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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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The Effect of Papan Jurang Media on the Mathematics Learning Outcomes of Second-Grade Elementary Students Prita Sari, Nur; Primashanti Koesmadi, Dita; Rahma Rista Utami, Novia
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.v4i3.1543

Abstract

The "Papan Jurang" media (addition and subtraction board) is a teaching aid designed for learning mathematics, particularly basic addition and subtraction, and is commonly used for early arithmetic instruction. This study aims to explore how the Papan Jurang media can support second-grade students at SDN Jururejo 2 Ngawi in learning mathematics. The research employed an experimental method using a one-group pretest-posttest design. A total of 29 second-grade students were selected as research participants using a saturated sampling technique. Data were collected through tests administered before and after the use of the Papan Jurang media. The results revealed a significant difference in learning outcomes between the pretest and posttest. Paired sample t-tests showed a significance value of 0.000 < 0.05, indicating a substantial improvement in students’ learning outcomes after using the media. The findings suggest that Papan Jurang media makes mathematics instruction more engaging and effective for students. It serves as an alternative learning tool that enhances elementary students’ interest and performance in mathematics. Based on these findings, it is recommended that teachers adopt more innovative and age-appropriate teaching strategies to maximize student learning outcomes.
Classroom Teacher Strategies for Fostering Digital Literacy Awareness in Elementary Students: A Literature Review Romadhon, Ismi Amalia; Nofirman, Nofirman; Meliza, Arini; Susanti, Maria Melani Ika; Asbaruna, Latifah Wulandari Binti
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.v4i3.1597

Abstract

Digital literacy has become an essential skill that must be cultivated from an early age, considering the increasingly dominant role of technology in everyday life. This study aims to identify and analyze strategies that can be implemented by classroom teachers to foster digital literacy awareness among elementary students. The method used is a literature review, involving the systematic examination of approximately 30 sources from nationally accredited journals, reputable international journals, academic books, and reports from educational organizations. Sources were primarily selected based on their relevance to digital literacy education in elementary settings and published within the last 10 years, with international references extending to the last 20 years. The findings of this study identify six main strategies: integrating digital literacy into the curriculum, modeling ethical digital behavior, project-based digital literacy, guided reflection, school-parent collaboration, and contextual adaptation based on infrastructure. Each strategy plays a vital role in equipping students with technical skills, ethical understanding, and awareness of the impact of technology use in their lives.
The Influence of Principals' Leadership Styles and School Climate on Teacher Innovation in Digital-Based Learning in Elementary Schools Rahmawati , Annisa; Purnamaningsih, Ine Rahayu; Sholeh, Slamet
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.v4i3.1604

Abstract

This study aims to examine the influence of the principal's leadership style and school climate on teacher innovation in digital-based learning in elementary schools in Cibatu District, Purwakarta Regency. The approach used is quantitative with correlational survey methods and multiple regression. The population in this study was 127 elementary school teachers, with a purposive sampling technique to select the entire population that was considered representative. The instrument used was a closed questionnaire that measured the variables of the principal's leadership style, school climate, and digital-based learning innovation. Data were collected and analyzed using SPSS for normality, linearity, correlation, regression, and significance tests. The results of the study showed that the principal's leadership style and school climate had a positive and significant influence on teachers' innovation in digital-based learning. Principals who adopt a transformational leadership style and create a collaborative school climate can encourage innovation in the use of technology in the classroom. The study also identified limitations such as focusing on one area and using only quantitative data. The implications of this study show the importance of the role of school principals in creating an environment that supports digital innovation. The suggestion was that principals need to adopt a more inclusive leadership style and provide ongoing digital training for teachers, as well as ensure adequate support for the application of technology in primary schools.
Elementary Students' Perceptions of Creative Learning Through Food Chain Diorama Projects: A Case Study Pratiwi, Laila Diah Ayu; Widiarti, Nuni
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.v4i3.1637

Abstract

This study investigates elementary students’ perceptions of the implementation of project-based learning through the Food Chain Diorama (DIONTANA) model in science education, with a focus on its contribution to creativity development. Employing a qualitative case study design, the research involved 30 fifth-grade students from SD Negeri 5 Metro Selatan who engaged in the DIONTANA project. Data were collected through observations, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings indicate that the DIONTANA project fostered student creativity across four Torrance dimensions—fluency, flexibility, originality, and elaboration—while enhancing conceptual understanding and collaborative skills. Three-dimensional dioramas served as cognitive bridges, transforming abstract ecological concepts into concrete representations. Students reported high levels of motivation and engagement, supported by autonomy, competence, and social interaction. However, challenges such as time constraints, limited material access, and individual learning differences emerged. The study suggests adaptive strategies including flexible timelines, resource banks, differentiated mentoring, and school-community partnerships. These findings highlight the pedagogical value of integrating contextual, collaborative, and creativity-centered approaches in elementary science curricula to promote 21st-century competencies.
Effect of Guided Inquiry Learning on Elementary Students’ Science Competencies Wardhani, Ajeng Sukma; Wulandari, Fitria
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.v4i3.1645

Abstract

Climate change education and scientific competencies are important components of 21st-century learning, particularly in addressing sustainable development challenges. This study aims to examine the effect of guided inquiry learning on elementary students’ scientific competence in the topic of alternative energy, and how it supports the UN SDG 13 climate change mitigation program. The research was conducted at SD Negeri Ketajen I. The research involved a pretest on the same day for both the control class (Class 6A, 20 students) and the experimental class (Class 6B, 18 students). The following day, the experimental class received three sessions of guided inquiry learning. Data were analyzed using the Mann–Whitney U test. The results showed a significant difference between the two groups (p = 0.011), with the experimental group showing greater improvement in explaining, evaluating, and interpreting scientific phenomena. These findings that guided inquiry learning have a positive effect on students’ scientific competence and awareness of climate change, while also providing a practical framework for educators to implement effective teaching strategies that align with sustainable development goals in science education.
Educational Storybook Development to Cultivate Gotong Royong: A Needs Analysis Based on the Pancasila Student Profile Framework Rahmi, Hestika Asri; Indihadi, Dian; Elan, Elan
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.v4i3.1648

Abstract

This study aims to understand the need to develop storybooks as a medium to strengthen the gotong royong (cooperation) dimension within the Pancasila Student Profile framework. A qualitative approach was employed to gain an in-depth understanding of this phenomenon. The study was conducted in three public elementary schools in Sukadana District, Ciamis Regency, involving three purposively selected fourth-grade teachers based on their experience in teaching gotong royong values. Data collection techniques included classroom observation, in-depth interviews, and document analysis, which were used triangulatively to enhance data credibility. Data were analyzed using the interactive model by Miles and Huberman (1994), involving data reduction, data display, and conclusion drawing and verification. The findings reveal that storybooks play a crucial role as effective media in character education, particularly for internalizing the value of gotong royong, which is a core dimension of the Pancasila Student Profile. The literature review uncovered a scarcity of storybooks explicitly promoting gotong royong, while field data confirmed the limited integration of this value in formal instructional materials. Furthermore, teachers emphasized the importance of developing storybooks that are contextual and rooted in local wisdom, enabling students to understand better and internalize these values. This study identifies a significant opportunity for educational innovation through the development of culturally and socially relevant narrative-based learning media as a means to strengthen student character.
The Influence of Social Media Use Towards the Learning Process in Elementary School Bidala, Apif; Abustang, Perawati Bte; Amaliyah, Nurhadifah; Iskandar, Abdul Malik
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.v4i3.1708

Abstract

This study aims to examine the influence of social media use on the learning outcomes of elementary school students, especially at UPT SPF SD Negeri Pannara, Makassar City, during the research period from April to May 2025. The hypothesis proposed is that there is a significant influence between the intensity of social media use and student learning outcomes. The approach used is quantitative, with a population of 100 students in grades IVA, VA, and VIA, as well as a sample of 25 students who were selected proportionally through stratified random sampling techniques. The research instrument is in the form of a closed questionnaire that has been tested for validity and reliability, as well as documentation of daily test scores of science subjects. The data was analyzed using the Pearson Product Moment correlation technique with the help of the IMB SPSS Statistic 27 application for Windows. The results showed a correlation coefficient value of -0.664 which was included in the strong and significant category. Social media use contributes 44% to student learning outcomes, while the remaining 56% is influenced by other factors. These findings show that the higher the intensity of social media use, especially Facebook and WhatsApp, the more student learning outcomes tend to decrease. The implications of this study emphasize the importance of supervising the use of social media by students, as well as the need for collaboration between teachers and parents in guiding the healthy use of digital technology to support the achievement of optimal learning outcomes.
Systematic Literature Review of the Effectiveness of Canva-Assisted Interactive Multimedia in Elementary Science Education Warda, Warda; Susanti, Rahmi; Susanti, L.R. Retno
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.v4i3.1758

Abstract

This study aims to provide a comprehensive view of the use of Canva as interactive multimedia in primary science education. The research employed a Systematic Literature Review (SLR) approach following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The sampling technique was purposive sampling, selecting articles that met predefined inclusion and exclusion criteria, yielding 15 relevant studies. Data were collected through library exploration and extracted using a standardized form. Following Braun and Clarke’s procedure, thematic analysis was applied to identify key patterns and themes across the selected articles. The results show that Canva was predominantly used to create animated videos, e-modular content, and flipbooks to visualize science concepts in primary classrooms. The use of Canva positively impacted cognitive, affective, and psychomotor aspects of student learning. Research and Development was the most frequently applied methodology in the reviewed studies, followed by quasi-experimental designs. Canva’s multimedia and interactive features effectively made science lessons more creative, contextually relevant, and engaging for young learners. Nevertheless, several challenges were identified, including limited technological infrastructure, insufficient teacher digital competency, and difficulties in accurately assessing affective and psychomotor outcomes. The study concludes that Canva can be a valuable tool for primary science education if supported by appropriate infrastructure, teacher training, and assessment instruments.
Implementation and Development of School Work Plans (RKS) and School Activity Budget Plans (RKAS) Wahyuni, Sri; Cahyono, A Dimas Sugra; Marsih, Marsih; Murniati, Ngurah Ayu Nyoman
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.v4i3.1760

Abstract

Planning is a fundamental aspect in educational management. In the context of schools, the School Work Plan (RKS) and the School Activity and Budget Plan (RKAS) function as strategic and operational guidelines to achieve educational goals. This article aims to describe the definition, legal basis, process of compiling, implementing, and developing RKS and RKAS at SDN Dukuh, Pekalongan City. The study used a qualitative approach. Data sources from primary data and secondary data. The results of the study stated that in planning RKS and RKAS at SDN Dukuh, Pekalongan City, the principles of (1) participation, (2) data-based, (3) integration and linkages between objectives, programs, and budgets, (4) transparency and accountability, and (5) suitability to the real needs of the school were considered. Meanwhile, at the implementation and development stage, several things were done, namely: (1) implementation of school programs, (2) monitoring and evaluation, (3) utilization of technology (e-RKAS), and (4) resolution of obstacles and challenges. With the planning and implementation of RKS and RKAS at SDN Dukuh which has applied the appropriate principles, SDN Dukuh has become a quality school, especially in managing the school budget. From the results of the study, it is recommended that schools strengthen the capacity of the planning team, especially in understanding and using quality data as a basis for planning.
Research Trend of Digital Learning Media in Science and Social Studies Based on Problem-Based Learning for Critical Thinking Skills (2020-2025) Jihanifa, Firda Afita; Sutopo, Yeri; Subali, Bambang; Widiarti, Nuni
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.v4i3.1410

Abstract

Technological advances are driving the adoption of PBL-based digital media in elementary Science and Social Studies classes to cultivate critical thinking in line with the Merdeka Belajar curriculum and 21st-century skills. This study aims to map the publication trends of Science and Social Studies digital learning media based on Problem-Based Learning (PBL) and its influence on the critical thinking skills of elementary school students between 2020 and 2025. Using a Systematic Literature Review (SLR) with the PRISMA model, the authors identified 200 articles and selected 54 based on relevance, research design, and full-text accessibility. The synthesis focused on publication trends, research methods, media types, and skill targets. Results show that: (1) research publications peaked in 2024 (35.2%); (2) the dominant method was Research & Development (61.1%), particularly the ADDIE model; (3) most developed media were interactive multimedia and animated videos (each 20.4%); (4) PBL-based digital media effectively fostered critical thinking and other 21st-century skills. The study recommends developing teacher capacity, expanding the use of integrated media designs, and revising educational policies. Future research should explore AI-based adaptive learning platforms, investigate the long-term impact of PBL digital media, and expand qualitative or mixed-method studies to capture learners' in-depth experiences and contextual engagement.

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