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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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Utilization of Interactive Digital Teaching Materials in Aqidah Akhlaq Learning at Madrasah Ibtidaiyah Maulana, Meiviani Nurul Aisyah; Maslani; Maesak, Cantri; Lubis, Asridayani; Taufiqurrahman
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.v4i3.1940

Abstract

This study examines the use of interactive digital teaching materials in Aqidah Akhlaq learning at Madrasah Ibtidaiyah (MI) in response to the growing role of Information and Communication Technology (ICT) in education. It aims to describe the implementation of digital materials, analyze teacher and student experiences, and identify supporting factors and challenges. Using a qualitative descriptive approach through literature study, data were gathered via interviews, observation, and documentation involving teachers and students. Results show that digital materials improve student motivation, participation, and understanding of religious concepts. Narrative-based media, such as animated Islamic stories, foster emotional connection and engagement. However, challenges include limited digital infrastructure, gaps in teacher skills, and unequal policy support, especially in non-urban areas. The study concludes that integrating technology in religious education strengthens cognitive, affective, and spiritual development but requires systematic efforts in teacher training, infrastructure, and inclusive policies
Innovation of Augmented Reality Learning Media Using Assemblr Edu to Improve Science Learning Motivation and Outcomes of Sixth Grade Students Krismapera; Putrayasa, Ida Bagus; Sanjaya, Dewa Bagus
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.v4i3.1964

Abstract

The development of digital technology necessitates innovation in learning media, particularly to enhance students’ motivation and learning outcomes in science education. One proposed solution is the use of augmented reality (AR)-based learning media through the Assemblr Edu platform. This study aims to develop and evaluate the feasibility of Assemblr Edu as a learning medium to improve the motivation and science learning outcomes of 30 sixth-grade students at SDN 218/IV Kota Jambi. This research is a development study (R&D) utilizing the ADDIE model, which includes five stages: Analyze, Design, Develop, Implement, and Evaluate. Data collection techniques included observation, interviews, questionnaires, and learning outcome tests. The validation results indicated that the media was highly feasible, with validation scores of 95% from material experts and 93.89% from media experts. The practicality test yielded scores of 96% from teachers and 97% from students. The effectiveness test results showed a significant improvement in students’ motivation and learning outcomes (Sig. 0.000 < 0.05). Therefore, the Assemblr Edu learning media is proven to be feasible, practical, and effective for use in science instruction to enhance students’ motivation and learning outcomes.
Effects of Self-Efficacy and Work Motivation on the Performance of Driving Teachers in Elementary Schools of Kupang City, East Nusa Tenggara Manu, Ferderika Nofriyanti; Wibawa, I Made Citra; Margunayasa, I Gede
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.v4i3.1966

Abstract

This study aims to analyze the influence of self-efficacy and work motivation on the performance of Guru Penggerak (Driving Teachers) in elementary schools in Kupang City, East Nusa Tenggara. The background of this research is grounded in the essential role of Guru Penggerak in driving educational transformation, a role that demands high competence, strong work ethic, and a high level of self-confidence in carrying out professional responsibilities.This study employed an ex-post facto design involving N = 69 Guru Penggerak across various elementary schools in Kupang City as respondents. The sample was selected using a cluster sampling technique. Data were collected through questionnaires and analyzed using SPSS version 27.00 with simple and multiple linear regression techniques.The results indicate that self-efficacy significantly affects the performance of Guru Penggerak, with an R-squared value of 12.3%, indicating that self-efficacy contributes 12.3% to performance outcomes. Similarly, work motivation showed an R-squared value of 34.5%, indicating a greater contribution to performance. Furthermore, the simultaneous effect of self-efficacy and work motivation on teacher performance was statistically significant, as indicated by an Fhit= 18.257 and a significance level of 0.001. Thus, the null hypothesis (H₀) was rejected, and the alternative hypothesis (H₁) was accepted.These findings suggest that higher levels of self-efficacy and work motivation lead to better performance among teachers in fulfilling their roles as agents of change in the school environment.
The Effectiveness of Contextual Play-Based Learning in Enhancing Language Skills of Early Childhood Learners with Learning Difficulties Misna, Misna; Pamungkas, Bayu
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.v4i3.1544

Abstract

This study investigates the effectiveness of contextual Play-Based Learning in improving the expressive language skills of early childhood learners with identified learning difficulties. The research was conducted as a classroom action study at TK Negeri 1 Sandaran, East Kalimantan, involving 13 children aged 5–6 years, five of whom were diagnosed with language development delays. The intervention was conducted in two cycles, each comprising planning, implementation, observation, and reflection stages. Instructional activities were designed around the theme “Animals,” using role-play, guessing games, simulations, and peer collaboration to stimulate verbal engagement. Data were collected through structured observations, performance-based tasks, and anecdotal records, and analyzed descriptively. Results showed a progressive improvement in children’s expressive language abilities. In the pre-intervention phase, most participants were categorized as “Not Yet Developed.” Following Cycle I, all five targeted children reached the “Emerging Development” stage, while Cycle II saw 80% achieve the “Expected Development” level. Improvements were observed in vocabulary use, sentence construction, and peer interactions. The use of familiar, contextual themes combined with teacher scaffolding and strategic peer grouping significantly contributed to the success of the intervention. These findings underscore the potential of contextual Play-Based Learning as an inclusive instructional approach to support language development in early learners with verbal challenges. The study also emphasizes the importance of ongoing assessment, reflective teaching, and instructional adaptation to meet the diverse needs of learners.
Enhancing Fine Motor Skills Through Project-Based Learning: A Beading Intervention for Kindergarten Children with Learning Difficulties Nuur, Dwi Mulyanti; Chamidah, Atien 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.v4i3.1568

Abstract

Fine motor skills development represents a critical foundation for academic readiness in early childhood, yet children with learning difficulties often experience significant challenges in this domain. This study investigated the effectiveness of project-based learning through beading activities in enhancing fine motor skills among kindergarten children with learning difficulties. A classroom action research design following the Kemmis and McTaggart model was employed, involving three children aged 4-5 years from TK Negeri 1 Kecamatan Kaliorang who demonstrated fine motor developmental challenges. The intervention was implemented across two cycles, each consisting of three sessions featuring structured beading activities using various materials including straws, beads, and string. Data collection utilized systematic observation with a seven-indicator assessment tool measuring tool handling, object manipulation, threading skills, pattern arrangement, and hand-eye coordination. Pre-test results revealed that no children achieved mastery levels, with an average completion rate of 52.4%. Following Cycle I implementation, completion rates increased to 71.4% with one child (33.3%) achieving mastery. After strategic modifications in Cycle II, including simplified instructions and enhanced materials, dramatic improvements were observed with completion rates reaching 93.3% and all three children (100%) achieving mastery levels. Qualitative observations indicated enhanced motivation, enthusiasm, and self-confidence throughout the intervention. The findings demonstrate that project-based learning through beading activities significantly improves fine motor skills in children with learning difficulties. The systematic, scaffolded approach provides valuable insights for early childhood educators seeking evidence-based interventions for inclusive learning environments.
Needs Analysis for the Development of Web-Based Learning Multimedia Context Climate Change Issues Environmental Issues Content to Support Junior High School Students' Literacy Zulaiha, Zulaiha; Hartono, Hartono; Siahaan, Sardianto Markos
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.v4i3.1596

Abstract

Global warming and climate change represent critical contemporary challenges requiring enhanced environmental literacy among students. Despite technological advancement in education, conventional learning media remain insufficient to address junior high school students' needs for interactive and engaging environmental education, particularly regarding climate change issues. This research and development study employed the Alessi and Trollip model to conduct comprehensive needs analysis for web-based multimedia development. Data were collected through field observations, semi-structured interviews, and questionnaires distributed to 210 teachers and 623 students across South Sumatra province during the 2024/2025 academic year. Quantitative data were analyzed using descriptive statistics with 5-point Likert scales, while qualitative data underwent thematic analysis to identify user needs and preferences. Findings revealed substantial demand for web-based learning multimedia, with 93% of teachers expressing strong need for interactive materials and 91% confirming enhanced student motivation through interactive website-based media. Student data showed 51% familiarity with website-based platforms and 42% strong desire for interactive learning approaches. However, 48% of students frequently experienced comprehension difficulties with current materials. Two primary practicality factors emerged: pedagogical factors (curriculum alignment and learning needs) and technical factors (infrastructure, accessibility, and usage guidance). Learning style analysis revealed visual learner dominance (60%), followed by auditory (25%) and kinesthetic learners (15%). Results demonstrate urgent need for innovative educational media integrating environmental content with web-based technology. The study provides evidence-based foundations for needs-driven multimedia development, contributing to educational technology literature and environmental education pedagogy. Future research should explore implementation effectiveness and long-term impacts on environmental literacy development.
Traditional Games as Therapeutic Interventions: Enhancing Socio-Emotional Development of Children with ADHD in Inclusive Kindergarten Settings Sujariah, Sujariah; Azizah, 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.v4i3.1603

Abstract

Socio-emotional development challenges in children with ADHD represent a critical area requiring targeted intervention, particularly within inclusive early childhood education settings. Traditional games offer culturally relevant therapeutic potential, yet limited empirical research exists examining their specific application for children with attention deficit disorders in Indonesian educational contexts. This study investigated the effectiveness of traditional games in enhancing socio-emotional development of children with ADHD in inclusive kindergarten settings. A classroom action research design following the Kemmis and McTaggart model was implemented across two cycles at a public kindergarten in Muara Wahau District, East Kutai Regency. Participants included 30 students in class B4, with particular focus on one child diagnosed with ADHD. Data collection utilized structured observation checklists measuring three domains: self-awareness, responsibility, and prosocial behavior. Traditional Indonesian games including Gobak Sodor, Ular Naga Panjang, Cublek-Cublek Sugeng, Petak Umpet, ABC Lima Dasar, and Tikus dan Kucing were systematically implemented. Overall success rates improved significantly from 64% in the pre-cycle phase to 84% in Cycle II, exceeding the predetermined 75% success criterion. The child with ADHD demonstrated remarkable progress, with social-emotional competency scores increasing from 25% to 50%, meeting the established 50% improvement criterion for children with attention deficit disorders. Substantial reductions occurred in the "Not Yet Developing" category from 36% to 17%, while the "Developing as Expected" category nearly doubled from 17% to 33%. Traditional games serve as effective, culturally relevant interventions for enhancing socio-emotional development in children with ADHD within inclusive educational settings, offering accessible alternatives to specialized therapeutic approaches while simultaneously benefiting all students in the classroom environment.
The Effectiveness of the STEAM Approach on Critical Thinking Skills in Science and Scientific Attitudes in IPAS Learning in Primary Schools Halimah, Siti; Nurulpaik, Iik; Supriatna, Encep
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.v4i3.1611

Abstract

The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has emerged as a promising approach for developing 21st-century skills, yet empirical evidence of its effectiveness in primary education remains limited. This study investigated the effectiveness of STEAM approaches on critical thinking skills and scientific attitudes in Natural and Social Sciences (IPAS) learning among elementary school students. A quasi-experimental design with nonequivalent group posttest-only was employed involving 64 fifth-grade students at SDN Patrasana 1 during the 2024/2025 academic year. Participants were divided into experimental (n=32) and control (n=32) groups using purposive sampling based on equivalent baseline performance. The experimental group received STEAM-based instruction while the control group experienced conventional teaching methods. Data collection utilized validated instruments measuring critical thinking skills and scientific attitudes, supplemented by observation and documentation. Statistical analyses included normality testing, homogeneity assessment, MANOVA, and hypothesis testing using SPSS 27. The STEAM approach demonstrated statistically significant effects on both critical thinking skills (F = 14.861, p < 0.001) and scientific attitudes (F = 9.991, p = 0.002). Multivariate analysis confirmed simultaneous positive effects on both variables (p = 0.001). The STEAM approach explained 19.3% of variance in critical thinking skills and 13.9% of variance in scientific attitudes, indicating meaningful practical significance. These findings provide robust empirical evidence supporting STEAM education effectiveness in primary contexts, addressing a critical knowledge gap in educational research. The results validate theoretical frameworks emphasizing integrated approaches while demonstrating that STEAM implementation can successfully develop multiple learning dimensions simultaneously, supporting early intervention strategies for 21st-century skill development.
School Competitions as Catalysts for Learning Resource Center Development and Academic Culture in Elementary Schools: A Systematic Review Sukaesih, Sukaesih; Saud, Udin; Hendriawan, Deri
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.v4i3.1616

Abstract

School competitions have the potential to enhance motivation and achievement among primary school students; however, the mechanisms through which competitions catalyze the transformation of Learning Resource Centres (PSB) to strengthen long-term academic culture remain underexplored. The limited literature integrating these three domains necessitates a systematic synthesis. Purpose: To examine systematically how school competitions function as catalysts for PSB revitalization and their influence on academic culture in elementary schools. Method: A Systematic Literature Review (SLR) was conducted using the PRISMA framework, analyzing 50 articles (2018–2024) retrieved from Scopus, ERIC, Google Scholar, Semantic Scholar, and PubMed. The inclusion criteria comprised empirical or conceptual studies that addressed elementary school competitions, PSB roles, and academic culture. Thematic analysis was applied to identify patterns of catalytic effects, integration models, and impacts on academic culture. Principal Results: The review revealed that school competitions frequently stimulate improvements in PSB collections, enhance teacher capacity through targeted training, and increase student engagement with PSB resources. These catalytic processes collectively support the development of a sustainable academic culture in elementary schools. Major Conclusions: Well-designed school competitions can transform PSBs from passive repositories into dynamic learning environments, fostering an enduring culture of academic engagement. Effective implementation requires supportive policies, adequate funding, and integration into daily learning practices. The study extends Activity Theory by illustrating the mechanisms through which competitions act upon the PSB ecosystem and offers a model for policymakers to bridge infrastructure gaps while strengthening academic culture organically.
Enhancing the Ability to Recognize Fraction Numbers Through Context-Based Concrete Media in Grade V Slow Learners at a Public Elementary School Asril, Asril; Purwanta, Edi
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.v4i3.1618

Abstract

Fraction concepts represent fundamental yet challenging mathematical domains in elementary education, with difficulties particularly pronounced among slow learners who constitute one-fifth of typical classrooms. Traditional pedagogical approaches emphasizing rote memorization have consistently demonstrated limitations in fostering deep conceptual understanding for students with IQ ranges of 70-89. This study investigates the effectiveness of contextual-based concrete media in enhancing fraction recognition abilities among fifth-grade slow learners through differentiated instructional approaches. Classroom Action Research employing Stringer's Look-Think-Act model was conducted across two cycles with 15 fifth-grade slow learners at State Elementary School 005 Sangkulirang, East Kutai Regency. Mixed methods combined qualitative observations of learning processes with quantitative analysis of formative test results. Data collection utilized observation sheets, pre-post achievement tests covering fraction recognition (½, ¼, ¾), and documentation. Success criteria required 75% of students achieving scores ≥70 (minimum mastery criteria). Progressive improvements occurred across intervention phases, with student mastery rates advancing from 20% baseline to 53.3% (Cycle I) to 100% (Cycle II). Class mean scores increased systematically from 51.3 to 69.3 to 77.3 respectively. Qualitative observations revealed transformation from passive confusion to active mathematical discourse, with enhanced student engagement and confidence in fraction-related tasks. Contextual-based concrete media significantly enhances fraction recognition among slow learners, achieving complete mastery through systematic integration of manipulative materials with authentic problem-solving contexts. The findings provide evidence-based pedagogical strategies for inclusive mathematics instruction that accommodates diverse cognitive profiles while maintaining academic rigor.  

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