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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
Improving Elementary School Students' Critical Thinking Skills Through Wordwall-Based Learning Integrated with Banyumas Local Wisdom Pamungkas, Bekti Kuat; 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.v5i1.2857

Abstract

This article aims to analyze the improvement of elementary school students' critical thinking skills through science learning using word walls and integrated with Banyumas local wisdom. This research is descriptive qualitative research with an ethnopedagogical approach and case study method. The research uses data obtained from observation, interviews, and documentation studies. The data came from 100 fourth-grade students from four schools in the Kencana Cluster. The data was then analyzed using Miles and Huberman's triangulation model. Data validity was determined through credibility, transferability, dependability, and confirmability. The results showed that the initial critical thinking skills were in the adequate category. The weaknesses were mainly in the basic support and conclusion drawing indicators. After learning science using word walls integrated with Banyumas local wisdom, there was an increase in the informants' involvement in learning. Teachers also stated that students were better able to give reasons, connect the context of the material with Banyumas local wisdom, and conclude information more accurately. The findings of this study indicate that Wordwall integrated with Banyumas local wisdom improves the critical thinking skills of elementary school students. This study emphasizes the importance of integrating local wisdom into science learning, which is an implementation of Merdeka Belajar (Freedom of Learning). However, this study has limitations in terms of the number of informants and was only conducted in one subject. It is recommended to expand the sample and test Wordwall in other subjects.
The Effectiveness of the Word Square Learning Model on Reading Ability: A Quasi-Experimental Study of Fourth-Grade Students in Indonesian Language Instruction Shaltina, Ayu Amalia; Herlina, Herlina; Lapasere, Sisriawan; Aqil, Muhammad; Putriwanti, Putriwanti; Surahman, 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.v5i1.2858

Abstract

Reading ability constitutes a fundamental skill essential for academic success, yet many elementary students experience persistent difficulties in developing adequate reading competencies. The Word Square model, a game-based puzzle intervention, offers a promising approach to enhance reading instruction through active word recognition and contextual learning. This study investigated the effectiveness of the Word Square learning model on reading ability among fourth-grade elementary students in Indonesian language instruction. A quasi-experimental design with nonequivalent control groups was employed, involving 44 students divided into experimental (n=22) and control (n=22) groups. The experimental group received Word Square instruction while the control group participated in conventional teaching. Reading ability was assessed through pretest and posttest measurements. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene's homogeneity test, independent samples t-test, and normalized gain (N-gain) analysis. The experimental group achieved significantly higher posttest scores (M=89.64) compared to the control group (M=70.86), with t=13.636, p<0.001. The N-gain coefficient of 0.7325 indicated high effectiveness, demonstrating substantial improvement relative to students' growth potential. The Word Square learning model significantly enhances reading ability among fourth-grade students, providing robust empirical support for game-based, student-centered pedagogical approaches in elementary literacy instruction. These findings offer practical implications for educators seeking evidence-based strategies to improve reading outcomes.
Ngindung ka Waktu, Mibapa ka Jaman: Educational Values in Sundanese Proverbs and Their Implications for Elementary Character Education Sutrisno, Lucky Taufik; Supriatna, Mamat
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.v5i1.2859

Abstract

The Sundanese proverb "Ngindung ka waktu, mibapa ka jaman" embodies educational values balancing tradition preservation with contemporary adaptation, yet remains underexplored as a pedagogical framework for nationalism-based character education in elementary schools. This study examined how educational values embedded in this proverb manifest in Kampung Adat Cireundeu community practices and their implications for elementary education. Employing ethnographic case study design, data were collected through participant observation, semi-structured interviews with traditional leaders (n=2), elementary teachers (n=3), and community members (n=5), and document analysis. Data were analyzed using Miles et al.'s (2014) descriptive analysis framework with methodological triangulation ensuring validity. Five core educational values emerged: love for cultural heritage, social responsibility, unity, adaptive capacity, and independence. These values manifested through concrete practices including cassava-based food self-sufficiency, mutual cooperation (gotong royong), selective technology adoption, and intergenerational knowledge transmission. Comparative analysis revealed philosophical consistency across Indonesian ethnic proverbs. Successful curriculum integration required teacher ethnopedagogical training, curriculum flexibility, and community-school partnerships. The proverb functions as a living pedagogical framework demonstrating that indigenous communities can simultaneously preserve cultural identity while engaging modernity. Findings provide evidence-based guidance for integrating local wisdom into character education curricula, positioning traditional knowledge systems as vital resources for developing culturally grounded, nationally coherent educational frameworks applicable beyond Indonesian contexts.
Ethnoscience-Based Project Learning on Traditional Soil Cultivation: Effects on Elementary Students' Critical Thinking Skills Setianingsih; Suciptaningsih , Octaviani Adhi; Mardhatillah
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.v5i1.2862

Abstract

This study addresses the limited integration of local wisdom in elementary science learning and its impact on students’ critical thinking skills. The purpose of this study was to examine the effect of ethnoscience-based Project-Based Learning (PjBL) in the context of traditional soil cultivation on the critical thinking skills of elementary school students. This approach responds to the need for contextualized learning that connects scientific concepts with students’ cultural experiences. The study employed a quasi-experimental approach involving an experimental group that received ethnoscience-based PjBL and a control group that received conventional instruction. Critical thinking skills were measured using an essay test administered before and after the intervention. Data were analyzed using N-Gain and ANCOVA techniques. The results indicated that students in the experimental group demonstrated a significantly higher improvement in critical thinking skills compared to those in the control group. The experimental group achieved a high N-Gain score (0.71), while the control group showed a moderate increase (0.33). Statistical analysis confirmed a significant difference between groups (p < 0.05). These findings suggest that ethnoscience-based PjBL effectively enhances elementary students’ critical thinking abilities by transforming abstract concepts into meaningful, culturally grounded problem-solving activities. The integration of traditional soil cultivation practices enables students to analyze information, evaluate evidence, and draw logical conclusions within an authentic learning context.
Collaborative Leadership Practices and Their Impact on Educational Quality Management Yulianti, Febi; 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.v5i1.2868

Abstract

Collaborative leadership has emerged as a critical approach for enhancing educational quality management, yet its implementation in resource-constrained rural schools remains underexplored. This qualitative descriptive study examined collaborative principal leadership and its role in implementing educational quality management at SD Inpres 3 Tolai, Central Sulawesi, Indonesia. Data were collected through semi-structured interviews with the principal and nine teachers, document analysis, and structured questionnaires, then analyzed using thematic analysis and descriptive statistics. Findings revealed that collaborative leadership achieved 90.2% effectiveness, characterized by participatory decision-making, professional empowerment, trust-building, and institutionalization of Professional Learning Communities. Six major themes emerged: participatory decision-making, empowerment and professional development, trust-building and democratic climate, Professional Learning Communities, adaptive leadership in the digital era, and implementation challenges including time constraints and resource limitations. Teachers unanimously perceived the principal's leadership as highly collaborative, with 59.4% strongly agreeing and 40.6% agreeing across all measured dimensions. The study demonstrates that collaborative leadership can function effectively in resource-constrained contexts by leveraging relational capital—trust, communication, and shared commitment—to compensate for material limitations. Findings support Collaborative Leadership Theory and Total Quality Management principles, illustrating how distributed decision-making fosters continuous improvement and democratic organizational culture. The research contributes evidence-based insights for strengthening educational leadership capacity in rural Indonesian elementary schools.
The Influence of Teacher Pedagogical Competence, the Role of the School Committee, and Academik Supervision on School Quality at Adventist Elementary Schools in Manado City Muhammad, Nursa; Lestari, Slamet
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.v5i1.2870

Abstract

School quality in faith-based institutions depends on multifaceted factors including teacher competence, community governance, and supervisory systems, yet empirical evidence examining their simultaneous effects remains limited. This study examined the individual and collective influences of teachers' pedagogical competence, school committee roles, and academic supervision on school quality in Adventist elementary schools. Employing quantitative design with multiple regression analysis, this census study surveyed 77 educators across six Adventist elementary schools in Manado City, Indonesia. Data were collected using validated four-point Likert-scale questionnaires measuring pedagogical competence (α = 0.925), school committee roles (α = 0.902), academic supervision (α = 0.941), and school quality (α = 0.944). Analysis utilized IBM SPSS Statistics version 27.01 following classical assumption testing. The regression model explained 72.4% of school quality variance (F = 63.955, p < .001). Academic supervision exhibited the strongest influence (β = 0.429, p < .001, SE = 34.97%), followed by pedagogical competence (β = 0.382, p < .001, SE = 31.13%). Unexpectedly, school committee roles showed non-significant effects (β = 0.140, p = .149) despite strong bivariate correlation (r = .696, p < .001). School quality predominantly depends on instructional factors—teacher capability and systematic supervision—rather than governance structures, suggesting that community participation operates indirectly through support for pedagogical systems.
Examining Predictors of Teacher Performance: Leadership, Motivation, and Work Climate in Faith-Based Education Nayoan, Nancy; Lestari, Slamet
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.v5i1.2871

Abstract

Teacher performance is a critical determinant of educational quality, yet the mechanisms through which school leadership, teacher motivation, and work climate influence performance in faith-based institutions remain underexplored. This quantitative cross-sectional study examined 87 teachers from Adventist Junior High Schools in Manado City, Indonesia, using validated questionnaires measuring leadership, motivation, work climate, and teacher performance. Data were analyzed using multiple linear regression with SPSS 25.0. The overall model was highly significant (F = 99.96, p < 0.001, Adjusted R² = 0.775), explaining 77.5% of performance variance. Teacher motivation emerged as the strongest predictor (β = 0.788, p < 0.001), followed by work climate (β = 0.372, p < 0.001). Unexpectedly, school principal leadership showed no significant effect (β = -0.158, p = 0.121). Findings extend Self-Determination Theory into faith-based educational contexts, demonstrating that autonomous motivation and supportive organizational environments supersede direct leadership influences in predicting teacher performance. The non-significant leadership effect challenges traditional hierarchical models and suggests indirect pathways through motivational and climate variables. Educational administrators should prioritize interventions enhancing intrinsic motivation and cultivating positive work climates. Future research should employ longitudinal designs examining mediating mechanisms and expand sampling to diverse educational contexts.
Transformational School Leadership in Challenging Contexts: Lessons from Indonesia's Eastern Periphery Mandak, Ruth; Astuti, Yuni
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.v5i1.2872

Abstract

This qualitative case study investigated transformational leadership practices of school principals in improving learning quality at SMA Negeri 7 and SMA Negeri 2 Sorong Regency, Papua Barat Daya, Indonesia. Employing Bass and Avolio's four-dimensional framework, data were collected from 179 participants through semi-structured interviews, systematic observations, and document analysis over four months (September-December 2025). Data analysis followed Miles, Huberman, and Saldaña's interactive model with multiple validation strategies ensuring trustworthiness. Findings revealed comprehensive implementation of all transformational leadership dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—with contextual adaptations reflecting institutional maturity and local sociocultural realities. Principals demonstrated moral authority through personal commitment, articulated compelling visions motivating community engagement, fostered culturally-responsive pedagogical innovation despite resource constraints, and provided personalized support addressing teachers' contextual challenges. SMA Negeri 7 emphasized solidarity-building leadership through motivational and exemplary dimensions, while SMA Negeri 2 focused on capacity-enhancing leadership through intellectual stimulation and professional development. Both approaches yielded significant learning quality improvements evidenced by enhanced teacher performance, innovative teaching practices, and improved student outcomes including international competition success. The study extends transformational leadership theory by identifying context-specific mechanisms operating in peripheral educational settings, demonstrating that strategic leadership transforms environmental constraints into innovative opportunities. Findings inform policy development for principal preparation programs emphasizing contextually-grounded competencies essential for educational leadership in underserved regions.
Creative Economy-Based Community Empowerment in Tourism Villages: An Integrated Model from Indonesia Rusnarasyid, Ahnaf Nabil; Sujarwo, Sujarwo; Hermawan, Yudan
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.v5i1.2873

Abstract

This study examines creative economy-based community empowerment in tourism villages, analyzing current conditions, influencing factors, income impacts, and formulating an effective empowerment model. Employing a qualitative case study design, data were collected through in-depth interviews, observations, and documentation involving 13 informants from Tepus and Gari Tourism Villages in Gunungkidul Regency, Indonesia. Data validity was ensured through triangulation, and analysis utilized the Miles, Huberman, and Saldaña interactive model. Results reveal that empowerment has evolved contextually, positioning communities as primary development subjects engaged in homestay management, tour guiding, handicraft production, and cultural performances. Supporting factors include government policies, institutional presence, social capital, and local resources, while barriers encompass limited human resource quality, digital literacy gaps, capital constraints, and weak institutional coordination. Creative economy initiatives generated gradual income increases, livelihood diversification, and flexible employment opportunities, particularly for women and youth, though benefit distribution remains uneven. The study formulates an integrated empowerment model comprising three pillars: institutional strengthening and inter-actor synergy, needs-based training and mentoring, and digital technology integration. This model extends community-based tourism literature by demonstrating how non-formal education, asset mobilization, and collaborative governance can be operationalized in rural contexts, offering practical guidance for designing context-specific interventions that strengthen community agency while addressing structural constraints.
The Effectiveness of Differentiated Learning in Indonesian Language Subjects at Elementary Schools Riyanto, Agus; Gunarhadi, Gunarhadi; Sukarno, Sukarno
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.v5i1.2883

Abstract

The COVID-19 pandemic exacerbated learning losses in literacy, necessitating effective pedagogical interventions. This study investigated differentiated instruction effectiveness within Indonesia's Merdeka Curriculum framework for sixth-grade Indonesian language education. A qualitative multiple-case study was conducted from March to May 2025 at two Sekolah Penggerak elementary schools in Central Java, Indonesia, involving 26 students and two teachers. Data collection employed document analysis of teaching modules, semi-structured interviews, and systematic classroom observations. Analysis followed the Miles and Huberman interactive model with triangulation to ensure credibility. Both teachers achieved "Very Good" ratings in module development (score: 40/44) through continuous diagnostic assessment and iterative refinement. Implementation revealed two equally effective pedagogical models: humanistic-contextual and systematic-technological approaches. Student outcomes demonstrated dramatic improvement, with classical mastery rising from baseline rates of 40-44% to 100% across cognitive, affective, and psychomotor domains. Mean cognitive scores reached 85.6 and 84.5, while maintaining individual growth trajectories. Findings extend differentiated instruction theory by demonstrating its effective integration with post-pandemic curriculum reform. Results affirm that strategic differentiation accommodates diverse pedagogical expressions while simultaneously achieving educational equity and excellence. Persistent challenges in character education integration and heterogeneous socio-emotional development indicate areas requiring sustained intervention. Future research should investigate scalability across diverse school contexts using mixed-methods designs with standardized measures.

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