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Enhancing Early Reading Skills in Slow Learner Students Through an Integrated Global-Direct Instruction Method Rahmawati, Rahmawati; Pujaningsih, Pujaningsih
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.v4i4.1984

Slow learner students face significant challenges in early reading acquisition due to cognitive processing limitations and reduced statistical learning efficiency. This study investigated the effectiveness of an integrated Global-Direct Instruction (GLODIN) method for improving CVCV pattern word reading among fourth-grade slow learner students. A classroom action research design following the Kemmis and McTaggart model was implemented over six weeks with three slow learner participants (IQ 70-89) at SDN 009 Sangatta Utara. The intervention consisted of two cycles: Cycle I (four sessions) and Cycle II (three sessions) incorporating systematic modifications based on reflective analysis. The GLODIN method integrated global reading approaches with direct instruction principles through structured 12-step procedures using picture-word cards and letter manipulation activities. Data collection utilized observation protocols for instructional fidelity and student participation, plus 15-item oral reading assessments measuring CVCV word accuracy. All participants demonstrated substantial improvement from baseline to final assessment (mean improvement: 51.11%). Individual gains ranged from 50% to 53.33%, with all students achieving the 85% mastery criterion. Student participation increased by 18.11% across cycles, while instructional quality improved by 12.67%. Cycle I yielded 76.66% mean performance, progressing to 92.22% in Cycle II. The GLODIN method successfully addressed dual-route reading acquisition by strengthening both lexical recognition and phonological decoding pathways. Results challenge deficit-based perspectives regarding slow learner capabilities, demonstrating that systematic multisensory instruction with increased repetition can overcome cognitive processing limitations. The integration of global and direct instruction methodologies represents a novel contribution advancing beyond previous isolated approaches, providing educators with a validated framework for inclusive reading instruction.

Development of 3D Snake and Ladder Media for Indonesian Language Learning: A Study of Pantun Education in Elementary School Wijaya, Tri Bhakti Atma; Cahyaningtyas, Andarini Permata
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.v4i4.1986

This study aims to develop and test the effectiveness of 3D snake and ladder learning media to support fifth-grade elementary school students' Indonesian language learning outcomes. This development was motivated by the use of learning media that is still relatively simple, without games or more interesting concrete media. This lack of interesting media reduces student interest during learning, as seen from several students daydreaming, talking to their classmates, or playing alone while the teacher is explaining. This research uses the Research and Development (RnD) model ADDIE, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research was conducted in two stages: development and testing. The development stage includes problem analysis, literature review, initial 3D snake and ladder media development, and expert validation. The testing phase evaluated the effectiveness of the media on 20 fifth-grade students at Trangkilan State Elementary School. Initial data collection included documentation, interviews, questionnaires, and observations. The instruments used in this study included pretest-posttest to assess the effectiveness of the media and expert validation to assess the suitability of the developed media. Data analysis used normality tests, and paired t-tests. Expert validation results indicated that the 3D snake and ladder media was highly suitable for use, with an average score of 91%. Effectiveness tests showed a significant difference between pre-test and post-test scores (p < 0.05). The results of the pre-test and post-test of the students tested with the paired t-test showed that there was a difference in learning outcomes after the application of the 3D snake and ladder media in learning activities, so it can be concluded that the development of 3D snake and ladder media can support fifth-grade students in learning Indonesian language material on pantun at Trangkilan State Elementary School. The pre-test and post-test results showed an increase in the average scores obtained, with the pre-test average score being 54 and the post-test average score being 84. There was an improvement from using 3D Snakes and Ladders media in the learning activities. Furthermore, the level of effectiveness, as measured by Cohen’s d effect size, was 1.767 on a small scale and 2.112 on a large scale. This indicates that the learning intervention had a powerful impact on improving learning outcomes. Based on the research results, the 3D snake and ladder media is recommended for use in Indonesian language learning at elementary schools. This media is an attractive and innovative alternative to conventional media. The researcher recommends that this learning media be applied in learning, especially in fifth grade, to create meaningful learning.

From Isolation to Interaction: How Cooperative Learning Role-Play Transforms Social Skills in Behaviorally Challenged Kindergarteners Riwayati, Antin; Pamungkas, Bayu
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.v4i4.1994

Children with behavioral barriers frequently experience significant challenges in developing appropriate social interaction skills, impacting their educational experiences and peer relationships. Traditional instructional approaches often inadequately address the specific needs of these children in developing essential social competencies. This study investigated the effectiveness of cooperative learning role-playing methods in enhancing social interaction capabilities among behaviorally challenged kindergarten children. A classroom action research design was employed over four weeks at TK Negeri 1 Sangatta Selatan, involving 15 children aged 5-6 years from Group B, with four children specifically identified as having behavioral barriers. The intervention consisted of structured role-playing activities within cooperative learning frameworks, implemented across two cycles with multiple sessions. Data collection utilized structured observation sheets assessing five key dimensions: communication abilities, sharing behaviors, cooperation skills, emotional regulation, and problem-solving capabilities. Assessment employed a four-point developmental scale from "Not Yet Developed" to "Developing Very Well." Significant improvements in social interaction capabilities were observed across all intervention phases. Mean social interaction scores increased progressively from 41.3% at baseline to 63% following Cycle I, and ultimately reached 83% after Cycle II completion, representing a total improvement of 41.7%. The final achievement exceeded the predetermined 80% success criterion, with 60% of children attaining "Developing Very Well" status and 33.3% reaching "Developing as Expected" levels. Cooperative learning role-playing methods effectively enhance social interaction skills among children with behavioral barriers in kindergarten settings. The structured peer-mediated approach provides practical, classroom-implementable solutions for addressing behavioral challenges while promoting inclusive educational practices. The findings support integration of social-emotional learning within mainstream early childhood curricula.

Transforming Mathematical Communication: The Effectiveness of RADEC Learning Model in Elementary Education Sakristi, Maria Putri; Relmasira, Stefanus Christian
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.v4i4.1996

Mathematical communication skills represent fundamental competencies essential for mathematical literacy development, yet elementary students frequently demonstrate passive engagement in mathematical discourse due to traditional instructional approaches that limit collaborative interaction and communication skill development. This quasi-experimental study employed a pretest-posttest non-equivalent control group design to investigate the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) learning model in enhancing mathematical communication skills among elementary students. Participants comprised 51 third-grade students from SD Negeri Gendongan 01 Salatiga, with 27 students in the experimental group receiving RADEC instruction and 24 students in the control group receiving conventional mathematics instruction. Data were collected through validated essay-based assessments measuring written text, drawing, and mathematical expression competencies, supplemented by observations and interviews. Statistical analysis employed Independent Sample T-Tests using SPSS version 27. The experimental group achieved significantly superior performance with a mean score of 80.56 compared to the control group's mean score of 63.83 (p = 0.015, t = -2.534). Performance distribution analysis revealed 63% of experimental students attained very high achievement levels versus 50% in the control group, while low-performing students decreased from 13% to 4% following RADEC implementation. The RADEC model's systematic progression through Read, Answer, Discuss, Explain, and Create phases effectively develops mathematical communication competencies by facilitating active engagement with mathematical language, collaborative discourse, and creative representation generation. These findings support theoretical frameworks emphasizing mathematical communication as a fundamental process skill essential for mathematical literacy development and provide empirical evidence for student-centered pedagogical approaches in elementary mathematics education.

Enhancing Elementary Students' 4C Communication Skills Through SAVI (Somatic, Auditory, Visual, Intellectual) Learning Model Widyaningrum, Neni; Relmasira, Stefanus Christian
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.v4i4.1997

Contemporary elementary education faces significant challenges in developing students' 21st-century communication skills, particularly in mathematics learning contexts where traditional teacher-centered approaches often render students passive and hesitant to engage in meaningful discourse. The SAVI (Somatic, Auditory, Visual, Intellectual) learning model presents a promising multisensory approach that may address these communication skill deficiencies by engaging students holistically through diverse sensory modalities. This quasi-experimental study employed a pretest-posttest control group design involving 38 fourth-grade students at SD Negeri Gendongan 01 Salatiga, Indonesia. Participants were divided into experimental (n=19) and control (n=19) groups using purposive sampling. The experimental group received SAVI-based mathematics instruction focusing on pattern recognition, while the control group participated in conventional teaching methods. Data collection utilized validated communication skill assessment instruments, structured observations, and semi-structured interviews. Statistical analysis was conducted using SPSS version 25, employing independent samples t-tests to examine between-group differences. The experimental group demonstrated significantly superior communication skill achievement, with 42.11% of students reaching very high competency levels compared to 15.79% in the control group. Statistical analysis revealed significant differences between groups (p = 0.003 < 0.05, t = -3.126, df = 36), with a substantial mean difference of -19.342 points favoring the experimental group. The effect size indicated practically significant improvements in students' abilities to articulate mathematical reasoning, engage in collaborative problem-solving, and express creative solutions. These findings provide empirical validation that SAVI implementation significantly enhances elementary students' 4C communication competencies beyond conventional instructional approaches. The results support multisensory learning theories and suggest substantial implications for teacher preparation, curriculum development, and educational policy formulation in fostering 21st-century communication skills.

Enhancing Fourth-Grade Students' Logical Thinking in Mathematics Through Interactive Math Board Learning Media Wulandari, Fitri; Relmasira, Stefanus Christian
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.v4i4.1998

Mathematics education faces significant challenges in developing students' logical thinking abilities, as evidenced by Indonesia's below-average PISA performance. Traditional lecture-based instruction fails to engage students effectively, necessitating innovative interactive learning media to enhance mathematical reasoning capabilities. This study aimed to develop and evaluate the effectiveness of Math Board learning media for improving fourth-grade students' logical thinking abilities in whole number concepts up to 10,000. This research employed a Research and Development approach integrating the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) with pre-experimental design using pretest-posttest comparisons. Twenty-eight fourth-grade students from SD N Mangunsari 03 participated in the study. Data collection utilized logical thinking ability tests, classroom observations, and structured interviews. Expert validation assessed media quality, while statistical analysis using SPSS version 25 included normality testing, homogeneity testing, paired samples t-test, and N-Gain score analysis to measure improvement effectiveness. Expert validation yielded a quality score of 90.67%, categorizing the Math Board as "Very Good." Statistical analysis revealed significant differences between pretest and posttest scores (p < .000), with a mean improvement of 49.36 points. The N-Gain analysis demonstrated a mean score of 0.7996, indicating high effectiveness (79.96% improvement rate). All prerequisite tests confirmed data normality and homogeneity, validating the statistical procedures employed. The findings demonstrate that Math Board learning media significantly enhances students' logical thinking abilities, supporting theoretical frameworks from Piaget's cognitive development theory and Vygotsky's zone of proximal development. The results exceed effectiveness levels reported in previous interactive media studies, confirming the superior impact of modular board-based approaches with visual and interactive elements in mathematics education.

The Role of Reading Interest in Indonesian Language Academic Performance: A Study of Elementary School Students Dg. Malondeng, Farul Ramadhan; Wilade, Surahman; Aqil, Muhammad; Zulnuraini, Zulnuraini
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.v4i4.2004

Reading proficiency represents a fundamental cornerstone of academic success, particularly in Indonesian education where PISA assessments reveal significant literacy challenges. This study examined the influence of reading interest on Indonesian language learning achievement among elementary students, addressing gaps in understanding motivational factors within resource-constrained educational contexts. A quantitative correlational design was employed with 20 fourth-grade students at SD Inpres 2 Tondo during the 2024/2025 academic year. Data were collected through a validated 20-item reading interest questionnaire (KR-20 reliability ≥ 0.70), systematic classroom observations, and official report card documentation. Pearson product-moment correlation analysis was conducted to examine the relationship between reading interest and academic achievement. Students demonstrated moderate reading interest levels (M = 15.2, SD = 2.85) and good academic performance (M = 82.4, SD = 5.6). The analysis revealed a statistically significant positive correlation between reading interest and Indonesian language achievement (r = 0.625, p < 0.05), indicating a moderate to strong relationship. Approximately 39% of the variance in academic achievement was attributable to reading interest levels. School environmental support was consistently high (95% positive responses), while home support remained limited (50-55% positive responses). The findings support theoretical frameworks linking reading motivation to academic outcomes and align with previous Indonesian studies. Results suggest that targeted interventions enhancing reading interest could significantly improve Indonesian language learning achievement, particularly relevant given Indonesia's declining PISA performance and ongoing literacy challenges.

Project-Based Learning as an Innovative Approach to Improve Elementary Social Studies Learning Outcomes Tangke, Fadlun Nirman; Nashrullah, Nashrullah; Herlina, Herlina; Muchdar, Muchdar; Wilade, Surahman
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.v4i4.2006

Traditional lecture-based instruction in Indonesian elementary Social Studies education often results in passive student participation and suboptimal learning outcomes. This study examined the effectiveness of Project-Based Learning (PjBL) as an alternative pedagogical approach to enhance student engagement and academic achievement in fourth-grade Social Studies instruction. A quasi-experimental study with nonequivalent control group design was conducted at SD Negeri 9 Palu, involving 26 fourth-grade students randomly assigned to experimental (n=13) and control (n=13) groups. The experimental group received eight weeks of PjBL instruction focusing on human body organ systems through collaborative investigations, while the control group received conventional lecture-based teaching. Data were collected using a validated 20-item multiple-choice achievement test administered as pretest and posttest. Statistical analyses included descriptive statistics, assumption testing, independent samples t-tests, and paired samples t-tests with significance set at α = 0.05. The experimental group achieved significantly higher posttest scores (M = 88.07, SD = 6.62) compared to the control group (M = 80.38, SD = 9.23), with a statistically significant difference (t = 2.416, p = 0.024) and large effect size (Cohen's d = 0.95). Both groups showed significant within-group improvements, but the experimental group demonstrated greater consistency in learning outcomes with substantially reduced variance (474.35 to 43.91). Project-Based Learning significantly enhances Social Studies learning outcomes and promotes more equitable educational experiences among fourth-grade students. The findings support the implementation of student-centered pedagogical approaches in Indonesian elementary education contexts. Future research should examine PjBL effectiveness across larger samples and extended intervention periods while exploring individual learner characteristics that may influence outcomes.

Culturally Responsive Clay Modeling Interventions: Improving Fine Motor Skills and Cultural Connection in Slow Learner Children Karsini, Karsini; Suparno, Suparno
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.v4i4.2007

Fine motor skills development presents significant challenges for slow learners in early childhood education. This study investigated the effectiveness of local wisdom-based play methods using geometric clay modeling activities to enhance fine motor skills among slow learner children in kindergarten settings. A collaborative classroom action research design following the Kemmis and McTaggart model was implemented across three cycles at State Kindergarten 1, Long Mesangat District. Five male participants aged 5-6 years, identified as slow learners with fine motor difficulties, engaged in structured clay modeling activities incorporating traditional geometric patterns. Data collection utilized systematic observations with validated checklists assessing five domains: hand dexterity, eye-hand coordination, muscle strength, cultural integration, and motivation levels. Performance was evaluated using four developmental categories from "Not Yet Developed" to "Very Well Developed." Substantial improvements occurred across all intervention cycles. Baseline assessment revealed 80% of participants classified as "Not Yet Developed" and 20% as "Beginning to Develop." Following three intervention cycles, final outcomes showed 60% achieving "Very Well Developed" status and 40% reaching "Developing as Expected" levels. No participants remained in lower developmental categories by study completion. Teacher performance also improved from predominantly "Fair" ratings to 75% "Excellent" evaluations. Local wisdom-based clay modeling activities effectively enhanced fine motor skills in slow learners through culturally responsive, hands-on learning approaches. The progressive improvement pattern demonstrates the value of systematic, repeated interventions utilizing traditional materials and techniques. Results support the integration of culturally relevant practices in special education programming, providing evidence for effective inclusive education strategies that honor both individual learning needs and cultural heritage.

Developing Dayak Culture-Based Digital Comic Media for Enhancing Geometry Literacy Among Fifth-Grade Elementary Students Angellina, Angellina; Kusuma, Dani
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.v4i4.2021

Mathematics education in Indonesian elementary schools faces significant challenges in improving students' understanding of abstract geometric concepts. Traditional teaching methods often fail to engage students and connect mathematical concepts to real-world contexts, resulting in low mathematics literacy scores. This study employed a Research and Development (R&D) approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) to develop a digital comic learning media integrating Dayak cultural elements for teaching geometry to fifth-grade elementary students. The study involved 10 students and utilized both qualitative and quantitative data collection methods, including pre-post tests, questionnaires, interviews, and observations. The developed digital comic media demonstrated high validity with media expert validation scoring 100% and material validation scoring 50%. Student practicality assessment achieved 75%, while teacher practicality assessment reached 78%. The effectiveness evaluation showed moderate improvement with an N-gain score of 0.55, indicating enhanced student understanding of geometric concepts. However, statistical analysis revealed no significant difference between pretest and posttest scores (p > 0.05), though mean scores increased from 68 to 75. The digital comic learning media successfully integrated Dayak cultural elements with geometry education, creating contextual and engaging learning experiences. The media proved practical and feasible for classroom implementation, effectively connecting abstract mathematical concepts to familiar cultural objects. While statistical significance was not achieved, the moderate improvement in student understanding suggests potential for enhancing mathematics literacy through culturally-responsive digital learning materials.

Home Page

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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

Abstract

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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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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