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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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Teacher-Parent Collaboration in Managing Hyperactive Children's Behaviors: A Case Study of Inclusive Early Childhood Education Hariningsih, Hariningsih; Mahabbati, Aini
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.v4i4.2289

Abstract

Managing hyperactive behaviors in inclusive early childhood settings requires coordinated efforts between educators and families to ensure optimal developmental outcomes. This qualitative case study examined teacher-parent collaboration strategies in addressing hyperactive children's problematic behaviors at an inclusive kindergarten in East Kutai Regency, Indonesia. Data were collected over four months through systematic observations, semi-structured interviews with teachers and parents, and document analysis. Participants included classroom teachers, special needs support staff, and parents of hyperactive children enrolled in class B1. Thematic analysis revealed three primary collaborative dimensions: behavioral recognition through structured communication protocols, participatory assessment procedures involving shared responsibility for instrument development and progress monitoring, and coordinated intervention implementation with regular feedback mechanisms. The findings demonstrate that effective collaboration requires systematic information exchange between home and school environments, with teachers sharing classroom observations while parents provide complementary insights about home-based behavioral patterns. Collaborative assessment procedures enabled comprehensive evaluation extending beyond limited school observation periods, with parents contributing to instrument design and participating in progress reviews. Intervention implementation was characterized by coordinated strategy application across both settings, supported by regular feedback exchanges and periodic evaluation meetings. Despite implementation challenges including time constraints and initial parental resistance to acknowledging children's special needs, the collaborative framework demonstrated effectiveness in managing hyperactive behaviors through sustained partnership efforts. The study contributes a practical model for inclusive early childhood programs, emphasizing the importance of structured collaboration protocols for supporting children with hyperactive behaviors. These findings have implications for educational policy development, teacher training programs, and family support services in inclusive educational settings.
Enhancing Early Literacy Through Collaborative Digital Educational Games: A Classroom Action Research with Kindergarten Children Exhibiting ADHD Symptoms Asmawati, Septi; Mahabbati, Aini
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.v4i4.2295

Abstract

Early literacy development presents significant challenges for kindergarten children exhibiting Attention Deficit Hyperactivity Disorder (ADHD) symptoms, who often struggle with concentration and traditional instructional methods. This study investigated the effectiveness of collaborative digital educational games in enhancing early literacy capabilities among children with ADHD symptoms. A classroom action research design following the Kemmis and McTaggart model was implemented over six months with a 5-6 year old male kindergarten student exhibiting ADHD symptoms. The intervention utilized the "Learn ABC" digital educational game within a collaborative learning framework across two cycles. Data collection included oral literacy assessments using a four-point scoring system and structured classroom observations. The intervention involved systematic group formation, collaborative gameplay, and peer presentations, with modifications between cycles based on reflective analysis. Substantial improvements were observed throughout the intervention period. The participant's performance increased from 26.67% at baseline to 88.87% upon completion, representing a 62.2 percentage point improvement that exceeded the established 76% success criterion. Cycle I showed progressive gains from 44.44% to 55.55%, while Cycle II demonstrated accelerated improvement from 66.67% to 88.87%. Qualitative observations revealed enhanced attention span, increased collaborative participation, improved confidence in letter identification, and sustained engagement during gaming activities. The findings demonstrate that collaborative digital educational games can effectively address attention and literacy challenges in children with ADHD symptoms. The intervention's success supports the integration of technology-enhanced collaborative learning approaches in inclusive early childhood education settings. The systematic implementation framework provides a replicable model for educators, though larger-scale studies are needed to establish broader generalizability.
Enhancing Number Recognition Through Concrete Media-Based Project Learning: An Action Research Study with Children at Risk of Learning Difficulties Sumartin, Santy; 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.v4i4.2296

Abstract

Number recognition represents a fundamental cognitive milestone in early childhood development, yet children with learning difficulties often struggle with abstract mathematical concepts. This study investigated the effectiveness of concrete media-based project learning in enhancing number recognition abilities among kindergarten children at risk of learning difficulties. An action research design following the Kemmis and McTaggart model was implemented over three iterative cycles from January to May 2025. The participant was a 5-6 year-old child identified with learning difficulties at TK Negeri Pembina, East Kalimantan, Indonesia. The intervention employed Project-Based Learning methodology through a "Mini Market" theme utilizing concrete manipulatives including toy fruits, play money, price cards, and calculators. Data collection involved structured oral assessments measuring numerical symbol recognition, quantity-symbol matching, and project participation, alongside qualitative observations. Performance was evaluated using a four-point scale, with success criteria set at ≥76% achievement. Substantial performance improvement was achieved from baseline 25% to final assessment 91.6%, representing a 66.6 percentage point increase. Progressive gains were documented across cycles: Cycle I (25% to 58.3%), Cycle II (66.6% to 75%), and Cycle III (83.3% to 91.6%). Qualitative observations revealed enhanced engagement, increased confidence, and improved social interaction during mathematical activities. The participant progressed from requiring extensive teacher assistance to independent task completion and peer collaboration. Concrete media-based project learning significantly enhanced number recognition abilities in children with learning difficulties. The systematic, multi-cycle intervention provides a replicable framework combining Piaget's developmental theory with contemporary project-based pedagogical approaches. These findings support inclusive educational practices emphasizing differentiated instruction through authentic, contextualized learning experiences.
Enhancing Pedagogical Competence in Inclusive Kindergarten Settings: The Effectiveness of Learning Communities as Professional Development Strategy Susmawati, Eko; 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.v4i4.2297

Abstract

Inclusive kindergarten education requires teachers with sophisticated pedagogical competencies to address diverse learning needs. However, significant deficiencies exist in pedagogical competence among Indonesian teachers in inclusive settings, largely due to varying educational backgrounds and insufficient understanding of children with special needs. Learning communities have emerged as promising collaborative frameworks for professional development, yet limited research examines their effectiveness in enhancing pedagogical competence within inclusive early childhood education contexts.This study investigated the effectiveness of learning communities (KOMBEL) in enhancing pedagogical competence among inclusive kindergarten teachers, analyzing specific competence aspects that experience improvement and examining factors influencing implementation success. A descriptive quantitative design was employed with seven teachers at TK Negeri 1 Teluk Pandan using saturated sampling. Data collection utilized validated questionnaires and structured observations with pre-test and post-test measurements. The pedagogical competence assessment covered six dimensions: understanding inclusive children's characteristics, learning planning, teaching methods, classroom management, assessment, and reflective capabilities. Statistical analysis employed paired-samples t-tests and descriptive analysis using SPSS 25.0.Significant improvement in pedagogical competence was observed, with mean scores increasing from 13.71 to 25.00 (82% enhancement). Statistical analysis confirmed significant differences (p < 0.000) with large effect size (Cohen's d = 7.04). All six pedagogical competence dimensions showed substantial improvement, with teaching methods and strategies demonstrating the most dramatic enhancement (2.1 to 4.3 on five-point scale). Learning communities effectively enhance pedagogical competence among inclusive kindergarten teachers through collaborative professional development. The substantial improvements across all competence dimensions validate learning communities as systematic strategies for addressing pedagogical deficiencies in inclusive education settings.
Natural Material-Based Interventions for Pre-literacy Development in Kindergarten Children with Intellectual Disabilities Wati, Luh Erna; Azizah, 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.v4i4.2312

Abstract

Children with intellectual disabilities face significant challenges in developing pre-literacy skills, which are foundational for future academic success. Traditional teaching methods often prove inadequate for addressing their unique learning needs, necessitating innovative approaches that engage multiple sensory modalities. This study investigated the effectiveness of natural material-based concrete media in enhancing pre-literacy capabilities among kindergarten children with intellectual disabilities. A classroom action research design following Kemmis and McTaggart's cyclical model was implemented over two cycles, each consisting of two sessions. Two kindergarten children aged 5-6 years with mild to moderate intellectual disabilities participated in the intervention. Pre-literacy skills were assessed using systematic observation instruments measuring letter recognition, phonological awareness, and basic writing abilities. The intervention utilized natural materials including seeds, leaves, stones, and sand for hands-on letter formation and syllable construction activities. Data collection occurred at baseline and after each intervention cycle, with assessment scores calculated as percentages of maximum possible performance. Both participants demonstrated substantial improvements in pre-literacy skills. Participant A.B progressed from 25% baseline performance to 84.09% post-intervention, while participant A.C improved from 25% to 88.63%. Both children exceeded the established 75.1% success criterion for independent skill demonstration. Qualitative observations revealed increased engagement, sustained attention, and enhanced confidence during learning activities. The multisensory approach facilitated letter recognition, phonological awareness development, and basic pre-writing skill acquisition. The findings validate the effectiveness of natural material-based interventions for developing pre-literacy skills in children with intellectual disabilities. The results support multisensory learning theories and demonstrate the practical applicability of cost-effective, environmentally sustainable educational approaches. The intervention's success suggests significant potential for inclusive education practices, particularly in resource-limited settings where natural materials offer accessible alternatives to commercial teaching aids.
The Effectiveness of Project-Based Learning in Improving Reading Literacy Among Fifth-Grade Students with Dyslexia Irwanto, Doli; 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.v4i4.2323

Abstract

Dyslexia affects 5-15% of elementary students globally, yet traditional instructional methods often inadequately address their unique learning needs. Project-based learning (PBL) has shown promise for diverse learners, but its effectiveness for dyslexic students remains underexplored. This study evaluated the impact of project-based learning interventions on reading literacy development among dyslexic fifth-grade students. A classroom action research design using the Kemmis and McTaggart model was implemented at SD Negeri 008 Muara Bengkal, involving three diagnosed dyslexic students as primary participants. The intervention consisted of two four-week cycles incorporating authentic reading tasks, collaborative activities, and multisensory approaches. Data collection included pre- and post-intervention reading assessments and structured classroom observations. Statistical analysis employed paired t-tests and effect size calculations, while qualitative data underwent thematic analysis. Participants demonstrated significant reading improvement with a mean gain of 32.33 points (Cohen's d = 2.89, p < 0.001), exceeding grade-level proficiency standards. Engagement indicators showed substantial increases: reading participation (42% to 85%), collaborative engagement (38% to 78%), and reading strategy use (25% to 78%). Classroom-wide improvements were also observed (72.8 to 90.0 mean score). Project-based learning effectively enhances reading literacy among dyslexic students when appropriately structured with explicit instruction and scaffolding, supporting inclusive educational practices and challenging assumptions about instructional approaches for learning disabilities.
Enhancing Numeracy Skills in Kindergarten Children with Learning Disabilities Through Traditional Congklak Games Irwanti, Sri; Azizah, 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.v4i4.2324

Abstract

Children with learning disabilities face significant challenges in developing foundational numeracy skills, with approximately 20% of children experiencing mathematical learning difficulties that can persist throughout their educational journey. Traditional pedagogical approaches often fail to address the multidimensional academic, social, and emotional needs of these learners. This study investigated the effectiveness of traditional congklak games as a culturally responsive intervention for enhancing numeracy skills among kindergarten children with learning disabilities. A classroom action research design following the Kemmis and McTaggart model was implemented across two cycles at a kindergarten in East Kalimantan, Indonesia. Seventeen children aged 5-6 years participated, including five specifically identified with learning disabilities. The intervention utilized traditional congklak games as the primary educational medium, incorporating systematic observation, per-cycle assessments, and structured interviews. Data were analyzed using qualitative descriptive methods supported by quantitative presentations. The intervention achieved remarkable improvements in numeracy competence, with independent mathematical achievement increasing from 11.8% at baseline to 94% following two implementation cycles. All five children with learning disabilities demonstrated measurable progress, with four achieving independent numeracy skills. Student engagement scores improved from 50.2% to 95.5%, while teacher effectiveness increased from 65% to 85% across intervention cycles. The findings demonstrate that culturally grounded, play-based approaches can effectively address learning disabilities' complex challenges. The intervention's success supports constructivist and social learning theories while providing practical evidence for inclusive educational practices. Traditional congklak games offered concrete mathematical experiences that reduced cognitive load while maintaining high engagement through culturally meaningful gameplay, creating equitable learning opportunities for children with diverse educational needs.
Interactive Storytelling with Hand Puppets for Improving Speaking Skills in Children with Speech Delay Wahyuni, Wahyuni; 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.v4i4.2327

Abstract

Speech delay affects 3-20% of early childhood populations globally, impacting communication abilities, social interaction, and academic readiness. Hand puppet storytelling represents a potentially effective intervention approach combining narrative engagement with interactive visual elements to stimulate verbal responses in affected children. This classroom action research employed the Kemmis and McTaggart model across two intervention cycles. One 5-year-old participant with identified speech delay received hand puppet storytelling sessions twice weekly over six weeks. Data collection utilized structured observation checklists assessing seven speaking skill indicators, semi-structured teacher interviews, and anecdotal records. Quantitative analysis calculated percentage improvements, while qualitative data underwent thematic analysis. Significant speaking skill improvements were demonstrated from baseline assessment (28.57%) to post-intervention (62.5%), representing a 33.93% increase that exceeded the predetermined 30% success criterion. Five out of seven assessment indicators achieved "Developing Appropriately" status. Progressive enhancement occurred across verbal responsiveness, vocabulary usage, sentence construction, speaking confidence, and storytelling participation. Qualitative findings revealed increased spontaneous verbal initiation, enhanced peer interactions, and improved classroom confidence. The intervention's effectiveness aligns with previous research supporting narrative-based language interventions and puppet-mediated therapeutic approaches. Results demonstrate that classroom teachers can successfully implement evidence-based speaking skill interventions without specialized therapeutic training, providing cost-effective alternatives to traditional speech therapy methods. The study addresses existing research gaps by documenting practical implementation within regular educational settings rather than controlled experimental conditions.
Examining Inclusive Education Implementation in Indonesian Kindergartens: Between Philosophy and Practice Hayatiningsih, Diyah; Azizah, 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.v4i4.2340

Abstract

Inclusive education implementation in kindergartens faces complex challenges between philosophical commitments and practical capacities. This study examined inclusive education implementation in kindergartens in North Sangatta District, East Kutai Regency, encompassing conceptual, policy, structural, and practical implementation dimensions. Qualitative study with in-depth interviews of four school principals from TK Negeri Pembina, TK Negeri 1, TK Starkidz, and TK Al Muhajirin. Data were analyzed using Miles and Huberman's interactive model through data reduction, data display, and conclusion drawing. All institutions demonstrated accessibility commitments and non-discriminatory practices in student admission. Implementation of differentiated curricula and innovative pedagogical approaches showed positive potential, yet significant gaps emerged in specialized teacher competencies, systematic support structures, and formal policy frameworks. Supporting factors included inclusive classroom atmospheres and parental involvement, while primary barriers were human resource limitations, infrastructure constraints, and teacher knowledge gaps regarding children with special needs. Contradictions exist between philosophical commitments and practical implementation capacities, indicating need for systematic coordination across dimensions for effective inclusive education.
Enhancing Learning Outcomes for Slow Learner Students through Differentiated Instruction in Social Studies Education Hudriana, Rani; 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.v4i4.2346

Abstract

Slow learner students face significant challenges in Social Studies education due to difficulties with abstract concepts, chronological thinking, and information processing. This study examined the effectiveness of differentiated learning strategies in improving learning outcomes among slow learner students in junior high school Social Studies education. A classroom action research design was employed using the Kemmis and McTaggart model across two cycles. Three seventh-grade slow learner students were purposively selected from a public junior high school in East Kalimantan, Indonesia. Data collection utilized structured observations, pre-test and post-test assessments, and documentation. Differentiated learning strategies included visual materials, peer support systems, individualized guidance, and adaptive task modifications. Data analysis employed descriptive quantitative techniques to examine individual student progress. Substantial improvements were observed in both student engagement and academic achievement. Participation scores increased progressively across cycles, with students demonstrating enhanced attention, responsiveness, and motivation. Academic performance showed significant gains, with all participants achieving minimum mastery criteria by Cycle II. Student A improved from 55 to 75 points (+20), Student B from 50 to 79 points (+29), and Student C from 53 to 76 points (+23), representing substantial learning progress over the intervention period. The findings validate the effectiveness of differentiated instruction for slow learner students in Social Studies education. Results align with Tomlinson's theoretical framework and support previous research demonstrating positive impacts of adaptive teaching strategies. The study contributes empirical evidence for inclusive educational practices while highlighting the importance of individualized approaches in addressing diverse learning needs within regular classroom environments.

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