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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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Nature-Based Sensory Play as an Intervention for Fine Motor Skills Development in Early Childhood Halimah, Nur; 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.v4i4.2063

Abstract

Fine motor skills development during early childhood is crucial for academic readiness and daily functioning. This study investigated the effects of nature-based sensory play interventions on fine motor skills development in preschool children with identified motor difficulties. A pre-experimental one-group pretest-posttest design was employed with three participants aged 4-5 years from TK Negeri 2 Muara Ancalong who demonstrated fine motor skill challenges. The intervention consisted of three structured sensory play sessions using natural materials including sand, clay, stones, and organic matter. Fine motor skills were assessed using seven indicators including object manipulation, tool usage, pincer grasp, grip strength, and sustained attention. Data analysis employed descriptive statistics and N-Gain calculations. All participants demonstrated substantial improvements from pretest to posttest. Mean scores increased from 16.67 to 25.67 (maximum 28), representing a gain of 9.0 points. N-Gain analysis yielded 0.83, indicating high-level improvement effectiveness. Individual participants showed consistent progress across all measured indicators, with enhanced object transfer stability, improved tool control, more precise pincer movements, and increased task persistence. Progressive improvement was observed across treatment sessions, with reduced need for external motivation and enhanced concentration capabilities. Nature-based sensory play interventions effectively enhanced fine motor skills development in children with identified difficulties. The multidimensional improvements support theoretical frameworks linking motor skill development to cognitive abilities and academic readiness. Results align with research demonstrating connections between fine motor skills and executive functions, mathematical reasoning, and written expression abilities.
The Effectiveness of WEPCET (Web-Based Fast Reader) Media on Speed Reading Skills Rahmah, Nur Aulia; Ali, Enjang Yusup; Karlina, Dety Amelia
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.v4i4.2068

Abstract

Low reading ability and comprehension among Indonesian elementary students represents a critical educational challenge, as evidenced by declining PISA scores from 371 points in 2018 to 359 points in 2022. This study aimed to develop and evaluate the effectiveness of WEPCET (Web-Based Fast Reader), a web-based learning media designed to enhance speed reading skills and reading comprehension among fifth-grade elementary students. A quantitative quasi-experimental design with pretest-posttest control group was employed, involving 62 fifth-grade students divided into experimental (n=31) and control groups (n=31). The experimental group received instruction using WEPCET media, while the control group underwent conventional teaching methods. Data collection instruments included reading comprehension tests (15 multiple-choice items), reading speed measurement sheets, and student response questionnaires. Statistical analyses comprised normality tests, homogeneity tests, independent sample t-tests, and N-Gain analysis. Significant improvements were observed in the experimental group, with reading comprehension scores increasing from 49.83 to 85.00 and reading speed from 115.77 to 139.16 words per minute. Independent sample t-test results showed significant differences between groups (p < 0.05). N-Gain analysis revealed "moderately effective" improvement in reading comprehension (68.25%) and "highly effective" enhancement in reading speed (99.85%). Student responses to WEPCET media were highly positive, achieving 91.03% feasibility rating classified as "very feasible." WEPCET media demonstrated significant effectiveness in improving both speed reading skills and reading comprehension among elementary students. This web-based learning innovation offers a promising solution for addressing literacy challenges and supporting 21st-century digital learning competencies in Indonesian elementary education.
The Role of Academic Supervision Management with a Coaching Mindset in Developing Elementary School Teachers’ Pedagogical Competence: Evidence from Two Schools in Sukabumi Saripah, Eneng; Suwandari, Lilis
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.v4i4.2070

Abstract

This study investigates the management of academic supervision with a coaching mindset to enhance the pedagogical competence of elementary school teachers. Recognizing the limitations of traditional evaluative supervision, the research explores coaching-based approaches that emphasize reflection, collaboration, and empowerment. Employing a qualitative descriptive design, data were collected through interviews, observations, and documentation from two elementary schools representing public and private contexts. The findings reveal that while coaching principles—such as reflective dialogue, collaborative goal-setting, and empowerment-focused feedback—have been partially implemented, their application remains inconsistent across supervisory practices. Teachers reported increased motivation and professional growth, yet challenges persist in supervisor competencies, differentiated coaching strategies, and documentation systems. The study concludes that coaching-oriented supervision offers a transformative model for teacher development, contingent upon leadership capacity and institutional readiness. Practical implications include the need for targeted training for school leaders and the development of structured supervision frameworks that support reflective practice and continuous improvement.
Principal Management to Improve Elementary School Teacher Motivation Sari, Rianti Garvita; Komara, Endang
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.v4i4.2071

Abstract

Principal management plays a crucial role in enhancing teacher motivation, which significantly influences instructional quality and student outcomes. However, limited research has systematically examined the specific mechanisms through which principal management practices affect teacher motivation in elementary school contexts. This qualitative case study was conducted at two elementary schools in West Java: SDN Subangjaya 2 (Sukabumi City) and SDN 191 Babakan Surabaya (Bandung City). Data collection employed participatory observation, in-depth semi-structured interviews with principals and teachers, and comprehensive documentation analysis. Data were analyzed using Miles and Huberman's interactive model, guided by Deming's PDCA management theory and Maslow's hierarchy of needs theory. The study revealed significant variations in management practices between the two schools across four key dimensions: planning, implementation, supervision, and follow-up activities. SDN 191 Babakan Surabaya demonstrated systematic management approaches with structured supervision, regular feedback, inclusive decision-making, and consistent recognition systems. In contrast, SDN Subangjaya 2 showed limited utilization of collaborative facilities, informal supervision, and inadequate performance recognition, leading to teacher dissatisfaction and desire for transfer. Effective principal management requires systematic implementation of the PDCA cycle integrated with understanding of teachers' motivational needs. The successful practices at SDN 191 created conditions addressing teachers' professional security, collaboration needs, appreciation, and growth opportunities simultaneously, demonstrating that implementation quality determines motivational outcomes rather than program design alone. These findings have important implications for principal training and educational policy development in elementary education settings.
The Role of Classroom Management in Enhancing Elementary Students' Mathematics Learning Motivation Hendarsyah, Jelita Dewanty; Komara, Endang
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.v4i4.2072

Abstract

Mathematics learning motivation remains a significant challenge in elementary education, with many students experiencing difficulties and low engagement. Classroom management has been identified as a critical factor influencing student motivation, yet limited research has examined this relationship specifically in elementary mathematics contexts. This study aimed to analyze the role of classroom management in enhancing elementary students' mathematics learning motivation. A qualitative case study was conducted in one Grade VI classroom at a public elementary school in Cianjur Regency, Indonesia. Data were collected over three months through semi-structured interviews with teachers and students, non-participant observations of 24 mathematics lessons, and document analysis. Data analysis followed Creswell's framework involving data reduction, display, and conclusion drawing using inductive and deductive coding approaches. The analysis revealed a four-phase classroom management implementation model: planning, implementation, monitoring, and follow-up. Systematic planning included deliberate classroom arrangements and differentiated instruction strategies. Implementation involved consistent positive reinforcement (100% of sessions), student choice opportunities (75%), and real-world mathematics connections (87.5%). Monitoring demonstrated teacher responsiveness to student engagement cues, while follow-up ensured sustained motivational support. Quantitative indicators showed 15% improvement in homework completion and 12% increase in voluntary participation. The findings support theoretical frameworks emphasizing classroom management's multifaceted nature and demonstrate that systematic approaches significantly enhance student motivation. The four-phase model extends previous research by providing specific mechanisms through which classroom management influences mathematics learning motivation at the elementary level, addressing gaps in existing literature focused primarily on secondary education.
Differentiated Learning Management as a Catalyst for Positive School Culture Development in Kindergarten Settings Sayidah, Istiarah; Hidayat, Hidayat
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.v4i4.2073

Abstract

Contemporary educational paradigms increasingly emphasize addressing student diversity through pedagogically responsive approaches. This study investigates how differentiated learning management serves as a catalyst for positive school culture development in kindergarten settings, addressing the gap between individual accommodation strategies and collective community building. A qualitative multiple case study was conducted at two kindergarten institutions in Sukabumi City, Indonesia: TK Negeri Pembina Baros and TK Aisyiyah 2. Six participants including two principals and four teachers were selected through purposive sampling. Data collection employed semi-structured interviews, classroom observations, and documentation analysis. Data analysis followed Creswell's framework using systematic coding procedures with NVivo software, incorporating methodological triangulation and member checking for validation. Four interconnected dimensions of differentiated learning management emerged: comprehensive planning that prioritizes student diversity recognition, robust organizational structures supporting implementation, diverse classroom strategies fostering inclusion, and systematic evaluation ensuring continuous improvement. Findings revealed that systematic adaptation of content, processes, and products creates inclusive environments where individual accommodation simultaneously contributes to positive culture development. Teachers demonstrated sophisticated professional competence in managing multiple differentiated activities while maintaining supportive learning atmospheres characterized by enhanced student engagement, respectful peer interactions, and collaborative behaviors. The results demonstrate a reciprocal relationship between differentiated learning and positive culture development, extending current theoretical frameworks. Findings align with culturally responsive classroom management principles and support the need for comprehensive institutional commitment rather than isolated teacher efforts. The study contributes empirical evidence for systematic approaches that honor student diversity while building strong learning communities, with implications for teacher preparation programs and educational policy development.
Validation of FLIK-5 Innovative Teaching Materials Based on Local Wisdom to Encourage Creativity of Elementary School Students Hasanah, Hasanah; Siahaan, Sardianto Markos; Tibrani, Masagus Mhd
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.v4i4.2075

Abstract

Learning in elementary schools requires innovative teaching materials that foster students' creativity and instill a love for local culture. However, the teaching materials available are generally still general and have not raised the region's potential, so they do not support the development of creative thinking skills. This research aims to validate the innovative teaching materials FLIK-5 (Interactive Flipbook of Local Wisdom for Grade 5 Students), developed based on the local wisdom of Musi Banyuasin, especially on regional superior product materials. The superior products raised include gambo jumputan cloth, a typical handicraft of the Musi Banyuasin community. The research uses a research and development (R&D) approach with the ADDIE model at the expert validation stage. The research subjects comprised five validators: material experts, media experts, and linguists. Data was collected using a validation sheet that assessed the feasibility aspects of content, appearance, language, and linguistics, then analyzed in a quantitative descriptive manner. The validation results showed that FLIK-5 obtained the "very valid" category in all aspects of the assessment, indicating that this teaching material is suitable for use in learning. These findings prove that integrating regional superior products as a form of local wisdom into digital media can be an effective strategy to encourage students' creativity from the elementary school level.
Optimizing Educational Infrastructure Maintenance Through School-Committee Partnership Management Suwandari, Lilis; Suryana, Cecep
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.v4i4.2081

Abstract

Educational infrastructure maintenance requires effective collaboration between schools and community stakeholders, yet limited research examines the management processes that optimize these partnerships. This study analyzed partnership management between schools and school committees in educational infrastructure maintenance to identify effective collaborative mechanisms and implementation challenges. A qualitative multiple case study was conducted at two public elementary schools in Cianjur Regency, West Java: SDN Puncak 2 Cipanas and SDN Muhara Pacet. Ten participants including principals, committee chairpersons, teachers, parents, and students were selected through purposive sampling. Data collection employed semi-structured interviews, participant observation, and document analysis. Thematic analysis was conducted using Terry's management framework focusing on planning, organizing, implementing, and monitoring functions. Significant variations emerged in partnership effectiveness between research sites. SDN Puncak 2 Cipanas demonstrated systematic management approaches across all functions, achieving high community participation, diversified funding sources, and structured accountability mechanisms. SDN Muhara Pacet exhibited developing partnership characteristics with limited community engagement, basic planning processes, and informal monitoring systems. Key success factors included committee experience, clear organizational structure, transparent communication, and established role definitions. Primary challenges encompassed budget constraints, inconsistent community participation, and inadequate technical expertise. The findings support Terry's management framework application in educational contexts and validate the importance of systematic partnership development. Results align with social capital theory, demonstrating that effective infrastructure maintenance requires sustained relationship building and community mobilization. Schools with mature committees showed superior outcomes through enhanced stakeholder engagement and diversified resource mobilization strategies, confirming the critical role of organizational development in partnership success.
Learning Management System in Optimizing Distance and Independent Learning in Open High School Winandar, Imam Zatnika; Rifandi, Ahmad
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.v4i4.2082

Abstract

Low student engagement and persistent negative perceptions of Open High Schools remain significant challenges in distance learning implementation. This study explores the use of Learning Management System (LMS) to enhance the effectiveness of distance and independent learning in Open High School contexts, specifically examining implementation strategies and their impact on student outcomes. A qualitative descriptive case study was conducted at SMA PGRI 31 Pangalengan, focusing on 108 working students unable to attend regular face-to-face learning among 412 total Open High School students. Data collection employed direct observation, in-depth interviews with key informants, and document analysis. The analytical framework followed Miles and Huberman's interactive model, incorporating George R. Terry's POAC management principles for systematic LMS implementation evaluation. LMS implementation achieved universal student participation (100%) across all class groups, representing a 22% increase from baseline participation rates of 78%. Academic performance demonstrated substantial improvement with Mid-Semester Summative Assessment scores increasing by 15.71%, from an average of 67.55 to 78.15 points. Implementation followed systematic phases including infrastructure development, comprehensive capacity building for educators and students, blended learning model integration, and activity-based monitoring. Primary challenges included limited internet connectivity, digital literacy barriers, and device availability constraints, which were addressed through strategic Wi-Fi provision, extended training programs, and community partnerships. The findings validate LMS effectiveness in addressing traditional distance learning challenges through systematic management approaches. Results align with contemporary educational technology literature emphasizing the importance of comprehensive institutional support, stakeholder training, and adaptive problem-solving in successful educational technology adoption. The study contributes empirical evidence supporting technology-enhanced open education as a viable alternative for students with geographical, economic, and social constraints while maintaining academic quality standards.
Facilities and Infrastructure Management in Improving the Quality of Student Learning Handayani, Rejeki; Hidayat, Hidayat
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.v4i4.2083

Abstract

Effective facilities and infrastructure management represents a critical determinant of educational quality in Islamic primary education institutions, yet limited research examines how management functions operate within madrasah contexts. This study investigates the implementation of Terry's management theory—encompassing planning, organizing, implementing, and supervising functions—in facilities and infrastructure management at Madrasah Ibtidaiyah to enhance learning quality. A qualitative case study approach was employed at Madrasah Ibtidaiyah Cisarua Girang, Sukabumi City, utilizing purposive sampling to select key stakeholders including the principal, infrastructure management team, teachers, and administrative staff. Data collection involved in-depth interviews, direct observation, and document analysis of institutional records. Data validity was ensured through source and methodological triangulation, while analysis followed Miles, Huberman, and Saldana's interactive model with systematic coding according to Terry's four management functions. The madrasah implemented structured facilities management through RKAS planning documents, though only 65% of planned improvements achieved completion due to budget constraints and limited stakeholder participation (23% teacher involvement). Organizational challenges included absence of standardized procedures for 67% of infrastructure tasks and dual-responsibility constraints for personnel. Implementation strategies demonstrated creativity through dual-session learning systems and 82% community participation in infrastructure improvements. Supervision utilized regular monitoring with 45% recommendation implementation rates, though manual documentation systems limited efficiency. Findings reveal that effective infrastructure management in resource-constrained Islamic education contexts requires adaptive strategies beyond traditional administrative approaches. The madrasah's community-based solutions and innovative space utilization demonstrate institutional resilience that transcends physical limitations. However, systematic stakeholder engagement, standardized organizational procedures, and digital supervision systems represent critical areas for enhancement to optimize learning quality outcomes.

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