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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
Integrating Volleyball Play into Elementary Science Learning: A Contextual Approach to Understanding Projectile Motion Concepts Sumarjo, Sumarjo; Saiful, 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.v5i1.2909

Abstract

This study examines the effectiveness of integrating volleyball play into elementary science instruction as a contextual and embodied approach to improving students’ conceptual understanding of projectile motion. A quasi-experimental non-equivalent control group design was employed involving 60 fifth-grade students from an Indonesian public elementary school, divided into an experimental group receiving volleyball-based instruction and a control group receiving conventional instruction. Conceptual understanding was assessed using a validated two-tier test, along with student engagement surveys and observations of implementation fidelity. Results indicated that the experimental group achieved significantly higher posttest scores (M = 82.67, SD = 6.91) than the control group (M = 68.40, SD = 8.14), with a medium–high normalized gain (N-Gain = 0.68) compared to the control group (N-Gain = 0.43). ANCOVA results confirmed a significant effect of the instructional approach on posttest performance after controlling for pretest differences, F(1,57) = 28.89, p < .001, partial η² = .334, indicating a large effect size. Student engagement levels were also significantly higher in the experimental group across the attention, participation, and enthusiasm dimensions (p < .01). These findings suggest that embedding structured physical play into science instruction is an effective pedagogical strategy for enhancing both conceptual understanding and engagement in elementary physics learning.
Integrating Discovery Learning with Kahoot to Enhance Elementary Science Learning Outcomes: A Classroom Action Research Study Itsnaini, Faradilla Nur; Lagandesa, Yun Ratna; Lapasere, Sisriawan; Rizal, Rizal; Pratama, Ryan Andhika; 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.v5i1.2910

Abstract

Low science learning outcomes in elementary schools often result from traditional teacher-centered instruction that fails to actively engage students in the learning process. This study investigated the effectiveness of integrating the Discovery Learning model with Kahoot media to improve science learning outcomes among fourth-grade elementary students. Employing a classroom action research design following Kemmis and McTaggart's spiral model, this study involved 23 fourth-grade students at Al Khairaat Tondo Elementary School in Indonesia. Data were collected through learning achievement tests, structured observations of teacher and student activities, and implemented across two cycles during October-November 2025. The intervention yielded substantial improvements in learning outcomes. Mean scores increased from 45.86 (pre-test) to 66.86 (Cycle I) and 76.26 (Cycle II), while classical completion rates rose from 4.34% to 56.52% and ultimately 82.60%, exceeding the predetermined success threshold of 65%. Observation data demonstrated enhanced student engagement (82.35% to 93.33%) and improved teacher implementation quality (75% to 94.04%) across cycles. The integrated Discovery Learning and Kahoot approach significantly enhanced both cognitive achievement and student engagement in science education. The synergistic combination of constructivist inquiry-based pedagogy with game-based assessment effectively transformed learning experiences for students with initially low achievement levels.
Implementing the CASEL Framework in Lower Elementary Grades: Teachers' Roles, Strategies, and Challenges in Developing Students' Social-Emotional Competencies Zakiyyah, Hana; Sutopo, Yeri
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.v5i1.2914

Abstract

Social-emotional development in elementary education is critical for holistic student growth, yet implementation remains challenging. This study examined teachers' roles in developing lower-grade students' social-emotional skills through the Collaborative for the Advancement of Social and Emotional Learning (CASEL) approach. A qualitative descriptive case study was conducted at SDN Kauman 2 Elementary School, Juwana District, Indonesia. Data were collected through classroom observations, semi-structured interviews with teachers and principals, and document analysis. Participants were purposively selected lower-grade teachers with direct experience implementing social-emotional learning. Data analysis followed Miles and Huberman's interactive model with triangulation for validation. Teachers effectively implemented all five CASEL competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—through contextualized strategies integrated across subjects and daily routines. Teachers employed storytelling, role-playing, cooperative learning, and reflective practices while serving as social-emotional role models. Implementation barriers included time constraints, diverse student family backgrounds, and insufficient specialized training. Teachers addressed these through strategic curriculum integration, family engagement, and collaborative school cultures. Findings demonstrate that CASEL can be successfully adapted to culturally distinct contexts when teachers receive adequate support. The seamless integration approach addresses time constraints while enhancing both social-emotional and academic outcomes. Results underscore the necessity of systemic support structures, professional development, and school-wide coordination for sustainable implementation.
Enhancing Spiritual Character Development through Al-Ghazali's Sufi Pedagogy and Canva-Based Learning Media Khoiriyah, Sarah Nur’aeni; Budiyono, Alief; Yahya, M 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.v5i1.2916

Abstract

The rapid advancement of digital technology has precipitated moral decline among youth, necessitating innovative approaches to spiritual education. This study examines the integration of Al-Ghazali's Sufi pedagogy with technology-based learning media in Islamic religious education. A qualitative case study was conducted at MTs Cokroaminoto Madukara, Banjarnegara, Indonesia. Data were collected through systematic observation and documentation of religious activities, including daily Quranic recitation, congregational prayers, memorization programs, and Canva-based learning implementations. Analysis employed the Miles and Huberman framework involving data reduction, display, and conclusion drawing. Findings revealed systematic integration of Al-Ghazali's core Sufi values—tawakkal, zuhud, and ihsan—through structured religious activities enhanced by Canva-based digital media. Measurable improvements included 23% increase in memorization accuracy, 17% rise in voluntary religious participation, and enhanced ability to articulate connections between religious texts and daily life applications (78% compared to previous 54%). Technology-enhanced sessions demonstrated higher attendance rates (94.3%) compared to traditional lectures (89.7%). Unexpected outcomes included organic collaborative learning dynamics and digital literacy development. The findings demonstrate successful synergy between classical Islamic spiritual pedagogy and contemporary educational technology. Al-Ghazali's experiential Sufi approach, when mediated through interactive digital platforms, effectively engages digital native learners while cultivating authentic spiritual character development, challenging dichotomies between traditional religious education and technological innovation.
Enhancing Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Through Problem-Based Learning Age, Meinar R; Nashrullah, Nashrullah; Muchdar, Muchdar; Rahman, Abdul; Sukri, Sukri
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.v5i1.2918

Abstract

The integration of Science and Social Studies (IPAS) in Indonesia's Merdeka Curriculum requires pedagogical approaches that foster critical thinking and problem-solving skills. However, fourth-grade students at SD Inpres 1 Tondo demonstrated low critical thinking abilities and passive learning behaviors, with only 37.04% achieving mastery in IPAS. This study examined the effectiveness of Problem-Based Learning (PBL) in improving student learning outcomes in IPAS subjects. A classroom action research design following the Kurt Lewin model was employed over two cycles with 27 fourth-grade students. Data collection utilized observation sheets, achievement tests, interviews, and documentation. Quantitative data were analyzed using percentage formulas for individual and classical mastery, while qualitative data underwent thematic analysis. The implementation of PBL produced substantial improvements across all measured dimensions. Classical mastery increased dramatically from 37.04% (pre-action) to 44.44% (Cycle I) and 92.59% (Cycle II), exceeding the 80% success criterion. Teacher performance improved from 77.41% to 94.35%, while student engagement increased from 72.32% to 88.39% across cycles. Classical absorption rate rose from 53.52% to 78.70%. Problem-Based Learning effectively enhances both learning processes and outcomes in IPAS for elementary students. The iterative refinement through action research cycles proved essential for maximizing PBL's effectiveness in integrated curriculum contexts.
The Effect of Canva-Based Animated Video Media on Integrated Science and Social Studies Learning Outcomes: A Quasi-Experimental Study in Indonesian Elementary Education Alini, Intan Nur; Nashrullah, Nashrullah; Muchdar, Muchdar; Rahman, Abdul; Sukri, Sukri
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.v5i1.2919

Abstract

This quasi-experimental study investigated the influence of Canva-based animated video media on fifth-grade students' IPAS (Integrated Science and Social Studies) learning outcomes at SDN 2 Dolo. Employing a nonequivalent control group design, the research involved 60 students divided into experimental (n=34) and control (n=26) groups. The experimental group received instruction using Canva-based animated videos integrating visual animations, text, and audio narration, while the control group experienced conventional teacher-centered methods. Data were collected through validated multiple-choice tests (15 items, reliability α=0.788) administered as pretests and posttests. Descriptive statistics and independent samples t-test were employed for data analysis using IBM SPSS Statistics 25. Results revealed that the experimental group achieved significantly higher posttest scores (M=84.41, SD=8.941) compared to the control group (M=78.08, SD=9.389), with statistical significance confirmed (t=2.661, p=0.010<0.05). These findings demonstrate that Canva-based animated video media significantly enhances IPAS learning outcomes by promoting student engagement, attention, and conceptual understanding. The study contributes empirical evidence supporting multimedia learning theory in integrated curriculum contexts and validates accessible digital tools' effectiveness in resource-constrained educational settings. Future research should examine long-term retention effects and optimal animation design features across diverse educational contexts.
The Effect of Audio-Visual Media on Learning Outcomes in Arts, Culture, and Crafts Education: A Quasi-Experimental Study in Indonesian Elementary Schools Selfia, Sela; Lagandesa, Yun Ratna; Aqil, Muhammad; Zulnuraini, Zulnuraini; Rahmawati, Dyah; 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.v5i1.2943

Abstract

Arts, Culture, and Crafts (SBdP) education in rural Indonesian elementary schools faces persistent challenges due to reliance on conventional lecture-based instruction, resulting in suboptimal student engagement and learning outcomes. Audio-visual media offers potential pedagogical advantages through dual-channel information processing, yet empirical evidence regarding its effectiveness in elementary arts education remains limited. This study investigated the effect of audio-visual media on second-grade students' learning outcomes in SBdP at Parigimpu'u Public Elementary School. A quasi-experimental design with nonequivalent control groups was employed, involving nine students divided into experimental (n=5) and control (n=4) groups. The experimental group received instruction incorporating audio-visual media demonstrating piggy bank construction techniques, while the control group received conventional instruction. Performance-based assessments measuring accuracy, neatness, creativity, and timeliness were administered as pretest and posttest. Data were analyzed using descriptive statistics and independent samples t-test. The experimental group achieved significantly higher posttest scores (M=95.83, SD=2.95) compared to the control group (M=85.94, SD=6.99), with statistical analysis confirming significance (t=2.975, p<0.05). All experimental group students surpassed the minimum passing threshold, demonstrating substantial improvement from baseline. Audio-visual media significantly enhances learning outcomes in elementary SBdP education by facilitating concrete visualization, reducing cognitive load, and promoting active engagement, supporting its integration into arts curricula particularly in resource-constrained rural schools.
Transformational Leadership and Professional Learning Communities: A Synergistic Approach to Developing Teachers' Pedagogical Competence Indriani, Elmiwarti; Azhar, Fadly; Futra, Dedi
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.v5i1.2959

Abstract

Teacher pedagogical competence remains a critical concern in Indonesia's educational landscape, particularly during the implementation of the Merdeka Curriculum. While transformational leadership and professional learning communities have been identified as influential factors, limited research has examined their combined effects in rural contexts. This study investigated the individual and simultaneous influence of school principals' transformational leadership and Ruang GTK learning community engagement on teachers' pedagogical competence in junior high schools. Employing an explanatory quantitative design, this study utilized census sampling involving all 75 teachers from four junior high schools in Koto Gasib District, Riau Province. Data were collected using validated Likert-scale questionnaires and analyzed through multiple linear regression. Both transformational leadership (β = 0.212, p = 0.002) and learning community engagement (β = 0.489, p = 0.000) significantly influenced pedagogical competence. Simultaneously, these variables explained 61.3% of the variance in pedagogical competence (R² = 0.613, F = 57.146, p = 0.000). A strong correlation between transformational leadership and learning communities (r = 0.763) revealed a synergistic relationship. Learning communities demonstrated stronger direct effects than transformational leadership on pedagogical competence. The synergistic relationship between both factors suggests that integrated interventions targeting leadership development and collaborative learning platforms yield optimal outcomes for enhancing teacher quality during curriculum reform implementation in resource-constrained settings.
Enhancing Reading Comprehension Through Mind Mapping: A Classroom Action Research Study with Fifth-Grade Elementary Students Azizah, Sarah; Aqil, Muhammad; Zulnuraini, Zulnuraini; Joni Guci, Ammar Abdullah; 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.v5i1.2963

Abstract

Reading comprehension remains a persistent challenge in elementary education, with students frequently struggling to organize textual information and identify main ideas. This study investigated the effectiveness of mind mapping strategies in enhancing reading comprehension among fifth-grade students. Employing a classroom action research design based on the Kemmis and McTaggart model, this study involved 33 fifth-grade students at SD Inpres 3 Tondo across two iterative cycles. Data were collected through observation sheets for teacher and student activities, reading comprehension rubrics, and documentation. Analysis combined descriptive statistics for quantitative data and thematic analysis for qualitative observations. Reading comprehension performance improved significantly from 63% (sufficient category) in Cycle I to 79% (good category) in Cycle II, representing a 16-percentage-point increase. Student engagement increased from 65% to 91%, while teacher effectiveness improved from 89% to 95%. An unexpected finding revealed that struggling readers benefited disproportionately from the intervention, showing 24-percentage-point gains compared to 12-percentage-point improvements among higher-performing students. The findings support dual coding theory and schema theory, demonstrating that visual-verbal integration through mind mapping facilitates deeper cognitive processing. Mind mapping proved effective as an accessible, low-cost intervention that transforms comprehension from an invisible individual activity into a visible collaborative process, with implications for literacy instruction in resource-constrained contexts.
The Influence of Principal Transformational Leadership and Work Climate on Primary School Teacher Performance Nurbaeti; Nugraha Suharto; Asep Suryana
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.v5i1.3116

Abstract

This study aims to analyze the influence of transformational leadership of school principals and work climate on the performance of elementary school teachers in Plered District, Purwakarta Regency. The transformational leadership of the principal is considered the main factor that can create an inspiring and supportive work environment, while a conducive work climate plays a role in increasing the motivation and productivity of teachers in carrying out their duties. This study uses a quantitative approach with a correlational survey method to analyze the relationship between the principal's transformational leadership, work climate, and teacher performance. The research was carried out in an elementary school in Plered District, Purwakarta Regency with a population of 273 teachers. The sample of 152 respondents was determined through proportional random sampling. The research variables included transformational leadership, work climate, and teacher performance. Data was collected using a Likert scale questionnaire that has been tested for validity and reliability. Data analysis was carried out through descriptive statistics, prerequisite tests, correlations, determination coefficients, hypothesis tests with ANOVA, and linear regression using SPSS. The descriptive results showed that the teacher's performance was in the Good category with a general tendency of strong professionalism. Transformational leadership is also in the Good category with strength in inspirational motivation, while the work climate is considered conducive and stable. In terms of influence, transformational leadership contributes significantly to teacher performance by 82.3%, the work climate affects 77.3%, and transformational leadership affects the work climate by 74.1%. Simultaneously, transformational leadership and work climate explain 86.1% of teacher performance variations. The implications of the study confirm the importance of strengthening visionary leadership, collaborative culture, and teacher participation in decision-making. Suggestions are given to the education office, supervisors, principals, teachers, academics, and researchers to develop coaching programs, reflective supervision, as well as improve professionalism and collaboration based on the needs of elementary schools on a sustainable basis.

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