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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 506 Documents
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Profile of Students' Ability to Understand the Intrinsic Elements of Elementary School Class V Stories in the Independent Curriculum Nuro’ifah, Siti; Istiq'faroh, Nurul; Subrata, Heru; Purwoko, Budi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1460

Abstract

This study aims to profile the ability of fifth-grade elementary school students in understanding the five key intrinsic elements of stories characters, setting, plot, theme, and moral message within the context of the Merdeka Curriculum. Using a qualitative descriptive approach, the research was conducted at SDN Terik, Krian District, involving 26 students selected through purposive sampling. Data were collected through interviews, observations, and written tests, then analyzed using qualitative descriptive methods. The findings indicate varying levels of comprehension among students, with characterization (identified correctly by 73% of students) being the easiest element to understand, while plot and moral message (understood correctly by only 19% of students) were the most challenging. Factors such as reading interest and the use of audiovisual media significantly influenced students’ understanding. However, limited learning time, lack of diverse teaching methods, and differing literacy levels posed challenges. The study highlights the importance of innovative, multimodal teaching strategies and the integration of contextual learning experiences to improve students’ literacy skills. These findings contribute valuable insights for educators seeking to enhance the effectiveness of language and literature learning in accordance with the principles of the Merdeka Curriculum.
Flash Card Learning Media to Improve Javanese Writing Skills in Elementary School Candra, Purnomo Dwi; Hendratno, Hendratno; Sukartiningsih, Wahyu
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1461

Abstract

This systematic literature review investigates the effectiveness of flashcard media in improving elementary students’ writing skills, specifically in learning Javanese script. By analyzing six peer-reviewed articles published between 2019 and 2024, this study synthesizes quantitative and qualitative findings related to flashcard interventions in primary school settings. The review reveals significant improvements in students’ reading and writing scores, enhanced motivation, and the successful integration of innovative learning models such as Make a Match and Modeling the Way. Expert validation confirmed the feasibility and cultural appropriateness of the developed media. Despite methodological variability across studies, consistent themes emerge around flashcard efficacy, motivational impacts, and skill development. The findings suggest that flashcards are an effective, low-cost, and engaging tool for local language literacy development. Recommendations for future research include longitudinal studies, expanded samples, and digital adaptations. This review contributes to educational practices aimed at revitalizing indigenous scripts and enhancing literacy skills in elementary education.
Integrating Ethnomathematics in Geometry Learning to Enhance Primary Students’ Numeracy Skills: A Systematic Literature Review Zainovi, Putri Sarah; Mariana, Neni; Istiq'faroh, Nurul; Wiryanto, Wiryanto; Muhimmah, Hitta Alfi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1467

Abstract

This study presents a systematic literature review aiming to explore the integration of ethnomathematics in the teaching of plane geometry as a means to enhance numeracy skills among primary school students. Ethnomathematics, which connects mathematical concepts with local cultural practices, offers a contextual and meaningful learning experience that aligns with students’ everyday lives. The review was conducted by analyzing ten peer-reviewed studies published between 2021 and 2024, sourced from credible academic databases such as Google Scholar, DOAJ, ERIC, and Garuda. The findings indicate that embedding cultural elements into geometry instruction—such as traditional motifs, crafts, and architecture—not only improves students’ conceptual understanding but also promotes critical thinking, collaboration, and motivation to learn. Instructional tools developed using ethnomathematical approaches, including modules, multimedia, animated videos, and augmented reality, were reported to be valid, practical, and effective in classroom implementation. Moreover, this culturally responsive pedagogy supports the development of a more inclusive and identity-affirming mathematics education. The review highlights the pedagogical value of ethnomathematics and recommends its wider adoption in mathematics curricula, teacher training, and educational policy. Future research should focus on experimental designs and cross-cultural implementations to further validate the long-term impact of ethnomathematics on student learning outcomes.
Critical Thinking Profile and Learning Interests of Elementary School Students in Human Digestive System Learning Khoiro, Luh Himmatul; Suprapto , Nadi; Prahani, Binar Kurnia
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1468

Abstract

This study aims to comprehensively describe the profile of critical thinking skills among fifth-grade students at SDN Masangan Wetan in the context of learning about the human digestive system. The research focuses on identifying both internal and external factors that support or hinder the development of critical thinking skills. Using an essay-based assessment grounded in Facione’s framework, which includes interpretation, analysis, inference, and evaluation, the study measured students’ critical thinking abilities. Additionally, interviews with teachers provided insights into the instructional strategies, media usage, and teaching models employed to foster critical thinking. The findings show that students’ critical thinking skills vary across different indicators, with the highest proficiency in interpretation and the lowest in evaluation. Internal factors such as motivation, cognitive ability, and self-efficacy positively influence skill development, while external factors including a supportive learning environment, innovative teaching methods, and diverse educational media also play crucial roles. The study found that integrated, interactive media and student-centered models like Problem-Based Learning and collaborative learning significantly enhance critical thinking. Conversely, conventional teaching practices and limited media use restrict students’ critical thinking growth. Teacher interviews highlighted the importance of practical learning activities and varied instructional materials to engage students actively. These results underscore the necessity for educators to implement multifaceted approaches that address both student-internal and environmental factors to optimize critical thinking development. The study involved a total sample of 35 students, and quantitative data were analyzed using descriptive statistics, with mean scores and standard deviations reported to illustrate proficiency levels across critical thinking indicators. Ultimately, the research contributes valuable evidence for educational stakeholders seeking to improve science education quality through enhanced critical thinking skills, especially in primary education settings. Future studies are recommended to include larger samples and statistical tests such as t-tests or ANOVA to strengthen the generalizability and significance of findings.
Profile of Critical Thinking Skills in Elementary School Students Masithoh, Siti; Widodo, Wahono; Mustaji
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1469

Abstract

This study aims to analyze the profile of critical thinking skills among upper-grade elementary school students by examining three core indicators: question formulation, strategy planning, and decision evaluation. A descriptive quantitative approach was employed, involving 100 fifth and sixth grade students in a Jakarta elementary school. Data were collected using a validated critical thinking test and Likert-scale questionnaires administered to students and teachers. Triangulation techniques were applied by combining test results, questionnaires, and structured classroom observations. The results showed that students performed very well in formulating questions (mean score = 80), moderately in planning strategies (mean score = 65), and poorly in evaluating decisions (mean score = 58). Questionnaire and observation data reinforced these findings, highlighting students' tendency to seek direct answers rather than explore multiple solutions. Teachers were observed to dominate classroom interactions, which limited students’ reflective thinking opportunities. This research emphasizes the need for instructional innovations, particularly through the implementation of problem-based learning and reflective discussions, to foster students’ ability to critically analyze and evaluate information. Furthermore, the findings provide practical implications for educators and policymakers to design learning environments that encourage autonomy, inquiry, and higher-order thinking skills among elementary students. The study provides comprehensive insights into how critical thinking develops in elementary students and suggests strategies for more effective curriculum implementation.
Assessing Storytelling Competencies in Indonesian Elementary Education: A Profile Study of Sixth-Grade Students Arifin, Moch. Gusnul; Hendratno, Hendratno; Sukartiningsih, Wahyu; Istiq'faroh, Nurul; Purwoko, Budi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1471

Abstract

Storytelling skills are essential components of oral communication that reflect a student’s ability to convey ideas effectively, creatively, and engagingly. This study aimed to identify the initial profile of storytelling skills among sixth-grade students (n=26) at SDN Ploso V/176 in Surabaya. The research employed a qualitative descriptive design using structured observations as the primary method of data collection. Twenty-six students participated as research subjects. The observation instrument assessed five key indicators: fluency in conveying story content, appropriate sentence intonation, facial expression and body movement, speech articulation, and clarity of voice volume. The findings revealed that, overall, the storytelling skills of the students were categorized as "fair" with an average score of 66. The highest performance was observed in the "voice volume" indicator (score: 73), while the lowest was in "facial expression and body movement" (score: 60). These findings highlight the need for targeted instructional strategies that can enhance nonverbal communication aspects such as expression and body language. Additionally, the study serves as a reference for future research to explore interventions that improve oral literacy skills in primary education. A key limitation of this study is its focus on a single school, which may affect the generalizability of the findings. The study provides valuable insights for educators and policymakers in designing more inclusive and engaging learning environments that foster oral literacy and student confidence.
Integrating Local Culture into Mathematics Learning: Ethnomathematics Approach Using Udeng Pacul Gowang in Elementary Schools Susanti, Rizky May; Gunansyah, Ganes; Nasution, Nasution
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1472

Abstract

This study investigates the integration of Udeng Pacul Gowang, a traditional headgear from Sidoarjo, Indonesia, into elementary mathematics education through an ethnomathematics approach. The purpose of this research is to explore the cultural and historical significance of Udeng Pacul Gowang, analyze its aesthetic design crafted by local artisans, and utilize it as a meaningful learning resource to enhance students’ understanding of mathematical concepts. Using a descriptive qualitative method, the study gathered data through in-depth interviews with 12 local artisans and 8 elementary school educators, direct observations of the production process, and documentation review conducted over a three-month period from March to May 2025. The results indicate that Udeng Pacul Gowang incorporates various geometric shapes such as triangles, circles, and symmetrical patterns, which correspond to mathematical concepts including geometry, similarity, and measurement. Specifically, students were able to identify at least four types of geometric forms and apply measurement concepts through hands-on activities with the headgear. These cultural elements provide a contextualized and tangible learning experience that helps students relate abstract mathematical ideas to their everyday environment. Additionally, integrating Udeng Pacul Gowang in the learning process promotes students’ cultural pride and appreciation for their local heritage, which positively impacts their motivation and engagement in mathematics. The study highlights the potential of culturally responsive teaching to bridge the gap between academic knowledge and cultural identity, encouraging the development of a more holistic learning approach. Despite the limited formal curriculum incorporation of ethnomathematics, this research emphasizes the role of educators in innovating teaching strategies by embedding local cultural artifacts in classroom activities. This approach not only enriches the mathematics curriculum but also supports the preservation of local culture among younger generations. The findings suggest that Udeng Pacul Gowang can serve as an effective educational tool to foster both mathematical proficiency and cultural awareness in elementary schools.
Integrating Local Wisdom and Sustainable Development Goals: Contextual Learning Through Klepon Village in Indonesian Primary Education Sari, Yunita; Hendratno, Hendratno; Gunansyah, Ganes; Mariana, Neni; Suprapto , Nadi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1488

Abstract

This study aims to explore the integration of local cultural practices and Sustainable Development Goals (SDGs) into contextual learning through the case of Klepon Village in Bulang, Sidoarjo, Indonesia. Klepon, a traditional Indonesian snack, is not only a culinary heritage but also a potential educational tool for primary school students. The main research questions of this study are: (1) How can local cultural practices, particularly the production of Klepon, be integrated into the primary school curriculum? (2) What impacts does this integration have on students’ literacy, numeracy, socio-cultural awareness, and character development? Using a qualitative descriptive approach with case study methods, the research involved 25 primary school students and 3 teachers over a period of three months to examine how Kampung Klepon serves as a contextual learning resource in various subjects, including language, mathematics, and science-social studies (IPAS). The findings reveal that integrating the cultural practice of klepon production enhances students’ literacy, numeracy, and socio-cultural awareness. It also fosters students’ character development, entrepreneurial mindset, and environmental consciousness aligned with SDGs. Specifically, students showed improvements in storytelling ability, basic arithmetic skills related to measuring ingredients, and environmental awareness through waste management practices. The study demonstrates that such a local-based approach supports the implementation of Indonesia’s Merdeka Curriculum and promotes transformative education rooted in ethnopedagogy. This research contributes to the discourse on contextual and sustainable education by offering an innovative model that links traditional knowledge, school curriculum, and global educational goals. It also highlights the importance of community-school collaboration in creating meaningful learning experiences.
Needs Analysis of AI-Based Quizizz Teaching Materials for Natural and Social Sciences Learning in Elementary Schools in the Era of Industrial Revolution 5.0 Rachmawati, Yuniar; Nasution, Nasution; Gunansyah, Ganes; Purwoko, Budi; Istiq'faroh, Nurul
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1489

Abstract

This study aims to analyze the needs for developing AI-based Quizizz teaching materials for Natural and Social Sciences learning in elementary schools amid the Industrial Revolution 5.0. Employing a qualitative descriptive approach, data were collected through observations, questionnaires, and interviews with 12 grade VI teachers and 150 students at SDN Sidotopo I Surabaya. Findings revealed that current teaching materials remain largely conventional, heavily reliant on textbooks and printed workbooks, with limited use of digital or interactive resources. However, some classrooms exhibited innovation through the use of multimedia presentations and group discussions, enhancing student engagement. Both teachers and students expressed a strong need for interactive, accessible, and adaptive learning materials that incorporate artificial intelligence to support personalized learning and formative assessment. This need aligns with the demands of Industry 5.0, which emphasizes human-technology collaboration and digital literacy. The study concludes that integrating AI-driven platforms like Quizizz can foster more effective, engaging, and personalized learning experiences in Natural and Social Sciences. Recommendations include increased teacher training, infrastructure improvements, and collaborative development of digital learning materials tailored to elementary education contexts.
Development of Religion-Based Digital Comic Media to Improve Environmental Literacy in Primary School Students Ruchana, Enik; Muhimmah, Hitta Alfi; Julianto, Julianto
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1511

Abstract

This study aims to develop digital comic media based on religious values to improve environmental literacy among sixth-grade students. This study uses a research and development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design model. Each ADDIE stage is adapted to ensure the resulting media are valid, practical, and pedagogically effective. A needs analysis revealed that existing learning media were contextually irrelevant and failed to integrate Islamic values. During the design phase, learning objectives were formulated based on the 2013 curriculum and integrated the values of Khalīfah, Ṭahārah, and Amanah into the digital comic narrative developed using Canva and Krita. Validation by subject matter, media, and language experts showed a very high level of validity (85–90%). Implementation at SDN Simogirang 1 involved 25 students using a single-group pretest-posttest design. Practicality test results showed positive responses from 89.3% of teachers and 85.2% of students. Effectiveness testing using N-Gain and paired-sample t-tests revealed a significant increase in environmental literacy among students (N-Gain = 0.61, p < 0.05). This religion-based digital comic medium has proven to be highly valid, practical, and effective in enhancing environmental literacy in Islamic religious education at the primary school level.

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