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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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Evaluation of Pancasila Student Profile Strengthening Project Implementation in Elementary School Grade 1 Using the CIPP Model Christanti, Margareta Sania Octa; 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.v4i4.2026

Abstract

The Pancasila Student Profile Strengthening Project (P5) represents a significant innovation in the Merdeka Curriculum designed to develop six character dimensions in students. Despite various studies conducted, comprehensive evaluation of P5 implementation in Phase A elementary schools remains limited. This study employed an evaluation research design with a qualitative descriptive approach to evaluate P5 Program implementation in Grade 1 at SD Negeri Tambakboyo 02 using the CIPP (Context, Input, Process, Product) model. Research subjects comprised the school principal, Grade 1 teachers, and Grade 1 students. Data collection utilized triangulation techniques including questionnaires, in-depth interviews, direct observation, and documentation study. Data analysis employed the Miles and Huberman model with validation through source triangulation. Context evaluation demonstrated stakeholders' deep understanding of P5 objectives and program alignment with student characteristics (score 90). Input evaluation indicated thorough planning despite funding limitations (score 77.5). Process evaluation revealed excellent implementation with high flexibility (score 92.5). Product evaluation confirmed objective achievement through comprehensive assessment systems (score 93.3). The P5 program proved effective in providing meaningful learning experiences and developing student character. P5 implementation success depends on the synergy between thorough planning, stakeholder commitment, implementation flexibility, and adaptive capacity to address challenges. The program effectively develops character according to the six dimensions of Pancasila student profile through project-based learning approaches. Enhanced financial support and external collaboration mechanisms are needed to maximize program potential while maintaining implementation flexibility.
Beyond Traditional Therapy: Loose Parts as an Innovative Solution for Children's Speech Development Zuhraini, Asri; Chamidah, Atien Nur
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.v4i4.2031

Abstract

Speech delays affect 5-10% of preschool children, requiring effective intervention strategies that can be implemented within regular educational settings. Loose parts materials, consisting of open-ended objects without predetermined functions, offer potential for addressing communication challenges through multimodal learning experiences. This study investigated the effectiveness of loose parts media in enhancing speech development among early childhood children experiencing delays. A classroom action research design following the Kemmis and McTaggart model was implemented across two intervention cycles at TK Negeri 2 Muara Ancalong, Indonesia. Four children aged 5-6 years with identified speech delays participated in structured activities using various loose parts materials including natural objects (seeds, stones) and manufactured items (bottle caps, wooden pieces). Speech development was assessed using six indicators: object naming ability, simple question answering, desire expression, basic storytelling, vocabulary expansion, and articulation clarity. Data were collected through systematic observation and analyzed using descriptive statistics. All participants demonstrated measurable improvement in speech development indicators. Three children advanced one developmental category from baseline to post-intervention assessment, while one participant achieved exceptional progress of two categories. Pre-intervention mean scores of 1.6 increased to 2.8 following the intervention. Qualitative observations revealed enhanced communication confidence, increased vocabulary usage, and improved social interaction patterns during loose parts activities. Loose parts media represents an effective, accessible intervention strategy for addressing speech delays in early childhood settings. The approach's integration of tactile manipulation, visual discrimination, and verbal expression within meaningful play contexts facilitates natural language development while promoting collaborative competencies. The intervention's cost-effectiveness and classroom compatibility support its implementation as a viable alternative to traditional speech therapy approaches, though individual variation in response patterns indicates the need for differentiated intervention strategies.
Improving Attention Abilities in Children with ADHD Characteristics through the Multisensory VAKT Method Rustiana, Rustiana; 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.v4i4.2033

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) affects 5-7% of school-aged children globally, with affected children experiencing significant difficulties in maintaining focus, completing tasks, and adapting to educational environments. This study investigated the effectiveness of the Visual, Auditory, Kinesthetic, and Tactile (VAKT) method in improving attention abilities among early childhood children with ADHD characteristics. The research employed classroom action research design utilizing the Kemmis and McTaggart model across two implementation cycles at TK Negeri 1 Kec. Sangatta Selatan during the 2024/2025 academic year. Fifteen children from Group B2 participated, with particular focus on four children displaying ADHD characteristics including attention difficulties and disruptive behaviors. Data collection utilized structured behavioral observations assessing attention development across visual, auditory, kinesthetic, and tactile modalities using a four-point developmental scale. The intervention integrated multisensory activities including picture guessing games, animal sound imitation, obstacle courses, mystery box exploration, and finger painting activities designed to simultaneously engage all sensory processing systems. Results demonstrated substantial progressive improvements, with overall attention development scores increasing from 49.99% at baseline to 83.21% following Cycle II implementation, representing a 33.22 percentage point improvement. Among children with ADHD characteristics, three of four participants advanced to "Developing as Expected" category, showing marked improvements in sustained attention, reduced disruptive behaviors, and enhanced task completion. The VAKT method effectively addressed fundamental attention deficits by providing multiple simultaneous processing pathways that compensated for compromised executive function systems. These findings provide empirical evidence that theoretically-grounded multisensory interventions can produce meaningful improvements in attention capabilities, offering practical solutions for inclusive early childhood education settings serving children with diverse learning needs and neurodevelopmental differences.
Relationship Between Reading Interest and Indonesian Language Learning Outcomes of Grade IV Elementary School Students Monipo, Yulan; Wilade, Surahman; Aqil, Moh.; Rizal, Rizal; Lapasere, Sisriawan
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.v4i4.2034

Abstract

Reading interest plays a crucial role in academic achievement, particularly during elementary education when foundational literacy skills are established. However, limited research has examined this relationship within Indonesian elementary education contexts. This study investigated the correlation between reading interest and Indonesian language learning outcomes among fourth-grade students. A quantitative correlational design was employed with 16 fourth-grade students at SD Inpres 5 Taipa Laga selected through simple random sampling. Data were collected using a validated 13-item reading interest questionnaire (Cronbach's α = 0.85) and students' midterm examination scores in Indonesian language. Statistical analysis was conducted using Pearson's correlation with significance set at p ≤ 0.05. All participants demonstrated either high (44%) or very high (56%) reading interest levels. Academic performance showed similar distribution with 44% achieving good scores and 56% excellent scores. Correlation analysis revealed a statistically significant positive relationship between reading interest and learning outcomes (p = 0.003). Students with very high reading interest achieved excellent academic performance (88.9%) compared to those with high interest (14.3%). The findings validate Expectancy-Value Theory by demonstrating how intrinsic motivation correlates with academic achievement. Results align with previous research emphasizing the importance of reading interest in literacy development. The strong correlation suggests that educational interventions targeting reading interest cultivation may enhance academic outcomes. Study limitations include small sample size and cross-sectional design, necessitating longitudinal research with diverse populations to establish causal relationships.
Integrating Islamic Values into General Subjects in Elementary Schools: A Holistic Approach to Character Education Hidayat, Syarip; Sutisna, Aang; Jaelani, Rusani
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.v4i4.2036

Abstract

The integration of Islamic values into general subjects at the elementary level is increasingly recognized as a necessary approach to fostering balanced intellectual, moral, and spiritual development among students. This study aims to explore the role and implementation of such integration as a means of forming holistic character in young learners. This research adopts a literature review method, synthesizing data from scholarly books, journal articles, and research reports relevant to the integration of Islamic values in general education. The review focuses on theoretical concepts, previous empirical findings, implementation strategies, and current challenges. The findings reveal three key pillars essential to successful integration: (1) enhancing students' contextual understanding of Islamic values by linking them to relevant content in subjects such as Mathematics, Science, Social Studies, and Language; (2) fostering holistic character development by embedding ethical and spiritual dimensions into cognitive learning; and (3) identifying effective strategies to address implementation challenges, including teacher training, curriculum development, and the cultivation of a religious school culture. Despite barriers such as limited teacher capacity, insufficient instructional materials, and perceived curriculum overload, the integration of Islamic values has shown significant potential to close the gap between religious and secular education. Through targeted interventions—such as professional development, integrative textbooks, and community involvement—schools can create environments that promote ethical behavior, critical thinking, and spiritual awareness simultaneously. The study concludes that Islamic values integration in general subjects is not merely an educational enrichment, but a transformative strategy for shaping morally grounded and intellectually capable future generations.
Developing Flash Card 'Flat Facts' Media to Enhance Creative Thinking Skills in Elementary Geometry Learning Fadhilah, Febri Mayasari Miftakhul; 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.v4i4.2041

Abstract

Creative thinking skills are fundamental competencies that must be developed in elementary mathematics education, particularly in geometry learning. However, Indonesian students' creative thinking abilities remain low, as evidenced by international assessments like TIMSS and PISA. This study aimed to develop Flash Card "Flat Facts" media to enhance creative thinking skills among fourth-grade students in flat geometry learning. This research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects were 18 fourth-grade students from SD Negeri Sumberejo 02, Pabelan District, Semarang Regency. Data collection instruments included observation sheets, structured interview guides, creative thinking ability tests measuring fluency, flexibility, originality, and elaboration indicators, and response questionnaires. Data analysis used descriptive quantitative methods with paired sample t-tests and N-Gain calculations to measure effectiveness. Expert validation showed excellent results with 84% for content validity and 98.3% for media design validity. The media demonstrated significant effectiveness in improving students' creative thinking abilities, with a mean N-Gain score of 0.7208 (72.08%) categorized as "high improvement." Statistical analysis revealed significant differences between pretest and posttest scores (p < 0.001). The media also showed exceptional practicality with 89% student satisfaction and 96% teacher approval. Flash Card "Flat Facts" successfully enhanced creative thinking skills in geometry learning through interactive and visual approaches. The dual-coding design combining visual and textual elements effectively facilitated knowledge construction among elementary students. The high user satisfaction indicates successful integration into authentic classroom environments, supporting the implementation of student-centered learning approaches aligned with Indonesia's Kurikulum Merdeka philosophy.
Enhancing Learning Engagement of Students with Special Needs through Inclusive Classroom Management Strategies Yuliana, Yuliana; Sukinah, Sukinah
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.v4i4.2042

Abstract

Students with special needs in inclusive early childhood education settings often experience reduced learning engagement and participation, challenging educators to develop effective classroom management strategies that accommodate diverse learning needs while maintaining quality instruction for all students. This qualitative descriptive study investigated inclusive classroom management strategies at State Kindergarten 1 Long Mesangat, Indonesia, from March to June 2025. Data collection employed participatory observation, in-depth interviews with teachers and administrators, and documentary analysis. Participants included students with special needs, classroom teachers, special education support teachers (GPK), school principal, and parents. Data analysis followed Miles and Huberman's interactive model involving data reduction, display, and conclusion drawing with verification through triangulation techniques. Findings revealed that systematic implementation of differentiated instruction, concrete learning materials, visual aids, and collaborative teaching models significantly enhanced learning interest among students with special needs. Students demonstrated improved attention spans (82% of cases), increased voluntary participation (78%), and more positive learning behaviors (75%). Special education support teachers provided crucial interventions averaging 8-15 individual assistance sessions daily. However, implementation challenges included insufficient specialized teacher training, limited adaptive resources, and inadequate family engagement in supporting inclusive practices. The study confirms that comprehensive inclusive classroom management strategies effectively enhance student engagement when supported by collaborative teaching models and appropriate resources. Findings align with Universal Design for Learning principles and evidence-based classroom management practices. However, persistent systemic barriers including teacher preparation gaps and resource limitations continue to impede optimal implementation. Systematic inclusive classroom management strategies can meaningfully improve learning outcomes for students with special needs in early childhood settings. Success requires addressing teacher preparation deficits, expanding specialized support personnel, and strengthening family-school collaboration through policy and professional development initiatives.
Principal Leadership Management in Improving Graduate Quality: A Qualitative Analysis of Indonesian Private Junior High Schools Hilman, Fitria Faizah; Tejawiani, Ida
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.v4i4.2047

Abstract

Principal leadership management plays a crucial role in improving graduate quality within educational institutions. However, significant gaps persist between theoretical frameworks and practical implementation, particularly in resource-limited private school contexts. This study aims to analyze principal leadership management implementation across planning, organizing, implementing, and evaluating functions to identify factors affecting graduate quality improvement in Indonesian private junior high schools. This qualitative descriptive case study was conducted in two purposively selected private junior high schools in West Java, Indonesia: SMP IT Al-Istiqomah and SMP Karya Pembangunan 2 Cipongkor. Data collection employed triangulation techniques including in-depth semi-structured interviews with principals, teachers, and administrative staff, participant observation of leadership activities, and comprehensive document analysis of institutional records. Thematic analysis was utilized to identify patterns and relationships within the collected data, with validation strategies ensuring credibility, dependability, and confirmability. Findings reveal mixed effectiveness in principal leadership management implementation. Planning processes successfully establish vision and mission but lack external partnership development and systematic evaluation mechanisms. Organizational structures demonstrate clear role definition while experiencing competency-placement mismatches in 60% of key positions. Implementation shows effective operational coordination but severely limited teacher professional development, with only 30% receiving structured training annually. Evaluation practices maintain regular program assessment yet provide inadequate teacher supervision focused predominantly on administrative rather than developmental purposes. Principal leadership management demonstrates partial effectiveness across managerial functions, with significant improvements needed in external partnership development, competency-based human resource placement, systematic teacher professional development, and developmental supervision practices. Resource constraints, limited external support, and communication challenges emerge as primary obstacles requiring collaborative solutions involving multiple stakeholders to achieve optimal graduate quality outcomes.
Principal Leadership and Teacher Self-Efficacy as Key Determinants of Teaching Performance in Inclusive Kindergarten Settings Kurniasih, Kurniasih; 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.v4i4.2059

Abstract

Teacher effectiveness in inclusive kindergarten settings requires understanding multiple factors that influence performance. Limited research examines the combined effects of leadership, psychological, and pedagogical factors on inclusive early childhood education quality. This study investigated the influence of principal leadership, teacher self-efficacy, and instructional innovation on teaching performance among inclusive kindergarten teachers in East Kutai Regency, Indonesia. A quantitative causal associative design was employed with 90 inclusive kindergarten teachers selected through stratified random sampling across 18 sub-districts. Data were collected using validated questionnaires measuring principal leadership (α = 0.889), teacher self-efficacy (α = 0.853), instructional innovation (α = 0.935), and teaching performance (α = 0.824). Multiple linear regression analysis was conducted after confirming classical assumptions. Principal leadership (β = 0.610, p < 0.001) and teacher self-efficacy (β = 0.361, p < 0.001) significantly predicted teaching performance, while instructional innovation showed no significant influence (β = 0.043, p = 0.456). The model explained 78.3% of performance variance (Adjusted R² = 0.783, F = 107.869, p < 0.001). Principal leadership emerges as the strongest predictor of teaching performance in inclusive kindergarten settings, followed by teacher self-efficacy. The non-significant innovation effect suggests implementation challenges requiring further investigation. These findings support prioritizing transformational leadership development and self-efficacy enhancement programs for inclusive education improvement.
The Effectiveness of Picture Letter Card Media in Enhancing Early Reading Skills: An Experimental Study of First-Grade Elementary Students Indriani, Nur Fahmi; Amaliyah, Nurhadifah; Khaedar, Muh.; Fatimah, Waddi
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.v4i4.2061

Abstract

Early reading skills constitute fundamental competencies for academic success and societal participation, yet significant proportions of elementary students encounter substantial barriers in mastering these critical abilities. This study investigated the effectiveness of picture letter card media on early reading learning for lower-grade elementary students. An experimental study with quantitative approach was conducted at SD Inpres Tala-tala, involving 23 first-grade students (13 males, 10 females) selected through saturation sampling. The intervention comprised six sessions: one pretest, four picture letter card treatment sessions, and one posttest. Data collection utilized reading ability tests, observation sheets, and documentation. Statistical analysis employed descriptive statistics and paired-samples t-tests using SPSS, with preliminary normality and homogeneity testing. Teacher implementation quality improved progressively from 2.5 to 3.8 (average 3.2, good category), while student engagement increased from 1.6 to 3.7 (average 2.8, good category). Reading performance demonstrated remarkable improvement from pretest mean of 34.78 to posttest mean of 86.9. Score distribution shifted dramatically, with 91% of students achieving good or very good performance levels in posttest compared to 0% in pretest. Statistical analysis revealed significant differences (p = 0.000 < 0.05), with normality (p = 0.083) and homogeneity (p = 0.680) assumptions satisfied. The substantial 150% improvement validates picture letter card media's effectiveness in addressing foundational literacy challenges. Results align with multimedia learning theory and previous visual media research, demonstrating successful integration of pedagogical content knowledge with accessible educational technology.

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