cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ujiati Cahyaningsih
Contact Email
ds.nahdi@gmail.com
Phone
+6281333152135
Journal Mail Official
jirpe.id@gmail.com
Editorial Address
Jl. Cigasong-Cirebon Majalengka, Jawa Barat 45476
Location
Kab. majalengka,
Jawa barat
INDONESIA
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
 17   18   19   20   21 
Enhancing Mathematical Thinking Skills in Elementary Fraction Learning through the RADEC Model: A Systematic Literature Review Susanti, Eti; Sopandi, Wahyu; Supriadi, Supriadi
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.v4i3.1623

Abstract

Mathematical thinking skills represent fundamental cognitive capacities essential for fraction concept mastery in elementary education, yet traditional instructional approaches consistently fail to address persistent learning difficulties. The RADEC (Read-Answer-Discuss-Explain-Create) model offers a promising framework for enhancing mathematical thinking through systematic collaborative learning processes. This systematic literature review examined the effectiveness of RADEC implementation in developing mathematical thinking skills, particularly for fractional concept instruction in elementary settings. A comprehensive search across multiple databases including Google Scholar, JSTOR, ERIC, and PubMed identified 946 potentially relevant studies published between 2019-2023. Through systematic screening applying rigorous inclusion and exclusion criteria, 21 high-quality studies were selected for analysis using thematic synthesis methodology. The results demonstrate that RADEC implementation significantly improves conceptual understanding, critical thinking skills, mathematical communication abilities, and higher-order thinking competencies compared to conventional instructional approaches. While no studies specifically examined RADEC with fractional content, the model's theoretical principles align closely with established best practices for fraction instruction, including collaborative discourse, concrete representations, and conceptual understanding development. Implementation challenges include variations in students' reading abilities, teacher preparedness requirements, and instructional resource limitations. The findings reveal a critical research gap regarding direct empirical testing of RADEC effectiveness with fractional content. This review contributes the first comprehensive synthesis linking RADEC principles with mathematical thinking development and fraction instruction, providing theoretical foundation for future empirical research while highlighting practical implementation requirements for educational practitioners.
Dyslexia in Elementary School Children: A Systematic Literature Review from a Psycholinguistic Perspective Singgih, Muhammad; Sa'adah, Nurus; Rachmasisca, Frieska Maryova
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.v4i3.1631

Abstract

Dyslexia in elementary school students is often misunderstood as a general learning difficulty, when in fact it stems from disruptions in the brain's language processing system. Therefore, an in-depth exploration of dyslexia from a psycholinguistic perspective is essential. This research aims to identify, examine and provide solutions for learning approaches according to the psycholinguistic needs of dyslexic children. This study was conducted using the Systematic Literature Review (SLR) method with planning, conducting, and reporting stages for eight scientific articles indexed by Sinta in the range of 2020-2025. The findings reveal that: (1) dyslexia at the elementary level is characterized by persistent difficulties in reading, writing, and spelling despite normal intellectual abilities; (2) psycholinguistically, the disorder is rooted in deficits in phonological processing, letter recognition, and verbal working memory; and (3) effective interventions include multisensory strategies, explicit phonics instruction, and the use of visual-auditory learning media that support language acquisition. In conclusion, addressing dyslexia requires an integrative approach that simultaneously targets linguistic, neurological, and emotional dimensions.
Enhancing English Vocabulary Reading Skills Through Audiovisual Phonics Instruction: A Classroom Action Research on Students with Specific Learning Difficulties Nurhidaya, Nurhidaya; Pujaningsih, Pujaningsih
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.v4i3.1640

Abstract

This study aims to improve English vocabulary reading skills among junior high school students with specific learning difficulties through the implementation of an audiovisual phonics-based instructional method. Conducted as a Classroom Action Research (CAR) using the Kemmis and McTaggart model, the research involved four Grade VII students at SMP Negeri 1 Kaliorang during the 2024/2025 academic year. The intervention was delivered in two cycles, each comprising planning, action, observation, and reflection phases. Instructional strategies were designed to enhance phoneme recognition, sound-symbol correspondence, and contextual vocabulary acquisition through multimodal media, including slow-paced videos and interactive visual aids. Data were collected via pre- and post-tests, observation sheets, and student participation checklists. The results showed consistent improvement in students’ vocabulary reading performance, with all participants exceeding the 80% mastery threshold by the end of Cycle II. Teacher implementation scores rose from 77% to 97%, while student engagement increased significantly across sessions. The findings suggest that audiovisual phonics instruction, when combined with structured scaffolding and adapted media, can effectively support vocabulary development among students with reading difficulties. However, further research is recommended to validate the method’s effectiveness in broader and more diverse educational contexts.
Realistic Mathematical Approach to Improve Elementary Students' Understanding of Fraction Concepts, Mathematical Thinking, and Collaboration: Systematic Literature Review Muhadi, Andi; Wahyudin, Wahyudin; Arisetyawan, Andika
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.v4i3.1664

Abstract

Fractions represent a persistent challenge in elementary mathematics education due to their abstract nature and limitations of conventional instructional approaches. Realistic Mathematics Education (RME), locally known as Pendekatan Matematika Realistik (PMR), offers a promising alternative through authentic contextualization and collaborative learning. However, no comprehensive review has examined PMR's simultaneous effects on fraction understanding, mathematical thinking, and collaboration skills. A systematic literature review following PRISMA 2020 guidelines was conducted across Scopus, ERIC, Google Scholar, and DOAJ databases for peer-reviewed studies published 2013-2023. Search strategies employed controlled keywords in English and Indonesian. Studies were included if they were empirical research focusing on PMR implementation for elementary fraction learning and measured conceptual understanding, mathematical thinking, or collaborative skills. From 935 initial records, 50 high-quality studies met inclusion criteria and underwent thematic synthesis. PMR consistently produced significant improvements across all three domains. Effect sizes for fraction understanding ranged from 0.45-0.92, with substantial gains in conceptual comprehension and real-world application abilities. Mathematical thinking development showed enhanced reasoning, problem-solving, and critical thinking skills across different ability levels. Collaborative learning outcomes demonstrated increased student engagement, motivation, and positive attitudes toward mathematics. Technology integration and teacher TPACK preparation emerged as critical amplifying factors. The findings align with Piaget's cognitive theory and Vygotsky's social constructivism, demonstrating PMR's triadic synergy of contextualization, collaboration, and cognition. This systematic review provides the first integrated evidence base showing PMR's multidimensional effectiveness in elementary fraction education, extending beyond single-domain studies to demonstrate interconnected mathematical competence development. The evidence strongly supports PMR adoption for transforming elementary mathematics instruction.
Enhancing Creative Thinking Abilities and Mathematical Thinking Dispositions in Elementary Students Samsudin, Samsudin; Wahyudin, Wahyudin; Arisetyawan, Andika
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.v4i3.1706

Abstract

Creative thinking abilities and mathematical thinking dispositions represent critical competencies in elementary mathematics education, yet limited research examines their simultaneous development through targeted pedagogical interventions. This study investigated differences in creative thinking abilities and mathematical thinking dispositions between elementary students receiving differentiated instructional treatments. A quasi-experimental design with non-equivalent control groups was employed, involving 60 fifth-grade students from SD Negeri Sentul 1, divided into experimental (n=30) and control (n=30) groups. Creative thinking ability was measured using an essay test based on Guilford's four-dimensional framework (fluency, flexibility, originality, elaboration), while mathematical thinking disposition was assessed through a four-point Likert scale questionnaire encompassing curiosity, perseverance, open-mindedness, self-confidence, and reflectivity. Data were analyzed using independent samples t-tests following normality and homogeneity assumption testing. Significant differences emerged between groups across all measured constructs (p<0.05). The experimental group demonstrated superior creative thinking ability (M=82.6 vs. M=73.9, Cohen's d=1.18) and more positive mathematical thinking disposition (M=3.42 vs. M=2.94, Cohen's d=1.06). Elaboration showed the largest creative thinking difference (9.6 points), while open-mindedness exhibited the greatest dispositional improvement (0.53 points). Findings provide empirical evidence that targeted instructional approaches can simultaneously enhance cognitive abilities and affective dispositions in mathematics learning. The synergistic relationship between creative thinking and positive dispositions challenges traditional pedagogical models that address these dimensions separately. Results support implementing learning environments that encourage exploration, multiple solution strategies, and reflective practices to develop both mathematical competencies and positive attitudes toward mathematics in elementary education.
The Role of Regional Technical Implementation Units in Advancing Inclusive Education for Persons with Disabilities in Indonesia Aspan, Hamida; Hermanto, Hermanto
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.v4i3.1707

Abstract

Despite comprehensive regulatory frameworks supporting inclusive education in Indonesia, significant gaps persist between policy formulation and practical implementation for persons with disabilities. This study examines the role of Regional Technical Implementation Units (UPTD) in bridging these gaps through comprehensive service delivery mechanisms. This qualitative descriptive study employed a phenomenological approach to investigate UPTD Disability Services and Inclusive Education's role in enhancing inclusive education for persons with disabilities in Samarinda City. Data were collected through semi-structured interviews with key informants including the Head of UPTD PLDPI, school principals, and teachers, complemented by direct observations and documentation analysis. Data validity was ensured through triangulation techniques, while analysis followed Miles, Huberman, and Saldana's interactive model. UPTD PLDPI performs four primary roles: developing inclusive education policies, providing facilities and support services, enhancing teacher competencies, and promoting community awareness. The institution has facilitated inclusive education implementation in 178 schools serving 840 students with disabilities. However, significant challenges persist including insufficient community awareness, limited human resources and budget constraints, inadequate curriculum development, and insufficient infrastructure. The gap between 1,730 total persons with disabilities and 840 enrolled students indicates substantial access limitations. The findings reveal both progress and persistent barriers in inclusive education implementation. While UPTD PLDPI demonstrates institutional adaptability and policy responsiveness, systemic challenges require coordinated multi-stakeholder approaches. The research contributes to understanding how regional technical units function as intermediary mechanisms between policy formulation and practical implementation, emphasizing the necessity for enhanced coordination, comprehensive teacher preparation, systematic community engagement, and sustained resource allocation for effective inclusive education delivery.
Enhancing Speaking Abilities in Children With Speech Delays Through Role-Playing Interventions Lavenia, Nia; 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.v4i3.1731

Abstract

Speech delays affect approximately 5-10% of preschool children globally, with 7% of Indonesian children aged 4-5 years experiencing speech development difficulties. Role-playing methods have emerged as promising pedagogical approaches for addressing these challenges, yet systematic evidence for their effectiveness remains limited. This study aimed to investigate the effectiveness of role-playing methods in improving speaking abilities among children aged 4-5 years with speech delays. This classroom action research employed the Kemmis and McTaggart model across three cycles at TK Tunas Harapan 1, involving 13 children aged 4-5 years with speech delays. Each cycle consisted of planning, action, observation, and reflection phases with two meetings per cycle. Data collection utilized structured observation sheets, performance assessments with five-point rubric scales, interviews with teachers and parents, and documentation. Role-playing activities incorporated diverse themes including animal care, professional roles, transportation, and anti-bullying scenarios. Substantial improvements were observed across all implementation cycles. Average speaking scores increased from 42.41% (pre-intervention) to 68.99% (Cycle I), 82.85% (Cycle II), and 94.28% (Cycle III). Classical mastery rates improved from 7.69% to 92.30%, exceeding the 85% success criterion. All seven assessed speaking aspects showed significant enhancement: instruction comprehension, peer interaction responses, vocabulary usage, sentence construction, speaking confidence, expression and intonation, and conversational fluency. The findings validate role-playing effectiveness for speech delay intervention, supporting Vygotsky's sociocultural theory and Bandura's social learning theory. Results align with previous research while providing systematic implementation evidence across multiple cycles. The accessible, classroom-based approach offers practical implications for early childhood education settings addressing speech development challenges.
Enhancing Reading Word Abilities in Slow Learner Students Through Global Contextual Method Alamsyah, Alamsyah; 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.v4i3.1751

Abstract

Reading word difficulties significantly impact academic achievement among slow learner students, necessitating innovative pedagogical approaches that address their specific learning needs. This study investigated the effectiveness of the Global Contextual Method in improving reading word abilities among slow learner students in middle school settings. A Classroom Action Research design was employed over four months, involving three seventh-grade slow learner students at SMP Muara Bengkal, Indonesia. The intervention utilized a cyclical approach presenting complete words within meaningful contexts related to students' daily experiences, including school environment, family, and food-related vocabulary. Data collection involved pre- and post-intervention assessments, systematic classroom observations, and comprehensive skill evaluations across two implementation cycles. Baseline assessments revealed critically low reading abilities, with participants unable to read basic words independently and letter recognition ranging from 23% to 46%. Following the Global Contextual Method implementation, remarkable improvements were achieved across all participants. Average reading scores increased from 6.7% at baseline to 74.2% post-intervention, with individual improvements ranging from 55.5 to 74 points. Muhammad Rifici Saipik achieved the highest score (94%), while Human Sanuri demonstrated the greatest percentage improvement (91%). The contextual approach significantly enhanced student motivation, engagement, and long-term retention compared to conventional methods. These findings provide empirical support for constructivist learning principles in special education, demonstrating that meaningful, contextually relevant instruction can substantially improve reading outcomes for slow learners. The study contributes a practical pedagogical framework for inclusive education and highlights the importance of individualized, context-based approaches in addressing diverse learning needs.
Enhancing Number Recognition Through Contextual Learning: A Classroom Action Research with Slow Learner Children in Kindergarten Nurmulkiah, Fitri; 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.v4i3.1752

Abstract

Number recognition serves as a fundamental cornerstone for mathematical learning in early childhood, yet slow learner children face significant challenges in developing these essential skills. These children, representing approximately one-fifth of typical classrooms, demonstrate difficulties in information processing, weak short-term memory, and struggle with abstract concept formation, requiring specialized pedagogical approaches that connect mathematical concepts with concrete, meaningful experiences. This study investigated the effectiveness of contextual learning approaches in enhancing number recognition abilities among slow learner children in kindergarten settings. A Classroom Action Research design following Kemmis and McTaggart's cyclical model was employed over two cycles with six intervention sessions. Two slow learner participants aged 5-6 years from TK Negeri 1 Kec. Batu Ampar were selected based on their demonstrated difficulties in number recognition despite verbal counting abilities. Data collection utilized performance test checklists with 13 indicators across six competency areas, scored using a three-point scale. Contextual learning interventions incorporated familiar objects and daily life contexts, progressing from basic number cards to practical applications using shoes, clothing, and traditional games. Both participants achieved substantial improvements from baseline scores of 38-41% to final achievement rates of 76-80%, surpassing the 70% success criterion. The intervention successfully facilitated progression from "Belum Muncul" (Not Yet Emerged) to "Muncul" (Emerged) categories, demonstrating mastery of targeted number recognition skills. Contextual learning approaches effectively enhance number recognition abilities among slow learner children by transforming abstract numerical concepts into concrete, meaningful experiences, providing evidence-based guidance for inclusive early childhood mathematics education.
Strengthening Preschool Teacher Competencies in Inclusive Classroom Management: A Case Study from East Kutai Regency, Indonesia Adawiah, Rabiatul; Sukinah, Sukinah
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.v4i3.1756

Abstract

Despite national policies promoting inclusive education in Indonesia, significant gaps persist between policy intentions and classroom implementation, particularly in early childhood education settings. This study examined the effectiveness of professional development programs in strengthening preschool  teacher competencies for inclusive classroom management at TK Pembina, East Kutai Regency. A qualitative descriptive case study approach was employed, involving 20 preschool teachers selected through purposive sampling. Data collection occurred from January to May 2025, utilizing in-depth interviews, classroom observations, questionnaires, and document analysis. Participants were teachers who had completed inclusive education training programs and were actively implementing inclusive practices. Teachers demonstrated substantial improvements in understanding inclusive education principles and implementing Universal Design for Learning strategies. Interview data revealed enhanced confidence in managing diverse learners, with participants successfully adopting differentiated instruction approaches. Case studies illustrated transformational journeys from uncertainty to competent inclusive practice. However, persistent challenges included limited support staff, inadequate facilities, and insufficient ongoing mentoring. The findings confirm that systematic professional development can significantly enhance teacher competencies in inclusive education, supporting previous research while extending knowledge to rural Indonesian contexts. Success requires moving beyond one-time training toward sustained, practice-based learning with peer support networks. The study highlights critical needs for systemic interventions addressing resource allocation and institutional support structures alongside individual teacher development.

Page 19 of 51 | Total Record : 506

 17   18   19   20   21 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026) Vol. 4 No. 4 (2025) Vol. 4 No. 3 (2025) Vol. 4 No. 2 (2025) Vol. 4 No. 1 (2025) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022) More Issue