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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
Bridging the Digital Divide in Elementary Science Education: A Needs Analysis for Developmentally Appropriate E-Learning Media Juliyanti, Sela; Siahaan, Sardianto Markos; Raharjo, Makmum
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.v5i1.2885

Abstract

The integration of technology-enhanced learning in elementary education remains challenging due to limited developmentally appropriate digital media. This study examines stakeholder needs for GlideApps-based e-learning development in elementary IPAS education, specifically for the five senses topic. A convergent parallel mixed-methods design was employed, collecting data from 608 fifth-grade students and 32 teachers across 18 elementary schools in Jejawi District through validated questionnaires utilizing five-point Likert scales. Data were analyzed using descriptive percentages and thematic analysis across six dimensions: pedagogical, technical, cognitive, aesthetic, sociocultural, and evaluative. All stakeholder groups demonstrated high needs (79-91%), with evaluation aspects achieving the highest priority (91.10%), followed by cognitive support (87.20%) and aesthetic design (86.60%). Students exhibited holistic need patterns with minimal variance across dimensions (2.4 percentage points), while teachers prioritized cognitive aspects (85.38%). Sociocultural integration, though still needed (79.30%), ranked relatively lower across all groups.  Findings reveal that elementary learners approach technology-mediated learning more holistically than older students, requiring balanced attention to evaluation systems, multimedia content, visual appeal, technical accessibility, pedagogical alignment, and cultural relevance. The study provides a replicable framework for needs analysis in elementary educational technology contexts and offers evidence-based priorities for developing interactive digital learning media that authentically serve elementary students' developmental characteristics while supporting Indonesian science education goals.
The Religious Values of Congklak as the Basis for Character Education Strategies in Elementary Schools Nugraha, Fajar; Rakhmat, Cece; Sauri, Sofyan; Nurdin, Encep Syarief
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.v5i1.2886

Abstract

The limited integration of traditional games as systematic strategies for religious character education in elementary schools indicates a gap between local cultural heritage potential and classroom practices. Congklak, though familiar to Indonesian children, has rarely been examined as a medium for embedding religious values within character education strategies.  This study identifies religious values embedded in congklak and examines their relevance as foundations for developing religious character education strategies in elementary schools.  A descriptive qualitative approach was employed, with data collected through semi-structured in-depth interviews with an academic expert and cultural practitioner, complemented by literature review. Thematic analysis identified recurring values, which were triangulated across sources to ensure credibility.  Five core religious values were identified: honesty (moving seeds accurately without supervision), patience (turn-taking and accepting outcomes), empathy (comforting peers), sportsmanship (accepting victory and defeat with humility), and gratitude (acknowledging outcomes). These values emerge naturally through game mechanics and player interactions rather than explicit instruction. Congklak functions as a culturally grounded, experiential medium for internalizing religious values. When integrated into curriculum with guided reflection, it offers elementary teachers a contextual, engaging pedagogical strategy for religious character development. Future research should examine classroom implementation effectiveness through empirical longitudinal studies.
Development of Google Sites-Based Interactive Multimedia for Sixth-Grade Solar System Instruction Taufiq, Akhmad; Suryanti, Suryanti; Susiyawati, Enny; Mariana, Neni
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.v5i1.2887

Abstract

This study aims to develop and evaluate Interactive Multimedia (IMM) learning media based on Google Sites and supported by Google Classroom to improve learning motivation and learning outcomes of sixth-grade students at SDN Bening, Mojokerto, on Solar System material. The study used a Research and Development approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Research subjects involved 3 experts (media, material, and instructional), 1 science teacher, and 22 students. Data collection instruments included validation sheets, response questionnaires, and learning outcome tests (pretest–posttest). Data were analyzed descriptively using percentages and N-Gain scores. The results showed that the developed IMM media was highly valid according to expert judgment (average score of 4.28), highly practical based on teacher (4.40) and student (4.34) responses, and effective in improving student learning outcomes, as indicated by an N-Gain score of 0.54 (moderate category). Student learning motivation increased by 21.32% after implementation. The integration of Google Sites and Google Classroom supports interactive content delivery and digital assessment within a unified learning environment, making the media suitable for teaching abstract science concepts at the elementary level.
School Principal Leadership in Contemporary Education: A Sociological Perspective on Leadership Styles, Challenges, and Implications for Educational Quality Sabarhati, Susi; Siswadi, Siswadi; Putri, Alifa Muzayyana; Winarno, Kukuh Jati
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.v5i1.2888

Abstract

School principal leadership constitutes a critical determinant of educational quality, yet comprehensive understanding of effective leadership approaches in contemporary contexts remains limited. This literature review examined school principal leadership from a sociology of education perspective, synthesizing 44 international scholarly sources published between 2019 and 2025. The review employed narrative-descriptive methodology, systematically analyzing leadership conceptualizations, effective styles, contemporary challenges, and implications for educational quality. Findings revealed that 40.9% of contemporary literature conceptualizes principals as multidimensional leaders integrating instructional, managerial, and social roles. Four leadership styles demonstrated differential yet complementary effects: transformational leadership enhanced teacher motivation (85% of studies) and innovation culture (82%); instructional leadership directly improved teaching quality (91%) and curriculum implementation (88%); democratic leadership generated exceptional teacher participation (94%) and organizational trust (87%); while spiritual leadership strengthened ethical climate (89%) and character development (84%). School culture development emerged as the primary mediating mechanism (70.5% of studies) through which leadership influences educational outcomes. Contemporary principals face intensified challenges including digital transformation (77.3%), teacher resistance (63.6%), and administrative burden (59.1%), with significant contextual variations based on resource availability. The findings establish leadership as socially embedded institutional work requiring cultural diagnostic capabilities alongside technical competence. This study advances sociology of education by theorizing principals as cultural producers who shape organizational values mediating educational quality improvements.
Principal Leadership in Building Positive Culture in Elementary Schools: A Systematic Literature Review Paryati, Paryati; Faradisa, Meliya; Yuliani, Kusfatun; Siswadi, Siswadi
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.v5i1.2889

Abstract

Positive culture in elementary schools constitutes a critical foundation for character development in the digital era, yet comprehensive understanding of principal leadership's specific role remains limited. This systematic literature review analyzed 47 peer-reviewed publications from 2015-2025 using PRISMA guidelines, employing thematic synthesis to identify leadership dimensions contributing to positive culture development. Analysis revealed six interconnected leadership dimensions: visionary direction setting (89% of studies), teacher empowerment through professional development (83%), effective communication (79%), exemplary modeling behavior (74%), digital leadership competence (60%), and collaborative culture development (emergent theme). Findings demonstrated that elementary contexts require distinct leadership approaches emphasizing concrete behavioral modeling and developmentally appropriate strategies. Digital leadership emerged as a contemporary imperative, though 73% of reviewed studies reported principals lacked adequate digital competencies. Unexpected findings included reciprocal empowerment dynamics between principals and teachers, and technology's paradoxical effects on school culture. Results extend transformational leadership theory by documenting elementary-specific patterns and implementation gaps between empowerment rhetoric and practice. Findings underscore urgent needs for comprehensive principal preparation programs addressing culture-building competencies, ongoing professional development supporting digital leadership capacity, and educational policies recognizing leadership stability as prerequisite for cultural transformation. Future research should employ longitudinal designs examining temporal dynamics and cross-cultural comparisons clarifying universal versus context-specific practices.
Teacher Strategies in Civic Education for Internalizing Tolerance Values as Social Conflict Prevention in Multicultural Schools Azmira, Rihla; Saleh, Syarbaini
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.v5i1.2891

Abstract

This study examines strategies employed by Civic Education (PPKn) teachers in internalizing tolerance values as conflict prevention efforts at SMA Negeri 1 Medang Deras, a multicultural secondary school in North Sumatra, Indonesia. Grounded in Berger and Luckmann's social construction theory, the research addresses the knowledge gap regarding how PPKn teachers operationalize tolerance education in heterogeneous school environments. A descriptive qualitative design was employed, collecting data through classroom observations, semi-structured interviews with teachers and students, and document analysis during April-July 2025. Purposive sampling identified PPKn teachers as key informants, eleventh-grade students as primary informants, and school administrators as supporting informants. Data analysis followed Miles et al.'s interactive model, employing triangulation to ensure trustworthiness. Findings reveal five synergistic strategies: value-based learning integrating tolerance into curriculum content, problem-based learning addressing real social issues, teacher role modeling demonstrating respectful behavior, contextual teaching linking theoretical concepts to students' lived experiences, and reflective practices encouraging critical self-examination. These strategies successfully transformed abstract tolerance concepts into concrete behavioral dispositions, evidenced by students' spontaneous promotion of tolerance beyond instructional contexts and increased comfort among minority students. The study validates social construction theory in educational settings, demonstrating how tolerance values undergo externalization through teacher modeling, objectification within classroom culture, and internalization through student meaning-making. Results offer evidence-based guidance for educators implementing tolerance education in multicultural contexts while identifying the necessity of multi-strategy approaches for effective values internalization.
Project-Based Learning as an Effective Pedagogical Intervention for Slow Learners in Elementary Science Education Nasaruddin, Nasaruddin; Mumpuniarti, Mumpuniarti
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.v5i1.2893

Abstract

Slow learner students face significant challenges in science education due to cognitive processing difficulties and abstract concept comprehension limitations. This study investigated the effectiveness of Project-Based Learning (PjBL) in improving IPAS learning outcomes among slow learner students in elementary education. Employing Classroom Action Research following the Kemmis and McTaggart spiral model, the study was conducted across two iterative cycles with two sixth-grade slow learner students at SD Negeri 012 Sandaran during the 2024/2025 academic year. Data collection utilized mixed methods including pre-tests, post-tests, project assessment rubrics, structured observations, interviews, and documentation. Students engaged in hands-on environmental projects related to "Our Earth is Threatened," creating artwork from recycled materials while receiving intensive scaffolding and individualized support. Substantial learning gains were documented, with mean scores increasing from 35 (pre-test) to 62.5 (Cycle I post-test) and 82.5 (Cycle II post-test), representing a 135.7% improvement and successful achievement above the minimum mastery criterion (KKM = 75). Qualitative data revealed enhanced engagement, collaboration, motivation, and conceptual understanding. PjBL, when appropriately scaffolded and differentiated, constitutes an effective pedagogical intervention for slow learner students in elementary science education, aligning with constructivist learning principles and addressing their unique learning needs through concrete, authentic, and collaborative learning experiences.
Integrating Batak Cultural Strategies and Values in Supporting Primary Education: A Systematic Literature Review Simatupang, Yolanda Syeba; Setiawan, Deni; 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.v5i1.2896

Abstract

This study aims to identify and analyze the cultural strategies employed by the Batak community in supporting primary education through a Systematic Literature Review (SLR) of relevant studies published between 2020 and 2025. Utilizing a qualitative approach with inductive thematic analysis, twenty-eight scholarly articles were examined to explore the relationship between Batak cultural values and educational practices. The results indicate that the Batak community’s educational achievements stem from eight interrelated strategies: (1) the philosophical foundation of “Anakkon Hi Do Hamoraon di Au” and the core values of “Hagabeon, Hamoraon, Hasangapon”; (2) the central role of the family as the first and foremost educational environment; (3) social support embedded in the kinship system Dalihan Na Tolu; (4) the influential role of Christianity and church institutions; (5) the integration of local wisdom into teaching and learning processes; (6) moral cultivation through traditional arts and rituals; (7) the merantau (migration) tradition as an opportunity for educational advancement; and (8) collaborative engagement among families, schools, communities, and religious institutions. The study concludes that the Batak community’s educational success is rooted not only in formal schooling but in deeply internalized cultural values, collective solidarity, and sustained familial commitment, offering a model for culturally grounded education in Indonesia.
Improving Sixth-Grade Students' Speaking Competence through the Storytelling Method in Indonesian Language Learning Ibrahim, Musdalifah; Aqil, Muhammad; Wilade, Surahman; Lagandesa, Yun Ratna; Fasli, Muhammad
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.v5i1.2903

Abstract

This classroom action research investigated the effectiveness of the storytelling method in enhancing sixth-grade students' speaking skills in Bahasa Indonesia instruction at SDN 2 Inpres Matanga, Central Sulawesi, Indonesia. The study addressed persistent challenges of limited oral expression, speaking anxiety, and teacher-centered instruction that restrict students' communicative competence development. Employing Kemmis and McTaggart's action research model, the intervention was implemented across two cycles with 20 students (8 boys, 12 girls) during September 2025. Data were collected through structured observations, speaking performance assessments, questionnaires, and documentation, analyzed using descriptive statistics and qualitative methods. Results demonstrated substantial improvements across all speaking dimensions: pronunciation increased from 60.71% to 85.71%, language use from 67.86% to 96.43%, intonation from 57.14% to 85.71%, and creativity with confidence from 62.50% to 92.86%. Overall performance advanced from 62.05% (Fair) to 90.18% (Excellent), with universal mastery achievement (100% of students) and active participation rising from 63% to 92.85%. Teacher performance improved from 90% to 100%. These findings validate storytelling as an effective pedagogical strategy grounded in constructivist, sociocultural, and communicative language teaching frameworks. The method successfully transformed passive learners into confident speakers by providing authentic communicative contexts, reducing speaking anxiety, and fostering collaborative classroom culture. This study contributes empirical evidence supporting narrative-based instruction in elementary language education and offers practical strategies for developing students' oral communication competence.
Ustadz Roles in Developing Students' Interpersonal Intelligence at Islamic Boarding Schools: A Case Study Approach Setio, Juli; Munir; Oviyanti, Fitri
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.v5i1.2907

Abstract

The development of students' interpersonal intelligence represents a critical yet underexplored dimension of Islamic boarding school (pesantren) education, particularly concerning the specific pedagogical mechanisms through which educators facilitate competencies in empathy, prosocial behavior, and self-awareness essential for socially competent graduates. This qualitative case study examined ustadz roles in developing interpersonal intelligence at Pondok Pesantren Darunur Al-Musthafa Palembang through participant observation, in-depth interviews with purposively selected ustadz and students, and documentation analysis. Data were analyzed using Miles and Huberman's interactive model, with validity ensured through source, technique, and time triangulation. Findings reveal that ustadz systematically implement four complementary roles (model, facilitator, mediator, and motivator) across three interpersonal intelligence dimensions: prosocial behavior (sharing, cooperation, helping, honesty, donation), self-awareness (recognizing behavior, identifying strengths/weaknesses, independence, decision-making, expressing thoughts/feelings, self-evaluation), and social communication skills (effective speaking and listening). Development occurs through embodied pedagogy within authentic pesantren community contexts rather than isolated instructional interventions, with unexpected findings revealing effective self-awareness cultivation without formalized reflection programs. Results align with Bandura's social learning theory, Goleman's emotional intelligence framework, and communication competence theory while demonstrating how traditional Islamic educational practices integrate with contemporary developmental psychology principles. The study contributes theoretically by bridging Islamic pedagogical wisdom with modern social-emotional learning frameworks and practically by providing adaptable strategies for holistic interpersonal intelligence development in diverse educational contexts.

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