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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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Improving Reading Comprehension Skills of Students with Learning Difficulties through the Problem-Based Learning Model in Grade 5 Primary School Goran, Elisabeth Nyora; Suparno, Suparno
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.v4i3.1602

Abstract

Reading comprehension is a crucial skill in primary education, yet many students—especially those with learning difficulties—struggle to achieve mastery. Traditional, lecture-based instruction often fails to address their diverse cognitive and motivational needs. This study aims to improve reading comprehension among fifth-grade students with learning difficulties through the implementation of the Problem-Based Learning (PBL) model. Employing a Classroom Action Research (CAR) approach with three iterative cycles, the research was conducted at SDN Bukit Makmur, East Kutai, involving 20 students. Data collection involved observations, pre- and post-tests, and documentation. Instructional interventions were designed to align with the phases of PBL, encouraging students to engage in contextual problem-solving and collaborative learning. The findings demonstrated progressive improvements across all three cycles. Student activity scores increased from an average of 2.88 to 3.67, while teacher activity scores improved from 3.25 to 3.75. Notably, post-test results revealed an increase in mastery from 15% to 100%, with all five students identified as having learning difficulties successfully achieving competency. These results indicate that the PBL model effectively fosters both cognitive engagement and academic achievement. The study underscores the importance of reflective, student-centered instruction in supporting inclusive literacy development and offers practical insights for educators seeking to address comprehension gaps in diverse classroom settings.
Exploring the Influence of Storytelling Activities on the Development of Literacy of Children Aged 5-6 Ye Bunayyah, Siti; Setyowati, Sri; Malaikosa, Yes Matheos Lasarus; Adhe, Kartika Rinakit; Kristanto, Andi; Fitri, Ruqoyyah
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.v4i3.1721

Abstract

This qualitative research explores the impact of storytelling activities on early literacy development among children aged 5–6 years at TK Islam Al Baqy, Gresik. Storytelling, as an interactive pedagogical tool, is increasingly recognized for its potential to foster foundational literacy skills in early childhood education. The study aimed to examine how structured storytelling sessions contribute to children’s listening, vocabulary, verbal expression, and comprehension abilities. Data were collected through classroom observations and semi-structured interviews with teachers and parents, and were analyzed thematically. The study involved 20 children and 4 teachers as participants. Findings indicate that storytelling significantly enhanced children's attentiveness, language confidence, and narrative thinking. Children engaged actively during storytelling sessions and demonstrated improved ability to retell stories, respond verbally, and use newly introduced vocabulary in daily communication. Moreover, storytelling facilitated socio-emotional development by nurturing empathy, imagination, and cooperative interaction among peers. Teachers reported that students became more motivated and expressive in classroom activities after consistent exposure to storytelling. The study concludes that storytelling is an effective, accessible, and developmentally appropriate method for promoting literacy in early learners. Despite its limited scope—focused on one school and a short observation period—this research provides empirical insights into the pedagogical integration of storytelling. It recommends wider adoption of storytelling in early childhood curricula and further investigation into its long-term effects. This study contributes to the growing body of knowledge on narrative-based learning and reinforces storytelling’s role as a vital strategy for fostering early literacy and holistic development in young children.
Social Construction of Disability Putri, Rizka Julia; Marsa, Yummy Jumiati
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.v4i3.1737

Abstract

This study examines the social reality of people with disabilities in Batang Kuis using Berger and Luckmann's social construction theory, which includes the processes of externalization, objectification, and internalization. The method used is qualitative with a descriptive approach, which is to describe and understand social phenomena, behavior, or certain conditions in the research problem formulation. Data was obtained through observation, semi-structured interviews with people with disabilities, as well as relevant literature and documentation studies. The purpose of this research is to gain a deep understanding of how people with disabilities live their lives and how social structures shape their experiences and realities. This research was conducted between April and May 2025. People with disabilities in Batang Kuis Subdistrict are beginning to be socially accepted through empathetic interactions, reflecting a process of internalization in social construction. However, this acceptance has not been followed by objectification in the form of adequate policies, facilities, and public services. The lack of access to inclusive education, therapy, and vocational training highlights the weakness of structural support. Therefore, strengthening policies and community education is necessary to ensure that acceptance does not remain at a symbolic level but transforms into real and sustainable inclusion.
Principal Strategies in Realized Hygienic Toilet Standardization in Elementary Schools Nurfauziah, Astri; Yunus, Dede; Sutanto, Tono; Istiqomah, Yunita Yasmin; Iskandar, Sofyan
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.v4i3.1765

Abstract

Clean and proper toilets are an important indicator in creating a healthy school environment and supporting the teaching and learning process. However, many elementary schools in Indonesia still do not meet hygienic toilet standards. This article aims to examine the role of principals' strategies in realizing hygienic toilet standards in elementary schools through a literature review. Using a literature review approach from various journals, policy reports, and educational documents, this article outlines six main strategies: planning and budgeting, facility standardization , maintenance systems, hygiene education, school committee involvement, and partnerships with external parties. It was found that participatory , visionary, and collaborative principal leadership is crucial to the success of the hygienic toilet program. This study contributes to the development of sustainable healthy school policies and enriches the literature on school-based management, particularly in the context of sanitation facility management as part of the principal's leadership responsibilities at the elementary level.
The Effect of the Predict – Observe - Explain (Poe) on Critical Thinking Skills in Science Education : A Quasi-Experimental Study With Fifth-Grade Students Fuadliyah, Aslikhatul; Yasin, Fajar Nur
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.v4i3.1784

Abstract

This research is motivated by the low critical thinking skills of students, as evidenced by low learning outcomes and students who are less actively involved in learning. This study aims to analyze the influence of the Prediction, Observation, Explanation (POE) learning model on the critical thinking skills of the material on the properties of light in the Natural and Social Sciences subject of students at SDN Tanjungsari 1 for one week. The sample of this research was class B as the experimental class and class A totaling 21 as the control class. Type of Quasi Experimental research with Pretest Posttest Control Group Design. The data collection technique used in this study is a test. This research instrument uses 7 questions to adjust the critical thinking indicators and teacher observation sheets. Based on the data analysis, it can be seen that there is an influence of the POE learning model on the critical thinking skills of students at SDN Tanjungsari 1. This is evidenced by the results of the t-test analysis at a significance level of 5% obtained a sig value of 2 tailed 0.014 <0.05 and tcount 2.579 and ttable 2.483 so it can be concluded that 2.579> 2.483 or tcount> ttable then Ha is accepted. Thus, the POE model is an alternative solution in improving the critical thinking skills of students in the material on the properties of light in class V SDN Tanjungsari 1.
Transformational Leadership of School Principals as a Catalyst for Digital Learning Implementation in Primary Schools Handayani, Wini; Hidayat, Syarip; 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.v4i3.1826

Abstract

This study explores the role of transformational leadership among principals in effectively implementing digital learning within elementary educational institutions in Indonesia. The urgency of digital transformation in education, especially after the pandemic, highlights the need for leadership to align vision, motivation, and infrastructure to support sustainable pedagogical innovation. The study examines how transformational leadership practices influence the development of digital learning ecosystems at the school level, particularly by fostering teacher empowerment, professional growth, and strategic resource mobilisation. This research systematically identifies, evaluates, and synthesises empirical studies and theoretical frameworks relevant to transformational leadership and digital learning using a literature review methodology. Data were collected through document analysis of peer-reviewed journal articles and academic publications. Following Braun and Clarke’s six-phase model, thematic analysis was employed to identify key patterns and concepts. The results reveal four major themes: (1) the importance of a shared and inspirational vision for digital transformation, (2) leadership strategies to motivate and support teacher-led innovation, (3) the promotion of intellectual stimulation and continuous professional development, and (4) the mobilisation of digital infrastructure and material resources. These findings suggest that transformational leadership fosters a culture of innovation, collaboration, and responsiveness, positioning schools to adapt effectively to technological and educational change. The study concludes that sustained principal commitment, strategic leadership, and supportive conditions are essential for embedding digital learning as a core element of school development.
Learning Motivation and Science Achievement in Third-Grade Students: A Quantitative Study Riskita, Nurul; Pendit, Sinta Satria Dewi; Surahman, Surahman; Zulnuraini, Zulnuraini; Bulalong, Roberto Rolly
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.v4i3.1919

Abstract

This study aims to determine whether there is a relationship between learning motivation and the learning outcomes of third-grade students in the Science subject at SDN Inpres 1 Birobuli. The research employed a descriptive method with a quantitative approach, involving total sampling of all 26 third-grade students. Data were collected through observation, questionnaires, and documentation, and were analyzed using descriptive and inferential statistical techniques. The descriptive analysis showed that 58% of students strongly agreed with the learning motivation statements, while 42% agreed. However, the findings indicated that learning motivation levels did not consistently correspond with students' academic performance. Some students with high motivation achieved moderate learning outcomes, while others with moderate motivation attained high academic results. Inferential analysis revealed that the calculated correlation coefficient (r = 0.072) was lower than the critical value in the r-table, leading to the acceptance of the null hypothesis (Ho) and the rejection of the alternative hypothesis (Ha). It can be concluded that there is no significant relationship between learning motivation and the learning outcomes of third-grade students in the Science subject at SDN Inpres 1 Birobuli. This suggests that learning motivation alone does not directly influence academic performance in this study context.
The Development of Plant Breeding Educational Game (GEMPITA) to Enhance Grade IV Students’ Critical Thinking Skills Akhlilia, Tudrika; Tri Joko Raharjo; Harianingsih
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.v4i3.1922

Abstract

Critical thinking skills development remains a significant challenge in Indonesian elementary education, particularly in science subjects where traditional teaching methods often fail to engage students effectively. This study aimed to develop and evaluate GEMPITA (Plant Breeding Educational Game) to enhance Grade IV students' critical thinking skills through an integrated Problem-Based Learning approach. The research employed a Research and Development methodology using the ADDIE model. The study was conducted at SD Negeri Palebon 03 Semarang City with 34 Grade IV students across two implementation phases: small-scale trial (6 students) and large-scale trial (28 students). Data collection included expert validation, instrument validity testing, and one-group pretest-posttest experimental design. Statistical analysis employed normality testing, paired sample t-tests, and N-Gain calculations to assess learning effectiveness. Expert validation achieved 91-93% approval ratings across material, media, and language criteria. The assessment instrument demonstrated high reliability (r = 0.95) with 34 valid items from 50 initial questions. Both implementation phases showed significant improvement in critical thinking skills, with mean scores increasing from 51-53 to 90 points. Learning completeness improved dramatically from 0% to 96-100%. N-Gain analysis revealed high effectiveness (0.80) in both trials, with statistically significant differences (p < 0.05) between pretest and posttest scores. Student response rates reached 96-97%, indicating excellent acceptance. GEMPITA effectively enhanced critical thinking skills through game-based learning integration with Problem-Based Learning methodology. The findings support theoretical frameworks of problem-based learning and socio-conflict theories while providing practical evidence for technology-enhanced pedagogical approaches in Indonesian elementary education contexts.
Professional Competence and Learning Communities: Effects on Teaching Quality in Indonesian Elementary Schools Baroroh, Umi; Bunyamin; Sudana, I Made
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.v4i3.1935

Abstract

Indonesian elementary education continues to face persistent challenges in achieving high-quality learning outcomes, particularly amid the ongoing implementation of the Merdeka Curriculum. A critical issue lies in the limited empirical understanding of how teachers’ professional competence and participation in learning communities interact to influence teaching quality. This study aims to examine the effects of professional competence and learning communities on the quality of learning among public elementary school teachers in Ngaliyan District, Semarang City. Using a quantitative explanatory design, data were collected from 188 teachers through validated questionnaires that measured dimensions of professional competence, involvement in learning communities, and indicators of learning quality. Statistical analyses, including simple and multiple linear regression, revealed that both professional competence and learning communities have significant positive effects on learning quality. Learning communities showed a stronger individual contribution (R² = 0.616) compared to professional competence alone (R² = 0.291), and together they explained 65.9% of the variance in learning quality. These findings highlight the importance of not only enhancing individual teacher competencies but also fostering collaborative professional cultures in schools. The study suggests that educational policies and professional development programs should emphasize the establishment of effective learning communities alongside traditional competency-based training. This integrated approach is essential to support the successful implementation of curriculum reforms and improve educational outcomes in Indonesian elementary schools.
Unpacking the Role of Teacher Competence and Collaborative School Culture in Primary Education: A Systematic Review Baroroh, Umi; Bunyamin; Sudana, I Made
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.v4i3.1936

Abstract

This study aims to systematically examine how professional teacher competence and collaborative school culture contribute to improving instructional quality in primary education. Utilizing a Systematic Literature Review (SLR) approach, the study analyzed 40 peer-reviewed journal articles from the Scopus database published between 2020 and 2025. The findings reveal four key dimensions of teacher competence that significantly impact instructional quality: adaptive pedagogy, content mastery and assessment literacy, digital literacy, and reflective professional practice. These dimensions form a cohesive ecosystem that enables teachers to design meaningful, inclusive, and future-oriented learning experiences. Furthermore, the study identifies four essential dimensions of collaborative school culture: shared vision and distributed leadership, engagement in professional learning communities (PLCs), peer-coaching and collaborative planning, and a psychologically safe school climate. These cultural elements create a sustainable environment for collective growth and innovation in teaching practices. The integration of teacher competence and school-level collaboration fosters transformative teaching and positions schools as reflective learning communities. This review provides both conceptual insights and practical implications for policy and professional development programs aimed at enhancing instructional quality. The findings highlight the need for a dual-focus strategy that simultaneously empowers individual teachers and strengthens collaborative structures to ensure sustainable educational transformation

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