absorption rates in Indonesia, particularly amid Fourth Industrial Revolution demands. This study examines link and match management between vocational schools and the business-industrial world (DUDI) to enhance graduate employability. A qualitative comparative case study was conducted at SMK Negeri 2 Cilaku and SMK Negeri 1 Cikalongkulon in Cianjur Regency. Data were collected through semi-structured interviews, participatory observations, and documentation analysis with purposively selected participants including principals, teachers, DUDI representatives, students, and alumni. Analysis employed Miles et al.'s (2014) interactive model based on Robbins and Coulter's (2009) management functions framework. Both schools systematically implemented link and match through comprehensive planning involving early industry participation, integrated organizational structures with frequent communication mechanisms, holistic implementation of eight program pillars including curriculum synchronization and teaching factories, and participatory evaluation processes. Graduate employment absorption reached 68-74% within six months, exceeding national averages. BNSP-certified competency verification significantly accelerated employment timelines. Findings demonstrate that partnership quality—characterized by structural integration, communication intensity, and nationally recognized certification—surpasses partnership quantity in determining employability outcomes. Despite structural constraints including limited regional industry diversity and competency gaps, adaptive institutional responses facilitated program effectiveness, contributing empirical evidence for systematic school-industry collaboration strategies.
Differentiated Learning Strategies in Indonesian Language Subjects for Grade IV Yusuf, Muhamad; Hidayat, Hidayat
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.v5i1.2785

Abstract

Differentiated inquiry-based learning represents a promising approach for addressing diverse student needs in elementary literacy instruction, yet empirical evidence regarding its implementation in Indonesian language contexts remains limited. This qualitative case study examined differentiated learning strategies in fourth-grade Indonesian language instruction at two elementary schools in West Jakarta. Data were collected through classroom observations, semi-structured interviews with principals, teachers, and students, and document analysis of teaching modules and assessments. Analysis followed Miles, Huberman, and Saldaña's framework, with triangulation ensuring trustworthiness. Pretest-posttest comparisons revealed substantial literacy gains, with reading scores improving 17.4 points and writing scores 17.6-20.7 points across schools. Student surveys indicated significant increases in motivation (68%), self-confidence (75%), and engagement (80%). Teachers successfully implemented content, process, and product differentiation while integrating inquiry-based activities. However, implementation faced challenges including time constraints (100% of teachers), resource limitations (88%), and pedagogical complexity (75%). Unexpectedly, peer learning dynamics emerged organically, with students spontaneously adopting teaching roles. Findings support Tomlinson's differentiation framework and Vygotsky's constructivism, demonstrating that inquiry-based differentiation enhances both cognitive and affective outcomes. However, successful implementation requires systemic support including dedicated planning time, graded resources, and sustained professional development. This study contributes theoretical understanding of integrating differentiation with inquiry using systematic planning models while offering practical implications for Merdeka Curriculum implementation.
Deep Learning-Based English Language Learning Management: Improving Elementary Students' Listening Comprehension Skills Agustiany, Fifin Arifiani; 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.v5i1.2786

Abstract

Elementary students' listening skills remain inadequate despite the critical role of listening comprehension in English language acquisition. Traditional teacher-centered approaches fail to engage students meaningfully, creating a gap between curriculum demands and classroom practices. This study examined the implementation of Deep Learning-based English language learning management in improving elementary students' listening skills. A qualitative case study design was employed at two elementary schools in West Java, Indonesia. Data were collected through interviews with teachers and principals, classroom observations, and document analysis, then analyzed using the Miles and Huberman interactive model. Deep Learning implementation through systematic planning, interactive instruction, and authentic assessment significantly improved students' listening comprehension. At SDN 214 Perumnas Cijerah, main idea identification increased from 45% to 78%, while at SDN Rancanileum improvements rose from 42% to 64%. Students demonstrated enhanced abilities in identifying main ideas, comprehending details, and interpreting contextual meaning. Unexpectedly, students developed metalinguistic awareness, spontaneously comparing English and Indonesian language structures. Supporting factors included teacher readiness and technological infrastructure, while obstacles involved resource limitations and variations in teacher competence. Deep Learning-based learning management effectively enhances elementary students' listening skills across diverse contexts. The study demonstrates that constructivist pedagogical approaches, when systematically implemented, foster active knowledge construction and holistic language development beyond intended instructional objectives.
Adaptive Leadership in Digital Transformation: A Comparative Case Study of Principal Management Strategies Across Contrasting Resource Contexts Istiqomah, Hilmi Aulia; Mardiana, Dinny
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.v5i1.2787

Abstract

Digital transformation in education faces implementation challenges despite adequate technological infrastructure, with teachers experiencing difficulties in digital administrative tasks. This study examined how school principals enhance teachers' administrative effectiveness in the digital era through Planning, Organizing, Actuating, and Controlling (POAC) management framework across contrasting resource contexts. A comparative qualitative case study was conducted at SDN 1 Pasirwangi and SDN 1 Padaasih, Garut Regency, involving two principals, twelve teachers, and four administrative staff. Data were collected through in-depth interviews, participatory observation, and document analysis from August to September 2025, analyzed using Miles and Huberman's interactive model with source and method triangulation. Both schools achieved substantial digital administrative effectiveness through contextually adapted POAC implementation. SDN 1 Pasirwangi employed structured systems with formal ICT teams and participatory planning, optimizing government-provided infrastructure. SDN 1 Padaasih compensated for limited resources through intensive principal engagement, informal peer networks, and creative adaptation strategies. Unexpectedly, teacher age showed no correlation with digital competence development. Adaptive leadership implementation of POAC principles constitutes the critical success factor, transcending infrastructure availability. Leadership quality, particularly in fostering teacher motivation and providing solution-oriented supervision, determines digital transformation outcomes more significantly than resource abundance, challenging infrastructure-centric assumptions in educational technology literature.
Problem-Based Learning with Environmental Integration: An Action Research Study on Fifth-Grade Indonesian Language Achievement Hidayati, Miftahul; Rizal, Rizal; Aqil, Muhammad; Hariana, Kadek; Fasli, 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.v5i1.2789

Abstract

Student learning outcomes in Indonesian language subjects remain suboptimal in rural elementary schools, necessitating pedagogical innovations that leverage locally available resources. This study examined the effectiveness of implementing a Problem-Based Learning (PBL) model assisted by environmental resources in improving Indonesian language learning outcomes among fifth-grade students. This classroom action research employed the Kemmis and McTaggart spiral model across two cycles at SDN 3 Sirenja, involving nine fifth-grade students. Data were collected through structured observation protocols documenting teacher and student activities, field notes, and criterion-referenced achievement tests. Quantitative data were analyzed using descriptive statistics to determine individual absorption rates and classical learning mastery, while qualitative data underwent thematic analysis following Miles, Huberman, and Saldaña's framework. Classical learning completeness increased dramatically from 11.11% at baseline to 88.88% in Cycle II, exceeding the institutional standard of 80%. Classical absorption rates improved from 32.22% to 80%, while teacher activity increased from 80.64% to 87.17% and student activity rose from 71.42% to 87.90%, indicating transformed classroom dynamics. The findings demonstrate that environment-assisted PBL significantly enhances Indonesian language learning in rural contexts by transforming passive instruction into active, student-centered learning. This approach offers a sustainable pedagogical model for resource-constrained schools, leveraging local environmental resources rather than requiring expensive materials or technology infrastructure.
IT-Based Learning Management and Student Motivation in Resource-Constrained Elementary Schools: A Comparative Case Study from Indonesia Mubarok, Ate Jamaludin; 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.v5i1.2791

Abstract

The integration of Information and Communication Technology (ICT) in elementary education represents a critical strategy for enhancing learning quality, yet implementation in resource-constrained contexts remains underexplored. This study examined IT-based learning management implementation and its relationship to student learning motivation in elementary schools with limited infrastructure. A qualitative multiple case study was conducted at two elementary schools in Campaka District, Cianjur Regency, Indonesia. Data were collected through participatory observations, semi-structured interviews with principals, teachers, and students, and documentary analysis. Data analysis employed Miles et al.'s (2014) framework incorporating data reduction, display, and conclusion drawing, with triangulation ensuring validity. Findings revealed that both schools enhanced student engagement and motivation through IT integration despite infrastructure disparities. SDN Margasari demonstrated systematic management across planning, organization, implementation, and evaluation functions, while SDN Hegarmanah exhibited emergent practices aligned with early adoption stages. Key obstacles included equipment limitations, internet connectivity issues, and variable teacher competencies. Adaptive solutions encompassed phased infrastructure development, targeted professional development, and pedagogical innovation. Results confirm that systematic IT-based learning management can effectively increase elementary students' learning motivation even within resource constraints when calibrated to institutional capacity. Findings extend Terry's management theory and motivational frameworks while illuminating developmental progressions in technology integration requiring differentiated support strategies for schools at varying implementation stages.
Teacher-Parent Collaboration in Developing Independence and Social-Emotional Competencies: A Qualitative Case Study in Indonesian Elementary Education Listianti, Listianti; Sauri, R Supyan
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.v5i1.2792

Abstract

The development of independence and social-emotional competencies in elementary students requires systematic collaboration between teachers and parents, yet structured partnership models remain insufficiently explored in Indonesian educational contexts. This study examines teacher-parent collaboration in developing students' independence and social-emotional skills at SDN 011 Cibuntu, Bandung City, identifying critical components and implementation mechanisms. A qualitative case study design was employed, collecting data through in-depth interviews with five teachers, one school principal, and eight parents, supplemented by systematic observation and document analysis. Data were analyzed using inductive thematic analysis following Braun and Clarke's framework. Three essential collaboration dimensions emerged: joint planning incorporating bidirectional input, coordinated implementation through aligned home-school strategies and intensive communication (averaging 3.7 exchanges per parent monthly), and collaborative evaluation enabling dual-context monitoring. Active collaboration improved student independence indicators and social-emotional competencies, though implementation faced substantial barriers including documentation gaps, time constraints affecting economically disadvantaged families, and informal evaluation practices. Social-emotional development required more intensive collaboration than independence skills, revealing differential impacts across developmental domains. Systematic teacher-parent collaboration effectively supports student development when accompanied by structured protocols, professional development, flexible engagement options, and formal evaluation tools. Realizing collaboration potential demands systemic supports addressing capacity building at individual, institutional, and policy levels rather than relying on individual initiative alone.
Enhancing English Speaking Competence Through Picture Story Media Sofayantina, Yanti; Sauri, R Supyan
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.v5i1.2793

Abstract

Junior high school students face persistent challenges in developing English speaking competence, including limited vocabulary, poor pronunciation, lack of confidence, and anxiety. Traditional lecture-based instruction fails to engage students effectively, necessitating innovative pedagogical approaches. This study examined how systematic management of picture story media enhances English speaking competence among junior high school students. A qualitative case study was conducted at one junior high school in Bandung, Indonesia, involving English teachers and students across grades seven through nine. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using thematic analysis guided by management theory and language learning frameworks.  Findings revealed that systematic planning, structured organization, strategic implementation, and comprehensive evaluation of picture story media significantly improved student outcomes. Vocabulary retention increased from 41% to 73%, fluency scores rose from 2.3 to 3.8, and confidence levels improved dramatically from 1.9 to 4.1 on five-point scales. Students demonstrated enhanced engagement (87% versus 52% in traditional instruction), spontaneous peer teaching, and autonomous learning behaviors. Picture story media, when systematically managed, effectively enhances English speaking competence by reducing cognitive load, lowering affective barriers, and facilitating collaborative learning. The study provides theoretical validation of multimedia learning principles and practical frameworks for educators implementing visual narrative approaches in language instruction.

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