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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 57 Documents
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Search results for , issue "Vol. 5 No. 2 (2026)" : 57 Documents clear
Strengthening Discipline Culture Through Digital Innovation: Managerial Readiness and PDCA Implementation Wahyu Pawaka; Sobari Sobari
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.2714

Abstract

Discipline constitutes a fundamental pillar of vocational education, yet many schools continue relying on manual or semi-digital recording methods that lack real-time monitoring and integration capabilities. This qualitative case study examined managerial readiness for implementing digital discipline information systems through the PDCA (Plan-Do-Check-Act) framework at two Indonesian vocational schools utilizing Skul.id application. Data were collected through in-depth interviews with multiple stakeholders, participatory observations, and document analysis, then analyzed using thematic analysis guided by PDCA phases. Implementation successfully enhanced student attendance regularity, reduced tardiness from 15% to 6%, and strengthened parental involvement through real-time notifications. However, challenges emerged including infrastructure limitations, internet connectivity issues, and incomplete system integration with violation recording. Unexpected positive outcomes included spontaneous peer support networks and behavioral improvements extending beyond attendance compliance. Findings reveal that successful digital discipline system implementation depends critically on organizational readiness dimensions including infrastructure capacity, comprehensive stakeholder socialization, and continuous improvement mechanisms. The study contributes theoretically by integrating organizational change theory, technology readiness frameworks, and quality management principles to explain how managerial dimensions determine technology adoption success beyond technical functionality alone, addressing a significant knowledge gap in educational technology literature.
Inclusive Islamic Studies: Transforming Religious Moderation in Islamic Education Students at UIN Saifuddin Zuhri Purwokerto Azkia Faiqotun Ni’mah; Muh Hanif
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3031

Abstract

Ancaman ekstremisme dan intoleransi di masyarakat merupakan isu krusial yang menuntut intervensi serius. Penguatan moderasi beragama di lingkungan Perguruan Tinggi Agama Islam (PTKI) sangat mendesak, terutama bagi mahasiswa Pendidikan Agama Islam (PAI) yang merupakan agen perubahan yang strategis dan potensial. Meskipun integrasi nilai-nilai moderasi sudah menjadi kebijakan, hanya sedikit penelitian yang secara eksplisit menganalisis mekanisme dan proses transformasi mendalam dari pola pikir eksklusif menjadi inklusif di kalangan mahasiswa PAI melalui pendekatan pembelajaran tertentu. Penelitian ini bertujuan untuk menganalisis transformasi pemahaman moderasi beragama di kalangan mahasiswa PAI di UIN Saizu Purwokerto melalui penerapan pendekatan Studi Islam Inklusif. Dengan menggunakan pendekatan kualitatif dengan desain studi kasus, data dikumpulkan melalui wawancara, observasi, dan analisis dokumen dengan mahasiswa PAI, dosen, dan pembimbing unit kemahasiswaan Islam. Analisis data dilakukan secara tematik, berpedoman pada teori perubahan sosial. Hasil penelitian menunjukkan adanya transformasi yang signifikan, ditandai dengan pergeseran orientasi keagamaan mahasiswa dari eksklusif-tekstual menuju inklusif-kontekstual. Indikator utama meliputi penurunan kecenderungan intoleran, peningkatan pemikiran kritis, dan penerimaan substansial terhadap berbagai mazhab. Transformasi ini diwujudkan dalam habitus sosial yang moderat, didorong oleh integrasi sistematis Mata Kuliah Moderasi Beragama Wajib, pembelajaran reflektif, dan keterlibatan praktis dalam Forum Moderasi Beragama. Studi ini memberikan kontribusi ilmiah empiris mengenai efektivitas Studi Islam Inklusif dalam membentuk karakter wasathiyah (moderat), antiradikal, dan pro-perdamaian, yang menjadi landasan penting bagi pengembangan kurikulum PTKI yang moderat.
Epistemology of Education in the Era of Artificial Intelligence: A Philosophical Study of Science for Future Teachers Kris Nurnaningsih; Susi Sugiarti; Jenuri Jenuri
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3066

Abstract

The integration of Artificial Intelligence (AI) into formal education has fundamentally disrupted the epistemological foundations of learning by altering how knowledge is produced, validated, and authorized. Despite growing scholarship on AI in education, the philosophical dimensions of machine-generated knowledge and their implications for teacher preparation remain theoretically underexplored. This study employs philosophical inquiry supported by a systematic literature review of peer-reviewed sources published between 2014 and 2024 to examine how AI transforms educational epistemology and to develop a conceptual framework for future teachers. The analysis identifies five interrelated epistemic transformations: the emergence of algorithmic knowledge sources, the disruption of traditional validity mechanisms, the redistribution of epistemic authority, the irreducibility of human-centered competencies, and the reconstitution of teacher identity as epistemic curatorship. Together, these findings constitute the AI Educational Epistemology Framework for Future Teachers (AIEFF-FT). The study contributes theoretically by extending existing philosophical accounts of AI and education and practically by providing teacher education programs with a structured model for cultivating epistemological literacy, critical AI evaluation, and philosophical responsibility. Future empirical research is needed to validate the framework across diverse educational contexts.
Managing Innovation in Diverse Settings: STEM Education Implementation and Student Motivation Across Socioeconomic Contexts Dini Indriani; Iim Wasliman
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3078

Abstract

STEM education implementation in resource-constrained contexts faces persistent challenges despite its recognized importance for developing 21st-century competencies. While pedagogical approaches have been extensively studied, the critical role of educational management in mediating implementation effectiveness remains undertheorized. This qualitative comparative case study examined STEM learning management practices in two Indonesian junior high schools serving contrasting socioeconomic populations. Data were collected through semi-structured interviews with 12 participants (principals, teachers, students), systematic classroom observations, and document analysis. Analysis followed Miles and Huberman's interactive model, employing multiple triangulation strategies. Findings revealed that systematic management practices—particularly comprehensive planning, dedicated organizational structures, and responsive supervision—enabled more sophisticated STEM implementation characterized by greater student autonomy and deeper investigative processes. Resource-abundant SMPN 4 demonstrated quarterly planning cycles and formalized coordination, while resource-limited SMPN 5 employed semi-annual cycles with integrated coordination. Unexpectedly, both schools achieved high student motivation through differentiated pathways: career-oriented at SMPN 4 versus social-practical at SMPN 5. Systematic learning management constitutes a critical enabler for effective STEM implementation, with quality management practices partially compensating for material resource limitations. Findings challenge deficit perspectives by demonstrating that culturally responsive, well-managed STEM programs can foster engagement across diverse socioeconomic contexts.
Implementing the PDCA Cycle for Social Media Integration in Education: A Multiple Case Study of Quality Management Practices Asep Zenal Mutakin; Teti Ratnawulan Surtiati
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3079

Abstract

The integration of social media in education presents paradoxical challenges, with platforms predominantly used for entertainment despite their pedagogical potential. This study examines how systematic quality management frameworks can optimize social media utilization to enhance student learning motivation. Employing a qualitative multiple case study design, this research investigated quality management practices at two Indonesian secondary schools (SMP Negeri 3 and 4 Pagelaran, Cianjur Regency). Data were collected through observations, semi-structured interviews with 40 participants (principals, teachers, students, parents), and documentary analysis. The PDCA (Plan-Do-Check-Act) cycle framework guided analysis using Miles and Huberman's interactive model. Findings revealed systematic implementation across planning, organization, implementation, and evaluation phases, though with varying effectiveness. Both schools demonstrated strategic planning with stakeholder involvement, clear organizational structures, diverse platform utilization (WhatsApp, YouTube, Google Classroom, Instagram), and iterative evaluation mechanisms. However, persistent challenges included digital literacy gaps, infrastructure limitations, teacher pedagogical anxieties, and assessment complexities. Student-initiated peer support networks and metacognitive development emerged as unexpected positive outcomes. Results confirm that structured quality management grounded in the PDCA cycle can transform social media into purposeful learning instruments when aligned with Self-Determination Theory principles. Success requires comprehensive institutional ecosystems addressing organizational, pedagogical, motivational, and socio-cultural dimensions simultaneously, with continuous capacity-building across all stakeholder groups.
Principal Management in Enhancing Teacher Professionalism in Elementary Schools Siti Maryam Mansuryah; Helmawati Helmawati
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3081

Abstract

Basic education plays a strategic role in improving the quality of human resources, thereby requiring professional educators. However, the reality on the ground shows challenges such as teachers not meeting the bachelor's degree qualification and a mismatch between their educational background and the subjects they teach. This study aims to describe and analyze principal management in enhancing teacher professionalism at SDN Agrabinta and SDN Jatiwangi, focusing on the functions of planning, organizing, implementation, and evaluation, as well as the constraints and solutions. The research employed a qualitative approach with a comparative case study design, collecting data through interviews, observations, and documentation. The findings reveal two distinct management models: a pragmatic-responsive model at SDN Agrabinta focused on meeting minimum standards, and a strategic-participative model at Jatiwangi focused on capacity building and innovation. Although both face similar constraints such as limited facilities, funding, and teacher motivation, the strategic-participative management model proves more effective in fostering a culture of continuous improvement. This research concludes that the principal's leadership style is a key determinant in transforming constraints into opportunities for professional growth.
Trends in the Development of Digital Literacy-Based Learning Media For Indonesian Language Learning in Elementary Schools From 2020 to 2025 Ayub Prastiyo; Sri Wardani; Bambang Subali; Nuni Widiarti
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3109

Abstract

The development of information technology in the last five years has led to a significant increase in the use of digital literacy-based learning media in elementary schools. This trend has strengthened since the COVID-19 pandemic, which forced the transformation of learning from conventional to digital. This article aims to examine the trend of developing digital literacy-based learning media in Indonesian language learning in elementary schools for the period 2020–2025. The writing method used is a systematic literature study of relevant national and international scientific articles. The results of the study show that since 2020, there has been a shift from the use of simple digital media such as PDF modules and learning videos to more interactive media such as Android-based applications, online learning platforms, and gamification media. In addition, the trend of integrating digital literacy into Indonesian language learning not only improves students' basic literacy skills but also encourages active engagement, collaboration, and creativity. However, several challenges remain, such as the technology access gap, limited teacher competence, and lack of integration with the local cultural context. The conclusion drawn from this paper is that the trend of developing digital literacy-based learning media needs to be directed towards a more innovative, inclusive, and sustainable approach in order to support the quality of Indonesian language learning in elementary schools.
Enculturation in Formal Education: A Multi-Case Study of Local Cultural Preservation Practices in Gowa, South Sulawesi Sulmi Sulmi; Najamuddin Najamuddin; Bahri Bahri; Bakhtiar Bakhtiar
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3113

Abstract

The sustainability of local cultural heritage in Indonesian secondary schools is increasingly threatened by globalization and the absence of systematic institutional frameworks for cultural preservation. Despite the strategic role of schools as agents of enculturation, empirical evidence on how different institutional contexts shape cultural preservation practices remains limited, particularly in culturally rich regions such as Gowa Regency, South Sulawesi. This study employed a qualitative multiple case study design across three secondary schools — SMA Negeri 1 Gowa, SMA Negeri 9 Gowa, and Pesantren Sultan Hasanuddin. Data were collected through semi-structured interviews, participatory observation, and documentary analysis involving 27 purposively selected participants. Analysis followed the Miles et al. (2014) interactive model, with source and method triangulation applied to ensure trustworthiness. Three institutional preservation models were identified: the structural model (policy-embedded), the ceremonial model (initiative-dependent), and the holistic model (tradition-immersive). Sustainability was highest where programs were formally institutionalized or deeply embedded in boarding-school traditions. Findings confirm that effective enculturation operates through the convergence of transformational leadership, culturally responsive pedagogy, hidden curriculum, and school-community collaboration. An unexpected synergy between Islamic and Bugis-Makassar values at PSH revealed the underexplored potential of faith-based schools as sites of cultural resilience. Local cultural preservation in schools demands systemic institutionalization beyond ceremonial activities. The proposed typology offers a transferable conceptual framework for policy and further comparative research.
Principal's Role in Academic Supervision: Fostering Discipline and Independence in Primary Education Ratna Kusuma Ningrum; Nurul Mutmainah; Retno Susilowati; Soejono Soejono
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3243

Abstract

Academic supervision is crucial for improving instructional quality and embedding character values like discipline, responsibility, and independence in elementary education. However, inconsistencies in student learning behaviors persist despite existing programs, highlighting gaps in supervision processes at local public schools. This qualitative descriptive study was conducted at State Elementary School 4 Kuwaran, involving the principal and teachers as participants. Data were collected via in-depth interviews, classroom observations, and document analysis. Analysis employed data reduction, display, and conclusion drawing, with triangulation for validity. Findings indicate systematic planning aligned supervision with character goals, collaborative implementation fostered reflective feedback, and follow-up through coaching enhanced teacher practices. Students showed improved discipline, cooperation, and independence. Supporting factors included leadership and commitment; inhibitors were time constraints and teacher readiness. These results align with instructional leadership theory, emphasizing reflective supervision for sustainable character integration. The study bridges knowledge gaps by detailing the supervision cycle, offering practical insights for Indonesian elementary schools while suggesting broader applications despite single-site limitations.
Project-Based Learning as a Catalyst for Creativity Development in Integrated Science and Social Studies at Primary Level Arif Khamidah; Ana Fitrotun Nisa
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3347

Abstract

In the era of Kurikulum Merdeka, creativity remains a critical yet underdeveloped competency in elementary Ilmu Pengetahuan Alam dan Sosial (IPAS) learning, often limited by conventional methods. Project-Based Learning (PjBL) offers a promising approach to foster creative thinking through authentic, inquiry-driven projects. This qualitative descriptive study involved 28 fifth-grade students at SDN Rejowinangun 1, Yogyakarta, during May 2025. Data were collected via observation, semi-structured interviews, documentation of project artifacts, and a creativity rubric assessing fluency, flexibility, originality, and elaboration. Analysis followed Miles and Huberman's interactive model. PjBL implementation in a solar system arrangement project significantly improved creativity, with post-intervention modal score of 4 (very creative) at 42%. Students showed increased idea generation, collaborative innovation, and detailed elaboration, alongside high engagement and unexpected creative deviations. Findings align with constructivist and cooperative learning theories, extending prior evidence on PjBL in science education to integrated IPAS contexts. The model effectively bridges knowledge gaps in Kurikulum Merdeka implementation.

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