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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
Developing Student Council Leaders Through Self-Development Training: A Management Functions Approach to Enhancing Student Competencies Saputra, Doni Ade; 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.v5i1.2794

Abstract

Twenty-first century education requires comprehensive student leadership development beyond academic achievement. Student councils represent strategic platforms for cultivating organizational competencies, yet frequently encounter systematic challenges including inadequate coaching frameworks and limited developmental programming. This qualitative descriptive study examined student council development through self-development training at two Islamic secondary schools in Indonesia. Data were collected through participant observation, semi-structured interviews with principals, advisors, teachers, and council members, and documentation analysis. Analysis followed Miles et al.'s interactive model, with trustworthiness established through triangulation, member checking, and thick description. Findings revealed that systematic application of management functions—planning, organizing, implementing, and controlling—effectively enhanced student competencies when grounded in participatory approaches. Planning employed needs analysis and deliberative forums. Organization established democratic structures with clear role delineation. Implementation utilized experiential methods integrating theoretical instruction with authentic practice. Control mechanisms incorporated reflective evaluation and constructive feedback. Both schools successfully developed leadership, communication, and organizational competencies while adapting frameworks to distinct institutional contexts—one emphasizing technical-managerial skills, the other integrating Islamic values. Results demonstrate that student councils function as transformative leadership laboratories when supported through structured development programs. The integrated model extends management theory into youth organizational contexts while providing actionable frameworks for educational practitioners seeking to optimize student council effectiveness as strategic vehicles for comprehensive character and competency development.
Development and Validation of Smart Apps: A Culturally Responsive Digital Learning Media Integrating Local Wisdom for Elementary Education Nevy, Ni Nyoman; Firmansyah, Arif; Wilade, Surahman; Rizal, Rizal; Lapasere, Sisriawan
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.v5i1.2800

Abstract

Education in the twenty-first century increasingly requires innovation that integrates technology with cultural values to create meaningful learning experiences. This study aimed to develop and evaluate Smart Apps, an interactive digital learning media integrating IPAS content with Central Sulawesi's local wisdom, specifically the traditional Lalove musical instrument, for fifth-grade students. Employing Research and Development (R&D) design guided by the ADDIE model, the study involved 28 fifth-grade students at SDN Inpres 1 Lolu, one classroom teacher, and two expert validators. Data were collected through validation sheets, practicality questionnaires, observations, and interviews, analyzed using descriptive statistics and thematic analysis. The developed media achieved exceptional validity, with material quality rated at 93.33% and media quality at 90.00%, both categorized as "very valid." Practicality assessments revealed strong endorsement from teachers (86.67%) and students (92.90%), confirming the media's user-friendliness and pedagogical effectiveness. The Lalove integration enhanced student engagement and cultural appreciation. An unexpected finding revealed gender-differentiated participation patterns in collaborative technology use, warranting future investigation. The findings validate that culturally responsive digital media can simultaneously achieve pedagogical rigor and learner appeal. This study contributes the TPACK+C framework, extending traditional TPACK to incorporate cultural knowledge as an essential dimension for technology integration in culturally diverse contexts, providing a replicable model for developing culturally grounded educational technology.
Implementing School Violence Prevention Policy in Indonesian Elementary Schools: Applying Edwards III's Framework and Local Wisdom Perspectives Putri, Indri Subandi; Sholeh, Muhammad; Haq, Mohammad Syahidul; Khamidi, Amrozi; Hazin, Mufarrihul; Purwoko, 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.v5i1.2803

Abstract

Violence in elementary schools has emerged as a critical national concern requiring systematic policy responses. Indonesia's Ministerial Regulation No. 46 of 2023 established School Violence Prevention and Handling Teams (TPPK) to create safe learning environments, yet implementation challenges persist across educational settings. This study analyzed TPPK policy implementation in Indonesian elementary schools using Edwards III's four-dimensional framework (communication, resources, disposition, bureaucratic structure) and examined local wisdom integration as a complementary violence prevention strategy. A systematic reflective literature review was conducted, synthesizing peer-reviewed journals, government regulations, and policy reports published primarily within 2019-2025. Content analysis employed Edwards III's theoretical dimensions to identify implementation patterns, challenges, and the role of cultural values. Findings revealed persistent implementation gaps attributable to inconsistent communication failing to build shared understanding, insufficient resource allocation constraining implementer capacity, dispositional orientations prioritizing compliance over commitment, and predominantly administrative bureaucratic structures. However, integration of Indonesian cultural values—gotong royong (mutual cooperation), tepa selira (empathetic respect), and musyawarah (deliberation)—demonstrated significant potential to strengthen implementer disposition and enhance policy effectiveness by fostering empathy and moral commitment. Effective TPPK implementation requires alignment across Edwards III's four dimensions, strengthened through cultural integration that transforms formal policies into contextually meaningful practices. Local wisdom functions as a mediating dimension permeating structural variables, suggesting that universal implementation theories require cultural adaptation across diverse sociocultural contexts to create safe, inclusive elementary school environments.
Enhancing the Science Literacy of Elementary School Students by a STEAM Approach Juliyastuti, Ika Anung; Nanik Wijayati; Sri Sumartiningsih; Tri Joko Raharjo
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.v5i1.2808

Abstract

Science literacy remains a critical challenge in elementary education, with many students struggling to connect scientific concepts to real-world contexts. This study investigated the effectiveness of implementing a STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach to enhance science literacy among third-grade students in integrated IPAS learning within the Indonesian Merdeka Curriculum. A classroom action research design employing Kemmis and McTaggart's cyclical model was conducted over two cycles at SDN Cempaka Putih Barat 01, Central Jakarta, involving 32 third-grade students. Data were collected through performance-based assessments, systematic classroom observations, and documentation, with analysis following Miles and Huberman's interactive model. The intervention achieved substantial improvements in science literacy outcomes. Student pass rates increased dramatically from 43.75% at baseline to 71.87% after Cycle 1 and 90.63% after Cycle 2, while mean achievement scores rose from 66.47 to 74.71 and ultimately to 83.24. Observational data documented progressive improvements in both teacher pedagogical practices (2.58 to 2.87) and student engagement levels (1.96 to 2.23). The findings provide empirical evidence that STEAM-based instruction effectively enhances science literacy by promoting interdisciplinary integration, constructivist learning, and student-centered pedagogy. The results extend existing literature by demonstrating STEAM's effectiveness within the Indonesian educational context and offering detailed implementation insights for practitioners seeking evidence-based strategies to improve elementary science education.
Trends and Effectiveness of Augmented Reality in Elementary Mathematics Education: A Systematic Review, 2019–2025 Ardianti, Marlina; Trimurtini, Trimurtini; Widiarti, Nuni; Widiyatmoko, Arif
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.v5i1.2829

Abstract

This study analyzes the trends and effectiveness of Augmented Reality (AR) in elementary mathematics education from 2019 to 2025. A Systematic Literature Review (SLR) was conducted on 30 indexed articles selected using the PRISMA 2020 protocol. The findings reveal that 55% of the studies were conducted in Indonesia, indicating a strong geographical concentration. Quantitatively, the reviewed studies reported significant learning improvements, as evidenced by p-values below 0.05, effectiveness rates of up to 91%, user satisfaction reaching 95.6%, media feasibility scores ranging from 81% to 99%, and one study reporting a high N-Gain value of 0.90. In addition, AR was found to enhance conceptual understanding, geometric ability, spatial reasoning, and learning motivation, while also reducing students’ cognitive load. Despite its positive impact, several challenges remain, including variations in teacher readiness, infrastructure limitations, and the lack of long-term evaluation studies. Overall, AR functions not only as a visualization tool but also as a catalyst for more interactive, immersive, and student-centered mathematics learning. Future research is recommended to employ longitudinal designs, broaden participant contexts, and develop more adaptive AR-based learning models to strengthen empirical evidence in primary mathematics education.
Investigating the Impact of Problem-Based Learning on Students’ Critical Thinking and Learning Autonomy in the Context of Primary Education Irwan, Alken; Ulumiyah, Dzuhrotul; Dinda, Dinda; Saila, Nurul; Andrayni, Maymunah
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.v5i1.2831

Abstract

This study investigates the impact of the Problem-Based Learning (PBL) model on students’ critical thinking skills and learning autonomy in primary education, addressing the limited empirical evidence examining the simultaneous development of these competencies at the elementary school level in Indonesia. The research was conducted in a public elementary school in Bram Itam District involving two sixth-grade classes, Class VI A and Class VI B, each comprising 21 students. A quasi-experimental design with a pretest–posttest control group was employed, using a critical thinking test and a learning autonomy questionnaire as data collection instruments. The results indicated a substantial improvement in the experimental group compared to the control group, with mean critical thinking scores increasing from 68.10 to 84.29 and learning autonomy from 70.43 to 86.05. Independent samples t-test analysis revealed significant differences between groups for both critical thinking (t = 3.42, p < 0.05) and learning autonomy (t = 3.76, p < 0.05). These findings demonstrate that PBL effectively enhances analytical reasoning and self-regulated learning among elementary students. The study supports the integration of PBL as a strategic instructional model to promote higher-order thinking and independent learning in alignment with 21st-century educational demands and the Kurikulum Merdeka reform.
Deep Learning Policy Implementation for Character Development: An Edwards III Model Analysis in Indonesian Elementary Schools Wulandari, Rosida Dwi; Khamidi, Amrozi; Roesminingsih, Erny; Amalia, Kaniati; Hazin, Mufarrihul; Purwoko , 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.v5i1.2838

Abstract

Deep Learning policy implementation in Indonesia aims to transform pedagogical practices through mindful, meaningful, and joyful learning principles to develop holistic character aligned with Pancasila Student Profile dimensions. However, systematic analysis of implementation dynamics using comprehensive theoretical frameworks remains limited, particularly in elementary school contexts. This qualitative instrumental case study employed the Edwards III model to analyze Deep Learning policy implementation at SD Negeri 2 Kesamben involving 15 participants. Data were collected through semi-structured interviews, 18 classroom observations, and document analysis, then analyzed using thematic analysis with NVivo 14 software.  Findings revealed communication distortion from leadership (95% comprehension) to technical implementation (55%), resource disparities between trained (4.2) and untrained teachers (3.3), implementor disposition variations (75% positive, 25% neutral/resistant), and bureaucratic structure challenges in coordination. Deep Learning principles achieved 66.7%-100% implementation rates, yielding significant character development across eight dimensions, particularly collaboration (4.5), creativity (4.3), and communication (4.2). School culture emerged as a moderating factor facilitating implementation effectiveness. Results validate the Edwards III model's applicability in developing country contexts while identifying factor interactions and cultural dimensions as critical implementation determinants. Successful implementation requires simultaneous attention to communication clarity, capacity building, positive dispositions, and enabling bureaucratic structures within supportive organizational cultures. Findings provide practical guidance for schools implementing transformative pedagogical policies within Indonesia's Merdeka Curriculum framework.
Improving Elementary School Students' Digital Literacy through Culture-Responsive Canva-Based Science Learning Budiarti, Martina Rini; Wakhudin
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.v5i1.2842

Abstract

This study aims to describe the implementation of Canva's culturally responsive use in science learning and its effectiveness in improving elementary school students' digital literacy. The study involved 90 fourth-grade students from four elementary schools in the Andang Taruna Banyumas Cluster. This study is a descriptive qualitative study with an ethnopedagogical approach and a case study method conducted through observation, interviews, and documentation studies. The results showed that the initial level of students' digital literacy was still basic to moderate. The implementation of culture-responsive Canva in science learning was carried out through systematic planning, implementation, and evaluation. This implementation was able to improve digital literacy, as seen from several indicators, including Functional Skill and Beyond, Creativity, Collaboration, Communication, The Ability to Find and Select Information, Critical Thinking and Evaluation, Cultural and Social Understanding, and E-safety. Learning in elementary schools became more interactive, contextual, and relevant to the culture of students in Banyumas. This encouraged active student participation and improved understanding of the learning material. The findings of this study confirm that Canva, which is responsive to culture, improves the digital literacy of elementary school students. These findings also show a positive synergy between technology and culture in learning. However, this study also has limitations in terms of internet network quality and differences in the initial abilities of elementary school students. Further research is recommended to develop a culture-based digital learning model for other subjects so that it can support the digital infrastructure in schools to be more optimal.
Principal Leadership and Educational Quality Management: A Case Study in Indonesian Elementary School Yanti, Ni Nyoman Anis Kristina; Rizal, Rizal; Pahriadi, Pahriadi; Aqil, Muhammad; Wilade, Surahman; Lapasere, Sisriawan
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.v5i1.2850

Abstract

Effective principal leadership is crucial for implementing educational quality management in elementary schools, yet empirical evidence from Indonesian contexts remains limited. This study examined how principal leadership practices contribute to successful quality management implementation at SDN 5 Tolai, Central Sulawesi. A qualitative descriptive case study was employed, involving nine participants comprising one principal and eight teachers. Data were collected through semi-structured interviews, document analysis, and structured questionnaires using a five-point Likert scale. Qualitative data were analyzed using Miles et al.'s interactive model, while quantitative data employed percentage descriptive analysis. The principal demonstrated highly effective leadership with 97.5% overall effectiveness rating across transformational influence, participatory decision-making, strategic teacher empowerment, quality culture development, and continuous improvement mechanisms. Five interconnected themes emerged: transformational and inspirational motivation through personal example, participatory governance balancing consultation with administrative efficiency, competency-based delegation enhancing teacher confidence, institutionalized integrity values fostering transparency, and monthly reflection sessions supporting systematic evaluation. Observation confirmed 93.75% quality management implementation, though facility optimization gaps revealed resource constraints beyond leadership control. Effective principal leadership significantly contributes to sustainable educational quality management through synergistic integration of transformational leadership behaviors and Total Quality Management principles, demonstrating that relational trust and systematic processes outweigh material resources in driving quality improvement.
Innovative Leadership and Educational Quality Management: A Qualitative Study of Principal Practices in a Indonesian Primary School Delin Ariani, Ni Kadek; Rizal, Rizal; Pahriadi, Pahriadi; Aqil, Muhammad; Wilade, Surahman; Lapasere, Sisriawan
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.v5i1.2851

Abstract

Educational quality management in primary schools requires innovative leadership capable of navigating resource constraints while fostering continuous improvement. However, limited empirical evidence exists on how innovative leadership operationalizes quality management in rural Indonesian contexts. This study examined the innovative leadership strategies of the school principal in implementing educational quality management at SD Inpres Makapa A, Banggai Regency, Central Sulawesi. A qualitative descriptive design was employed, involving the principal and nine teachers as participants. Data were collected through semi-structured interviews, document analysis, and Likert-scale questionnaires, then analyzed using an interactive model comprising data reduction, display, and conclusion drawing with triangulation to ensure trustworthiness. Findings revealed exceptionally high perception scores (95.6%) for innovative leadership across all indicators. The principal demonstrated transformational-innovative leadership through participatory decision-making, transparent communication, continuous professional development, technology integration, and moral-ethical guidance. Three interconnected mechanisms emerged: collaborative culture-building, adaptive practices, and psychological empowerment. Documentary evidence confirmed institutionalized quality management practices, though resource constraints moderated sustainability. Innovative leadership significantly enhances educational quality management effectiveness by leveraging social capital and intrinsic motivation rather than material resources alone. The study provides a replicable model for rural primary schools and emphasizes prioritizing leadership capacity-building alongside infrastructural investments for sustainable quality improvement.

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