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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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Implementing Inclusive Education in Resource-Constrained Primary Schools: A Comparative Case Study of Management Strategies in West Java, Indonesia Silviani, Alien; Mulyanto, Agus
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.v4i4.2163

Abstract

Inclusive education implementation faces significant challenges in Indonesian primary schools despite government regulations mandating equal educational access for children with special needs. This study examines inclusive education implementation through systematic management analysis in two primary schools with contrasting implementation contexts and timelines. A qualitative case study approach was employed using W. Edwards Deming's Plan-Do-Check-Act (PDCA) management framework to analyze inclusive education implementation at SDN Sukasari Indah (Bandung Regency) and SDN 201 Sukaluyu (Bandung City). Data collection utilized in-depth interviews with educators, parents, and students, direct classroom observations, and document analysis. Systematic analysis examined planning processes, implementation strategies, evaluation mechanisms, and follow-up actions across both schools. Both schools successfully implemented inclusive education despite resource constraints through strategic planning, collaborative learning approaches, and comprehensive evaluation systems. SDN Sukasari Indah leveraged fifteen years of experience to develop community partnerships and learning communities, while SDN 201 Sukaluyu established inclusion teams and professional consultation arrangements. Primary challenges included absence of specialized assistant teachers, limited systemic support, and inadequate teacher training. Both schools demonstrated innovative solutions including peer support systems, parent collaboration, and external partnerships with specialized organizations. Findings reveal that systematic management approaches enable effective inclusive education delivery despite systemic limitations. The research contributes to understanding locally-developed strategies that address resource constraints while maintaining commitment to inclusive principles, demonstrating institutional resilience and adaptability in delivering equitable education for all children including those with special needs.
Quality Management of Academic Supervision in Indonesian Madrasahs: A Case Study Analysis of Principal Leadership and Teacher Professional Development Burhan, Barri Mochamad; Sauri, Supyan
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.v4i4.2164

Abstract

The quality of education in madrasahs faces significant challenges, particularly regarding systematic academic supervision and teacher professional competence development. This study examined the implementation of quality management principles in academic supervision conducted by madrasah principals and its impact on enhancing teacher professionalism competence. A qualitative case study approach was employed at Madrasah Aliyah Cijawura, Bandung City, Indonesia. Data were collected through in-depth interviews with madrasah principals, teachers, and supervisors, direct observations of supervision activities, and document analysis. Thematic analysis was conducted using Deming's quality management framework encompassing planning, implementation, evaluation, and follow-up dimensions. The findings revealed four critical dimensions of effective supervision quality management: comprehensive planning incorporating stakeholder needs assessment, structured implementation through classroom observation and collaborative feedback, multi-dimensional evaluation with diverse stakeholder perspectives, and sustained follow-up activities ensuring continuous professional growth. Teachers demonstrated measurable improvements in pedagogical competence, subject mastery, classroom management, and professional confidence following systematic supervision interventions. The successful application of Deming's Plan-Do-Check-Act framework demonstrates the adaptability of quality management principles in Islamic educational contexts. The systematic supervision approach addresses supervisor identity formation challenges while creating conditions for collaborative professional development aligned with social constructivist principles.
Systematic Management of Traditional Games as Educational Media: A Multiple Case Study of Learning Quality Enhancement in Indonesian Primary Schools Prialita, Arianti; Hanafiah, Hanafiah
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.v4i4.2165

Abstract

Traditional games represent untapped educational resources with significant potential for enhancing student learning quality, yet systematic management approaches for their integration remain underexplored in contemporary educational research. This study investigates the management of traditional games as educational media to improve learning quality in primary school settings. A qualitative multiple case study was conducted at two primary schools in West Java, Indonesia: SDN Cipanas, Citamiang Sub-district, Sukabumi City, and SDN Cimalati, Karangtengah Sub-district, Cianjur Regency. Data collection employed structured observations, in-depth interviews with principals, teachers, and students, and document analysis of curriculum materials and assessment records. Analysis followed Miles and Huberman's interactive model, applying Terry's management framework comprising planning, organizing, actuating, and controlling functions. Results demonstrated significant improvements in student learning outcomes, including 15.3% enhancement in mathematics performance through Congklak implementation and 12.7% improvement in physical coordination via Engklek activities. Student engagement scores ranged from 4.1 to 4.5 on a five-point scale across all traditional games. Qualitative findings revealed enhanced social skills, increased cooperation, and improved cultural awareness among participants. However, implementation challenges included curriculum time constraints reported by 65% of teachers and weather-dependent outdoor activity limitations. The study validates traditional games as effective educational media when systematically managed, providing a practical framework for culturally-responsive pedagogy. These findings contribute to game-based learning literature by demonstrating non-digital alternatives that simultaneously preserve cultural heritage while achieving measurable educational outcomes.
Learning Community Management in Developing a Culture of Teacher Collaboration in the Learning Process Wisnurat, Yuyus; Wasliman, Iim
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.v4i4.2166

Abstract

This study examines learning community management in developing teacher collaboration culture at SMAN 23 Bandung and SMKN 2 Cimahi using George R. Terry's management framework. A qualitative multiple case study approach was employed, utilizing in-depth interviews with school principals, learning community coordinators, and participating teachers, combined with observation of learning community sessions and document analysis. Data were analyzed through the Miles and Huberman framework, focusing on planning, organizing, actuating, and controlling functions. The findings reveal that effective learning community management requires data-driven planning based on student learning outcomes and teacher needs assessment, flexible organizational structures with rotational leadership roles, active implementation through technology-enhanced collaboration and integrated scheduling, and participatory supervision emphasizing improvement over compliance. Both institutions achieved 100% teacher participation rates and demonstrated significant improvements in collaborative lesson planning and instructional quality. However, cross-subject collaboration remained limited, indicating areas requiring additional intervention. The study contributes to educational management literature by demonstrating the practical applicability of classical management principles within contemporary collaborative learning contexts. The research provides evidence-based strategies for educational administrators seeking to implement sustainable learning communities, particularly in developing country contexts where resource constraints and cultural factors present unique challenges. These findings offer actionable guidance for bridging the implementation gap between educational policy intentions and practical realities in fostering teacher collaboration.
Parenting Program Management in Improving Student Morals Noviyanti, Sinta; Wasliman, Iim
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.v4i4.2167

Abstract

Contemporary educational institutions face unprecedented challenges in fostering student moral development amid rapidly evolving technological and social environments. Parenting programs have emerged as strategic interventions for character development, yet limited research has systematically examined their management implementation within educational settings. This qualitative descriptive case study examined parenting program management in two vocational schools in West Java, Indonesia: SMKN 1 Cihampelas and SMK Wirakarya 2 Ciparay. Data were collected through semi-structured interviews with school administrators, teachers, counselors, and parents, complemented by non-participant observation and documentary analysis. Data analysis employed thematic analysis guided by George R. Terry's management functions framework: planning, organizing, actuating, and controlling. The findings revealed significant deficiencies across all management functions. Planning lacked systematic needs assessment and measurable indicators for moral development outcomes. Organizational structures demonstrated poor coordination between stakeholders with unclear responsibility divisions. Program implementation remained largely incidental and unsystematic, with low parent participation rates (30-40%). Supervision and evaluation mechanisms were absent, preventing measurement of program effectiveness in improving student morals. Both schools showed reactive rather than proactive approaches to parenting program management, limiting their potential impact on character development. These findings contradict established management principles and highlight critical gaps in educational practice. The study contributes empirical evidence demonstrating that program effectiveness depends on systematic management implementation rather than content design alone. The research provides a comprehensive framework for understanding how educational institutions can optimize parenting programs through proper management practices, offering practical implications for educational administrators and policy makers seeking to enhance moral development outcomes through school-family partnerships.
Collaborative Teaching in Inclusive Kindergarten Education: A Qualitative Study of Spontaneous and Structured Partnership Models Suwarlis, Suwarlis; Hermanto, Hermanto; 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.v4i4.2182

Abstract

This study examined teacher collaboration patterns in inclusive kindergarten education to understand how classroom teachers and special education support teachers coordinate their efforts in supporting children with special needs. Using qualitative case study methodology, data were collected through structured observations, semi-structured interviews, and document analysis at two kindergarten institutions in East Kutai Regency, Indonesia. Participants included principals, classroom teachers, special education support teachers, and children with special needs from both institutions. The study revealed two distinct collaboration models: spontaneous collaboration characterized by immediate problem-solving and flexible role adaptation, and structured collaboration emphasizing systematic planning and preparation. Both approaches demonstrated effectiveness through complementary expertise integration, shared accountability, and trust-based relationships. Key challenges included communication inconsistencies, limited specialized resources, and informal documentation processes. However, collaborative practices resulted in enhanced student inclusion, professional growth through mutual learning, and improved educational outcomes for children with special needs. The findings contribute to theoretical understanding of collaborative teaching by demonstrating that effective partnerships can emerge through multiple pathways while maintaining shared commitment to inclusive education principles. The research provides evidence-based recommendations for teacher preparation programs, professional development initiatives, and institutional support structures in early childhood inclusive education settings.
Enhancing Early Reading Skills through Integrated VAKT and Contextual Learning: A Classroom Action Research with First-Grade Students with Learning Difficulties Ristyaningsih, Ristyaningsih; 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.v4i4.2184

Abstract

Early reading proficiency represents a fundamental prerequisite for academic success, yet approximately 30% of kindergarten students demonstrate resistance to conventional reading instruction. Students with learning difficulties face particular challenges in mastering foundational reading skills, necessitating specialized intervention approaches. This study investigated the effectiveness of integrating Visual, Auditory, Kinesthetic, and Tactile (VAKT) methodology with contextual learning principles for improving beginning reading skills among first-grade students with learning difficulties. A qualitative classroom action research design following the Kemmis and McTaggart model was employed with five first-grade students (aged 7.1-8.7 years) experiencing difficulties reading CVDCC pattern words. The intervention integrated systematic VAKT activities with contextual learning elements across two cycles, each consisting of three intervention sessions and one assessment session. Data collection utilized reading performance assessments and observational protocols measuring student participation and teacher implementation fidelity. Substantial improvements were observed across both intervention cycles. Pre-intervention mean performance of 24% increased to 68% following Cycle I and reached 96% after Cycle II, with all participants exceeding the 80% success criterion. Students demonstrated enhanced engagement and sustained attention when interventions incorporated optimal scheduling and multisensory activities. Three participants achieved perfect scores (100%) while two reached 90% proficiency levels. The integrated VAKT-contextual approach effectively addressed reading challenges by compensating for individual processing weaknesses through multiple learning modalities while connecting abstract concepts to meaningful, familiar contexts. The intervention provides a structured, implementable framework for inclusive classroom practices supporting diverse learners with beginning reading difficulties.
Teacher-Parent Collaboration in Supporting Children with Speech Delays: A Case Study in East Kalimantan Plantation Community Situmeang, Sri Lasri Yohana; 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.v4i4.2193

Abstract

Speech delays affect 5-10% of preschool children and require collaborative intervention approaches. Limited research exists on teacher-parent collaboration models in rural communities for addressing early childhood communication challenges. This study investigated teacher-parent collaboration patterns in supporting children with speech delays aged 5-6 years within a plantation community setting.  A qualitative descriptive study was conducted at TK Anugerah Abadi 1, East Kalimantan, involving 20 parents and 3 teachers. Data collection employed interviews, observations, field notes, and documentation review. Methodological triangulation ensured data validity, while thematic analysis identified collaboration patterns and intervention strategies.  Three primary collaboration modes emerged: quarterly home visitations, school-based meetings, and continuous digital communication. Direct face-to-face interaction predominated, facilitated by the compact plantation community structure. Collaborative content focused on developmental progress, behavioral observations, and intervention strategies. Environmental factors, including COVID-19 restrictions and excessive screen time exposure, contributed to speech delays. The three-tiered intervention approach successfully improved children's communication abilities and enhanced parental knowledge. Parents reported increased confidence in supporting language development following collaborative education sessions. However, scheduling challenges due to parents' work demands required weekend meeting arrangements. Effective teacher-parent collaboration for speech delay intervention requires sustained, multifaceted approaches combining direct communication, environmental adaptation, and targeted parent education. The plantation community's geographic proximity facilitated intensive collaboration but may limit generalizability to other settings. Future research should examine collaboration sustainability and effectiveness across diverse community contexts to develop scalable intervention models.
Development of Contextually-Based Animated Video Media for Improving Speaking Abilities in Children with Speech Delay Trimartini, Trimartini; 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.v4i4.2229

Abstract

Speech delay affects 3-15% of school-age children, requiring innovative interventions that combine engaging multimedia elements with evidence-based pedagogical approaches. Traditional therapeutic methods often lack the multimodal stimulation necessary to maintain attention and motivation in young children with speech delay. This study aimed to develop and evaluate the effectiveness of contextually-based animated video media for improving speaking abilities in children with speech delay using the ADDIE development model. A research and development methodology employed the ADDIE framework with single-subject experimental design. One 4-year-old child with diagnosed speech delay participated as the primary subject. Data collection utilized expert validation scales for media and content assessment, systematic observation protocols for speaking ability measurement, and teacher response questionnaires. Expert validation involved content and media specialists evaluating technical quality and educational appropriateness. Speaking ability was assessed across five indicators using 5-point rating scales, comparing performance between traditional image media and animated video media conditions. Expert validation confirmed high feasibility with media quality scoring 4.3/5.0 and content appropriateness 4.2/5.0. Teacher evaluation demonstrated exceptional reception at 95.8%. Comparative assessment revealed 16% improvement in overall speaking ability when using animated video media versus traditional image media, with enhancements observed in articulation clarity, word production, and verbal responsiveness across four of five assessed indicators. Contextually-based animated video media proved feasible and effective for improving speaking abilities in children with speech delay. The integration of multimedia learning theory with contextual learning principles offers promising directions for technology-enhanced speech interventions, though larger-scale randomized controlled trials are needed to establish robust evidence for clinical practice.
Enhancing Teacher Competency in Interactive Video Development for Speech-Delayed Children through Guided Project-Based Learning Training Kartikasari, Diastuti; Ishartiwi, Ishartiwi
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.v4i4.2285

Abstract

Speech delay affects 5-10% of preschool children, requiring specialized educational interventions. However, kindergarten teachers often lack competencies in creating appropriate interactive video media for these children. This study investigated the effectiveness of guided Project-Based Learning (PjBL) training in enhancing teacher capabilities for developing interactive video media specifically designed for speech-delayed children. An action research design using the Kemmis and McTaggart model was implemented over two cycles at AN-NUR Kindergarten, East Kalimantan. Ten kindergarten teachers participated in guided PjBL training focusing on interactive video creation using Canva application. Data collection employed pre-test/post-test assessments, structured observations, interviews, and product documentation. Cycle II incorporated expert collaboration and artificial intelligence features to enhance training effectiveness. Teacher competency showed substantial improvement from baseline scores of 46.5 to final scores of 83.5, representing a 79.6% overall increase. Cycle I achieved 32.3% improvement (46.5 to 61.5), while Cycle II demonstrated 35.7% enhancement (61.5 to 83.5). Design appropriateness improved by 183% and audio integration by 140% in Cycle II. Nine participants (90%) achieved competency thresholds by study completion, compared to 50% in Cycle I. Qualitative observations revealed enhanced confidence, collaboration, and creative expression among participants. Guided PjBL training effectively enhances teacher competencies for creating interactive video media for speech-delayed children. The structured, collaborative approach combining theoretical knowledge with hands-on practice proves superior to traditional training methods. The integration of expert collaboration and advanced technological features significantly accelerates competency development. These findings support the implementation of PjBL-based professional development programs for specialized educational populations.

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