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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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Enhancing Early Reading Skills Through Problem-Based Learning: A Classroom Action Research with Students with Intellectual Disabilities Ona, Maria Guida Prayitna; 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.v4i3.1899

Abstract

Early reading skills constitute fundamental competencies for academic success, yet students with intellectual disabilities face significant challenges in literacy acquisition. Problem-Based Learning (PBL) has emerged as a promising pedagogical approach, but limited research exists on its effectiveness for improving reading skills among students with cognitive limitations. This study investigated the implementation of PBL methodology to enhance early reading competencies in an inclusive elementary classroom setting. A Classroom Action Research design employing the Kemmis and McTaggart model was conducted over two cycles with 24 sixth-grade students at SDN 013 Bengalon, including one student with diagnosed intellectual disability. The intervention utilized PBL methodology integrated with picture story books and letter cards. Data collection employed oral reading assessments evaluating pronunciation accuracy, intonation, fluency, and voice clarity, alongside structured observations. Each cycle consisted of planning, action, observation, and reflection phases across four intervention meetings. Systematic implementation of PBL yielded substantial improvements in reading competencies. Class average scores increased from 68 to 92 points, while proficiency rates advanced from 62.5% to 100%. The student with intellectual disability demonstrated remarkable progress, improving from 40 to 70 points across intervention cycles. Observational data revealed enhanced student engagement, collaborative participation, and social interaction throughout the implementation period. PBL methodology effectively improves early reading skills among diverse learners, including students with intellectual disabilities. The collaborative, contextual approach successfully addresses both academic and social development needs within inclusive classroom environments. These findings suggest that PBL can serve as a universal design for learning approach, challenging traditional assumptions about segregated special education requirements and advocating for inclusive pedagogical practices.
Enhancing Early Reading Skills in Students with Intellectual Disabilities: The Effectiveness of Contextual Learning-Based Interactive Animation Media Armini, Armini; 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.v4i3.1909

Abstract

Students with intellectual disabilities face significant challenges in early reading acquisition, requiring specialized instructional approaches that address their unique learning needs. This study investigated the effectiveness of contextual learning-based interactive animation media in improving early reading skills among first-grade students with intellectual disabilities. A quasi-experimental design was employed with three first-grade students with intellectual disabilities at SD Negeri 004 Sangkulirang, Indonesia. Participants completed pretest and posttest assessments measuring five reading components: letter pronunciation, syllable formation, word construction, simple word reading, and short sentence reading (maximum score: 80 points). A contextual learning-based interactive animation intervention was implemented, featuring familiar daily life contexts and interactive elements. Student experiences were assessed through questionnaires using 5-point Likert scales. Data analysis included descriptive statistics and prerequisite assumption testing. All participants demonstrated substantial and consistent improvements, achieving identical 25-point gains between pretest and posttest measurements. Mean scores increased from 40.0 to 65.0 points, representing a 62.5% improvement in overall reading performance. Student questionnaire responses indicated high satisfaction with interactive elements (mean: 12.0), content relevance to daily life (mean: 11.3), and visual/audio appeal (mean: 11.0). Statistical prerequisite tests confirmed data normality and homogeneity assumptions. The uniform improvement pattern demonstrates that contextual learning-based interactive animation media effectively addresses reading acquisition challenges in students with intellectual disabilities. The intervention's success stems from its integration of familiar contextual content, multi-modal presentation, and interactive engagement that prevents cognitive overload while facilitating meaningful knowledge construction. These findings extend constructivist learning theory and multimedia learning principles to inclusive education contexts, providing a replicable framework for developing educational technologies for students with learning differences.
Strengthening National Awareness Among Elementary Students at The Republic of Indonesia School in Tokyo Loretha, All Fine; Windiarti, Rina; Amin, Zakki Nurul; Sariah, Qoniatus
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.v4i3.1916

Abstract

Initial study found out a lack of awareness, understanding, and interactive experience of students at the Republic of Indonesia School Tokyo about Pancasila and Indonesian Culture. Only about 6.2% of students managed to answer questions correctly on the national insight material. Meanwhile, the survey results showed that 28.6% of students understood Pancasila in class, while 21.7% of students understood it from social media. This study aims to determine the effect of interactive modules based on Pancasila student profiles on national insight at the Republic of Indonesia Elementary School Tokyo. The research method used was a quantitative one-group pretest-posttest experiment. The subjects of the study consisted of 17 male and female students in grade 1 of the Republic of Indonesia Elementary School Tokyo in phase A, namely ages 6-8 years. The research method used was a quantitative experiment, One-group pretest-posttest. The research subjects comprised 17 male and female students of grade 1 of the Republic of Indonesia Elementary School Tokyo in phase A, aged 6-8 years.The study results showed a significant increase in the national insight of elementary school children after utilizing the interactive module. Based on the hypothesis testing, the p-value is 0.000 <0.05. By implementing interactive modules that integrate the IPTEKS approach and project-based learning methods, students become more active and enthusiastic in understanding and applying the values of diversity.
Enhancing Teacher Competence in Inclusive Early Childhood Education: An Action Research Study on Project-Based Teaching Implementation Solihati, Iis; 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.v4i3.1931

Abstract

Inclusive early childhood education faces significant challenges in effectively managing classrooms where children with diverse abilities and developmental needs learn together. Traditional teacher training approaches remain predominantly theoretical, creating substantial gaps between policy mandates and practical implementation. This study investigated how project-based teaching implementation enhances kindergarten teachers' competence in inclusive classroom management through systematic professional development intervention. A qualitative action research design was employed across three kindergarten institutions in Kongbeng District, East Kutai Regency, Indonesia, from March to June 2025. The study utilized a cyclical approach involving planning, implementation, observation, and reflection phases. Data collection employed structured interviews, passive participant observation using five-point Likert scale instruments, and documentary analysis. Twelve indicators assessed project-based teaching implementation, teacher competence (pedagogical, professional, social, and personality dimensions), and inclusive classroom management capabilities. Data validity was ensured through source and technique triangulation. Substantial improvements in teacher competence were observed across all institutions, with performance increases ranging from 30% to 33.34% compared to baseline measurements. Pre-intervention scores of 60-63.33% (moderate competence) improved to 90-96.67% (very high competence) by Cycle II. Teachers demonstrated enhanced abilities in project planning, facilitating collaborative learning, adapting materials for special needs children, and implementing inclusive evaluation strategies. Qualitative feedback revealed increased confidence and pedagogical effectiveness. Project-based teaching significantly enhances teacher competence in inclusive classroom management through structured professional development combining theoretical learning with practical implementation. The cyclical intervention approach proves effective in bridging theory-practice gaps, offering a practical framework for inclusive education implementation in early childhood settings.
Managing Temper Tantrums in Autistic Middle School Students: A Case Study of Environmental Interventions and Empathetic Approaches in Inclusive Education Settings Nurhidaya, Nurhidaya; 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.v4i3.1943

Abstract

Temper tantrums represent significant behavioral challenges for autistic students in inclusive educational settings, yet comprehensive understanding of their patterns, triggers, and effective management strategies remains limited, particularly during the critical middle school period when academic and social demands intensify. This qualitative case study employed intensive observation and in-depth interviews to examine temper tantrum patterns in an autistic middle school student (FT) within an inclusive classroom setting at SMP Negeri 1 Sangatta Utara over three months. Data were collected through structured interviews with teachers and peers, behavioral observations, and document analysis, with triangulation ensuring data validity. The study identified a three-phase tantrum pattern: pre-crisis indicators (blank staring, table hitting), crisis manifestation (screaming, object throwing, self-injury), and post-crisis withdrawal. Primary triggers included sensory overstimulation from classroom noise, social misunderstandings, and academic pressure. Tantrum frequency and intensity decreased significantly from first to second semester following implementation of empathetic, non-confrontational interventions including environmental modifications, preventive communication, and role-assignment strategies. The behaviors created multi-dimensional impacts affecting classroom dynamics, peer anxiety, and instructional quality. Systematic environmental accommodations combined with empathetic intervention strategies can substantially reduce tantrum frequency and intensity in autistic middle school students. Success requires understanding tantrums as communication attempts reflecting neurological differences rather than behavioral problems requiring discipline. Effective inclusive education demands comprehensive teacher training on autism sensory processing, environmental modifications including noise reduction and visual simplification, and policy-level support for sustained intervention implementation.
Enhancing Early Reading Skills in Students with Learning Difficulties through Project-Based Multisensory Instruction Basuki, Basuki; 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.v4i3.1956

Abstract

Early reading skills constitute fundamental cornerstones in children's academic development, yet significant proportions of elementary students encounter substantial barriers in mastering critical literacy competencies. This study investigated the effectiveness of project-based multisensory instruction in enhancing early reading skills among third-grade students with learning difficulties. This action research employed a qualitative approach using the Kemmis and McTaggart model with two implementation cycles. Twelve third-grade students with early reading difficulties at SDN 006 Rantau Pulung participated in the study. The intervention integrated visual, auditory, tactile, and kinesthetic modalities through plasticine manipulation and diorama creation activities. Data collection utilized reading ability tests, structured observations, and performance assessments across multiple literacy components including word reading, writing, creative expression, and storytelling capabilities. The intervention achieved remarkable success, with 100% of students reaching satisfactory performance levels by Cycle II, compared to 75% in Cycle I. Students who initially struggled most demonstrated the greatest improvements, with gains reaching up to 35.25%. The overall class average increased significantly by 9.15%, while performance variability decreased substantially (standard deviation reduced from 18.74% to 6.94%), indicating improved learning equity across the classroom. The findings provide compelling evidence that multisensory project-based approaches effectively address diverse learning needs in inclusive settings. The integration of concrete manipulatives with systematic literacy instruction successfully eliminated performance disparities while maintaining high engagement levels. The research contributes theoretical validation for asset-based approaches to learning difficulties and offers practical frameworks for implementing inclusive literacy instruction that accommodates diverse learning profiles in elementary education contexts.
Principal Leadership, School Committee Role, and School Climate Effects on Certified Teacher Performance: Evidence from Indonesian Public Schools Sutami, Sutami; Wijayanti, Wiwik
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.v4i3.1962

Abstract

Despite Indonesia's implementation of teacher certification programs to enhance educational quality, gaps persist between certification objectives and actual teacher performance outcomes. This study investigates the influence of organizational factors on certified teacher performance in Indonesian junior high schools. A quantitative survey was conducted among 50 certified teachers from four public junior high schools in Tanah Miring District, Merauke. Data were collected using validated questionnaires measuring principal leadership, school committee role, school climate, and teacher performance on 4-point Likert scales. Statistical analysis employed simple and multiple linear regression following classical assumption testing. All variables demonstrated high mean scores (range: 33.18-67.32). Principal leadership showed the strongest individual effect on teacher performance (β = 0.758, R² = 0.574, p < 0.001), followed by school climate (β = 0.695, R² = 0.483, p < 0.001) and school committee role (β = 0.612, R² = 0.374, p < 0.001). The simultaneous model revealed significant combined effects (F = 34.67, p < 0.001), with all three variables collectively explaining 69.5% of variance in teacher performance (adjusted R² = 0.675). In the multiple regression model, principal leadership remained the most influential predictor (β = 0.412, p < 0.001), followed by school committee role (β = 0.268, p < 0.05) and school climate (β = 0.251, p < 0.05). Principal leadership, school committee role, and school climate significantly influence certified teacher performance both individually and collectively. The findings provide a validated framework for understanding organizational factors affecting certified teacher effectiveness, with practical implications for educational management and policy development in Indonesian schools.
Enhancing Attention and Focus in Children with ADHD Through Structured Sensory Play Based on Project-Based Learning Saragih, Yenny Vitasari; 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.v4i3.1963

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) significantly impacts early childhood learning, with children demonstrating difficulties in maintaining attention and focus during educational activities. This study investigated the effectiveness of structured sensory play based on Project-Based Learning (PjBL) in enhancing attention and focus among children with ADHD in kindergarten settings.  An action research design following Kemmis and McTaggart's spiral model was implemented across two cycles with 17 children aged 4-5 years in Group A kindergarten, including one formally diagnosed ADHD participant. Each cycle comprised two sessions incorporating forest-themed projects with structured sensory activities. Data collection utilized structured observation checklists measuring attention duration, eye contact, instruction following, activity engagement, behavioral regulation, and task completion. Assessment employed a 4-point rating scale with success criteria established at 76-100% achievement levels. Significant improvements were observed across all participants. Pre-cycle assessment showed 47% of children in the "not emerging" category with no students achieving independent mastery. Following intervention, 94% of participants reached independent mastery levels in Cycle II. The ADHD participant demonstrated remarkable progress from 25% (not emerging) to 79% (emerging independently), successfully maintaining attention, following instructions, and completing projects with minimal assistance. The integration of sensory integration theory with constructivist learning principles created optimal conditions for attention regulation and executive function development. Results validate the effectiveness of combining therapeutic and educational approaches within inclusive classroom settings, offering educators time-efficient alternatives that address both academic and therapeutic objectives simultaneously.
Culturally Responsive Comics: Developing South Sumatra-Based Media to Foster Cultural Understanding in Primary Education Yani, Fitri Dwi; Kawuryan, Sekar Purbarini
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1296

Abstract

This study explores the development and implementation of socio-cultural comics based on South Sumatran culture in elementary schools in Indonesia, focusing on their impact on student engagement and cultural understanding. The comics were designed to introduce local traditions, values, and customs through visually engaging narratives, enhancing students' emotional and cognitive connection to their cultural heritage. Significant improvements were observed in student participation during cultural discussions, deeper understanding of traditional practices, and greater pride in local identity. A qualitative approach with a phenomenological research design was employed, involving six teachers and twenty-four students in grades IV and V, alongside classroom observations. The participants came from diverse socio-cultural backgrounds in South Sumatra. The findings reveal that socio-cultural comics significantly increase student engagement, motivation, and understanding of cultural values. However, challenges such as limited availability of learning media, variation in students’ cultural exposure, and the need for teacher training in media integration were identified. The study recommends developing teacher capacity in integrating comics into the curriculum, contextualizing comic content to reflect local student experiences, and increasing the accessibility of comics in schools, particularly in rural areas**. This research contributes valuable insights into the role of culturally responsive learning media in strengthening cultural understanding and character education among young learners. Future research could examine the effectiveness of digital-based comics, their long-term impact on students’ cultural identity development, and their scalability across different regions in Indonesia.
Learning Islamic Religious Education Based On Local Wisdom Assisted By Animated Videos In Increasing The Learning Motivation Of Elementary School Students Herawati, Enok Tati Herni; Rukajat, Ajat; Mansyur, Masykur H; Kejora, Muhamad Taufik Bintang
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.v4i3.1539

Abstract

This study aims to explore the application of Islamic Religious Education (PAI) learning based on local wisdom using animated videos in class V of SDN Mulyasejati IV, Ciampel, Karawang, to increase students' learning motivation. The approach used is qualitative with the descriptive method of exploratory case studies, which allows data collection through interviews, participatory observations, and documentation. The main data sources are PAI teachers and grade V students. This study found that the use of animated videos that relate Islamic teachings with local traditions such as earth alms and gotong royong is very effective in attracting attention and increasing students' understanding of teaching materials. As a result, there is an increase in students' motivation to learn which can be seen from their active involvement in learning. The implication of this research is that the integration of technology-based media, such as animated videos, can be an effective tool to enrich students' learning experiences and make them more relevant to their daily lives. However, this research also faces limitations in access to technology and teachers' ability to manage technology-based learning media. The suggestions put forward are the need for more intensive training for teachers and improved technology facilities in schools to support more interactive and contextual learning

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