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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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Enhancing Early Reading Skills Through Picture-Based Contextual Learning for At-Risk First-Grade Students Silvia, Silvia; Ishartiwi , Ishartiwi
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.v4i3.1769

Abstract

Early reading skills represent fundamental competencies essential for elementary students' academic success, yet substantial gaps persist in effective interventions for at-risk learners. This study investigated how picture-based contextual learning media enhances early reading skills among first-grade students with learning difficulties. This classroom action research employed Kemmis and McTaggart's spiral model, conducted at SDN 006 Telen with 15 first-grade students (9 female, 6 male), including two students with learning difficulties. The intervention utilized picture-based contextual learning media across two complete cycles, each comprising three meetings with systematic planning, implementation, observation, and reflection phases. Data collection employed reading competency tests and structured observation sheets, analyzed using quantitative descriptive techniques including N-Gain calculations and qualitative analysis of behavioral observations. The intervention demonstrated remarkable effectiveness, progressing from baseline conditions where only 30% of students recognized vowels to achieving 93.33% competency by Cycle 2. Pre-test scores averaged 40, improving to post-test scores of 87, representing 117.5% improvement. The N-Gain score of 0.78 indicated high intervention effectiveness. Beyond cognitive improvements, students demonstrated enhanced motivation, self-confidence, and psychomotor skills development. The findings validate theoretical frameworks including Paivio's dual coding theory and constructivist learning principles while providing empirical evidence for integrating visual media with contextual learning approaches. The research contributes practical, accessible interventions that regular classroom teachers can implement for at-risk populations, supporting inclusive education initiatives and early literacy intervention programs across diverse educational contexts.
Enhancing Early Reading Skills Through Multisensory Contextual Learning: A Classroom Action Research Study with First-Grade Students with Learning Difficulties Wulandari, Retno; 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.v4i3.1783

Abstract

Early reading skills represent fundamental prerequisites for academic success, yet many first-grade students, particularly those with learning difficulties, struggle to master these competencies. This study investigated the effectiveness of multisensory contextual learning strategies in improving early reading skills among students with learning difficulties in inclusive classroom settings. A classroom action research design following Kemmis and McTaggart's spiral model was employed over three months (April-June 2025) at an inclusive elementary school in East Kalimantan, Indonesia. Twenty-five first-grade students participated, including four students with learning difficulties who served as the primary focus. The intervention utilized Visual, Auditory, Kinesthetic, and Tactile (VAKT) approaches integrated with contextual learning principles. Data collection employed observations, parent interviews, and cognitive assessments across two intervention cycles. Statistical analysis included paired-sample t-tests to evaluate pre-post intervention differences. Students with learning difficulties demonstrated statistically significant improvements across all measured domains. Cognitive scores increased from 15.62 to 21.25 (t = 6.45, p < 0.05), while affective domain measures improved from 1.42 to 2.42 (t = 6.16, p < 0.05). Pre-reading skills enhanced from 1.75 to 2.75 (t = 6.12, p < 0.05). Over 80% of participants achieved predetermined early reading indicators. Qualitative observations revealed increased confidence, motivation, and active participation in reading activities. The multisensory contextual approach effectively addressed reading difficulties by engaging multiple sensory pathways and connecting learning to students' experiential contexts. Findings support existing literature on neuroeducational benefits of multisensory instruction and validate contextual learning theories. The intervention's success using readily available materials demonstrates practical feasibility for diverse educational settings, contributing evidence for inclusive pedagogy and differentiated instruction approaches.
Enhancing Pre-Reading Skills of Slow Learners Through Integrated Montessori-Contextual Learning in Kindergarten Utami, Sri; Ishartiwi, Ishartiwi
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.v4i3.1816

Abstract

Reading proficiency serves as a fundamental cornerstone for academic success, yet children with slow learning difficulties face significant challenges in developing pre-reading skills. This study investigated the effectiveness of integrating Montessori methodology with contextual learning approaches to enhance pre-reading capabilities among slow learners in kindergarten settings. A classroom action research design following the Kemmis and McTaggart model was employed over three weeks at State Kindergarten 1 Kongbeng. Three children aged 4-5 years with identified slow learning difficulties were purposively selected as participants. Data collection utilized structured observation checklists assessing nine pre-reading skill indicators on a four-point scale, implemented across two intervention cycles incorporating Montessori materials within contextual learning frameworks. Baseline assessments revealed significantly low pre-reading abilities across all participants (38-47%). Following the integrated intervention, substantial improvements were observed, with final achievement levels reaching 77-80%. All participants demonstrated notable progress in phonological awareness, letter recognition, sustained attention, and motor coordination skills. The overall improvement rates ranged from 33-39 percentage points, with particularly strong gains in environmental vocabulary and real-world connection capabilities. The findings provide compelling evidence for the effectiveness of integrated Montessori-contextual learning approaches in addressing the specific learning needs of slow learners. The multisensory nature of Montessori materials, combined with meaningful contextual connections, facilitated systematic skill development among children who typically struggle with abstract concept formation. These results support the potential of thoughtfully integrated pedagogical approaches to enhance educational inclusion and prevent future academic difficulties among vulnerable student populations.
Implementing Differentiated Learning to Foster Learning Interest and Creative Thinking among Diverse Elementary School Students Nurmala, Neli; Paik, Iik Nurul; Fitriani, Yulianti
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.v4i3.1822

Abstract

The quality of an abstract significantly influences readers’ decisions to engage with a scholarly article in its entirety. A well-structured abstract should encompass several key elements. The background of this study highlights the relevance and urgency of instructional approaches that can accommodate student diversity in primary education, where uniform teaching methods often overlook individual differences and risk diminishing both student engagement and academic achievement. The objective of this research is to identify and synthesize effective strategies for implementing differentiated instruction that simultaneously enhances learning interest and creative thinking skills among primary school students. Employing a descriptive qualitative approach through a literature review design, data were systematically collected from various academic databases, including Google Scholar, ResearchGate, and DOAJ, resulting in the selection of 13 studies based on stringent inclusion criteria. The findings indicate that differentiated learning strategies exert a significant positive impact on the development of creative thinking skills and the enhancement of students’ learning interest. A reciprocal relationship was identified, wherein heightened interest fosters creativity, and creative activities, in turn, stimulate interest in learning. In conclusion, this study proposes a conceptual framework to guide educators in implementing differentiated instruction within heterogeneous classrooms. The practical implications underscore the need to adopt flexible and responsive instructional models to maximize the potential of every learner.
The Influence of Academic Supervision, Teacher Understanding of Special Needs Education, and Universal Design for Learning on the Implementation of Inclusive Education in Kindergarten Karyawati, Efrilia; 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.v4i3.1834

Abstract

Inclusive early childhood education demands not only equitable access but also teacher competence and adaptive instructional leadership. This study investigates the relationship between academic supervision and teachers’ understanding of children with special needs (SEN) and the Universal Design for Learning (UDL) framework within an inclusive kindergarten context. Employing a quantitative approach, the research involved 10 early childhood teachers at TK Khalifah, East Kutai, Indonesia. Data were collected through validated questionnaires, structured interviews, document analysis, and observation. The instruments measured two main variables: academic supervision and teacher understanding of SEN and UDL. Descriptive analysis showed that both variables predominantly fell into the moderate category. Inferential analysis using Pearson correlation revealed a strong positive relationship (r = 0.81) between academic supervision and teacher understanding, with a coefficient of determination (R²) of 86.6%. These findings suggest that academic supervision makes a significant contribution to teachers’ inclusive competence. However, the moderate performance trends may reflect limited access to structured professional learning and the absence of contextual variables such as prior training or institutional support. The study concludes that differentiated, reflective, and collaborative supervision is crucial for advancing inclusive practices. Practical implications include the need for enhanced supervisory models and targeted professional development for early childhood educators. This research offers empirical insights to inform inclusive education policy and instructional leadership in early learning environments.
Universal Design for Learning in Inclusive Kindergarten Education Across Urban, Suburban, and Remote Contexts in Indonesia Saikhu, Ali; 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.v4i3.1863

Abstract

Universal Design for Learning (UDL) represents a critical framework for creating inclusive educational environments, yet its implementation in early childhood education remains underexplored, particularly in developing countries. Contemporary early childhood institutions often evaluate children based on socially constructed notions of normalcy, potentially excluding diverse learners. This study investigates UDL implementation challenges and opportunities in inclusive kindergarten education across diverse geographical contexts. A qualitative multi-site case study was conducted across three kindergarten schools in East Kutai Regency, Indonesia, representing urban, suburban, and remote areas. Data were collected through structured interviews with six participants (principals and teachers), classroom observations, and document analysis. Analysis followed Edward III's policy implementation framework, examining communication, resources, disposition, and bureaucratic structure dimensions. All schools demonstrated positive attitudes toward UDL implementation and established communication mechanisms, though with varying effectiveness. Significant resource disparities existed across geographical contexts, with urban schools having better access to specialized personnel and infrastructure. The availability of only one Special Assistant Teacher for the entire regency highlighted severe resource constraints. Bureaucratic support varied substantially, with urban schools receiving more systematic institutional backing compared to suburban and remote areas. While positive educator attitudes provide implementation foundation, substantial gaps exist between intention and capacity. Resource inequalities and inconsistent institutional support perpetuate educational exclusion rather than promoting genuine inclusion. The findings reveal that effective UDL implementation requires coordinated systemic support addressing not only individual bias but also institutional policies that maintain exclusionary practices.
Teachers' Perceptions of Sustainable Development Goals (SDGB) Based Education to Increase Students' Social Awareness Through Social Studies Learning in Elementary Schools Afandi, Muhamad; Rachmadtullah, Reza
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.v4i3.1866

Abstract

This study intends to determine teachers' perceptions of Sustainable Development Goals (SDGs)-based education to improve students' social awareness through social studies learning in elementary schools. The method employed was a qualitative approach with a case study design. The data were gathered through in-depth interviews and non-participant observations of five elementary school teachers with more than five years of teaching experience. The findings uncovered that teachers' understanding of the SDGs varied, with some teachers taking more initiative in integrating SDG values ​​into their learning. In contrast, others encountered difficulties due to limited training and resources. The strategies implemented encompassed classroom discussions and community-based projects as well as the utilization of technology, such as documentary videos and news articles. Nonetheless, the primary challenges were limited time and access to in-depth teaching materials. The impact of SDGs-based education on students was observed in their increased understanding of global issues, such as climate change and social inequality. Students also exhibited greater interest in social and environmental activities. However, the impact differed depending on the intensity of SDGs implementation in learning. In conclusion, although the implementation of SDGs in elementary schools can increase students' social awareness, further support from the government and schools is required, including teacher training and the provision of adequate resources to strengthen the integration of SDGs in the curriculum.
Enhancing Word Reading Skills in Children with Speech Delay through Contextual Practice-Based Learning Mulyani, Sri; 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.v4i3.1873

Abstract

Children with speech delays face significant challenges in developing word reading skills, which can impact their academic and social development. This study investigated the effectiveness of contextual practice-based learning methods in enhancing word reading abilities among children with speech delays in kindergarten settings. A classroom action research design following Kemmis and McTaggart's spiral model was implemented over two cycles with four children aged six years diagnosed with speech delays at TK An-Nur kindergarten, Indonesia. The intervention utilized letter dice games within contextual learning frameworks, connecting words to real-world objects and experiences. Data collection employed structured observations, performance assessments, interviews, and documentation. Assessment focused on five indicators: syllable combination, vowel and consonant recognition, letter-to-word construction, word-object association, and reading clarity with pronunciation. Significant improvements were observed across all assessment phases. Class average scores increased from 8.25 (pre-intervention) to 10.5 (Cycle I) to 13.5 (Cycle II). Mastery achievement improved from 25% to 75%, with three out of four children reaching the minimum threshold score of ≥15. Qualitative observations revealed enhanced engagement, confidence, and social participation during learning activities. Children demonstrated improved ability to connect words with concrete objects and showed increased responsiveness to verbal instructions. The contextual practice-based approach effectively addressed the specific learning needs of children with speech delays by providing meaningful, socially interactive learning experiences. Findings support Vygotsky's theoretical framework regarding the importance of social interaction and meaningful contexts in language development. The intervention's success demonstrates that accessible, low-cost methods can achieve substantial improvements in literacy development for children with developmental challenges, supporting inclusive education practices.
Enhancing Speaking Abilities Through Applied Behavior Analysis: A Teacher-Led Intervention for 5-6 Year-Old Children with Speech Delays in Inclusive Kindergarten Settings Metasari, Dian; 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.v4i3.1883

Abstract

Speech delay affects 5-10% of preschool children globally, significantly impacting their communication abilities, social interaction, and academic readiness. Applied Behavior Analysis (ABA) has emerged as a promising intervention approach, yet limited research exists on teacher-implemented ABA methods for speech-delayed children in inclusive educational settings. This study investigated the effectiveness of ABA methods in improving speaking abilities among children with speech delays aged 5-6 years in an inclusive kindergarten environment. A classroom action research design was employed at TK Negeri 1 Rantau Pulung, involving five purposively selected children with identified speech delays. The intervention was implemented across three progressive cycles using systematic ABA techniques including instruction-response-reinforcement sequences, visual aids, environmental exploration, and role-playing activities. Data were collected through structured observations, speaking ability assessments, interviews, and documentation. Assessment criteria included vocabulary production, sentence construction, pronunciation accuracy, and social engagement, rated on a four-point developmental scale. Significant improvements were observed across all intervention cycles. Pre-intervention assessment showed 80% of children in the "Not Yet Developing" category, with no children demonstrating age-appropriate abilities. By Cycle III, 60% achieved "Developing Very Well" status, 20% reached "Developing as Expected," and 20% maintained "Beginning to Develop." The most substantial progress occurred between Cycles I and II, with continued enhancement in Cycle III. Teacher-implemented ABA methods effectively improve speaking abilities in children with speech delays. The systematic intervention approach provides a replicable framework for inclusive education settings, demonstrating that classroom teachers can successfully deliver evidence-based interventions without specialized therapeutic training.
Curriculum Accommodation Implementation for Students with Special Needs in Kindergarten Inclusive Education Martalenny, Elyza; 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.v4i3.1893

Abstract

Curriculum accommodation represents a critical component of inclusive education implementation for students with special needs, yet limited research examines these practices in early childhood settings within developing country contexts. This study investigated curriculum accommodation implementation across four key components in kindergarten inclusive education settings. A qualitative descriptive study was conducted across five kindergarten institutions implementing inclusive education in North Sangatta District, East Kutai Regency, Indonesia. Data were collected through unstructured interviews with ten participants comprising school principals and classroom teachers, supplemented by observation and document analysis. The interactive model of Miles and Huberman was employed for data analysis, with source triangulation ensuring validity. Analysis revealed substantial compliance with national guidelines across curriculum accommodation components. Of 28 accommodation indicators examined, 21 (75%) achieved full implementation compliance. Learning objectives accommodation demonstrated complete implementation across six indicators, including curriculum adoption, adaptation procedures, and competency standards integration. Content and material accommodations showed strong implementation in adaptation and relevance indicators, though systematic assessment procedures revealed partial compliance. Learning process accommodations achieved 92% compliance rate, with successful implementation of activity design, lesson planning, and collaborative teaching practices. Evaluation accommodations demonstrated 75% compliance, with effective adaptation of assessment methods while systematic curriculum development models showed partial implementation across all components. The findings demonstrate successful basic accommodation implementation while identifying gaps in systematic approaches requiring enhanced professional development and institutional support. Results provide evidence for inclusive education feasibility in early childhood settings when supported by appropriate policy frameworks, contributing valuable insights for scaling inclusive education initiatives in developing country contexts.

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