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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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Applied Behavior Analysis for Motor Imitation Development in Elementary School Children with Autism Spectrum Disorder Munir, Muniroh; Mumpuniarti, Mumpuniarti
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.v4i4.2360

Abstract

Motor imitation deficits represent a significant challenge for children with autism spectrum disorder (ASD), affecting social communication, observational learning, and adaptive skill development. Applied Behavior Analysis (ABA) has demonstrated effectiveness for various autism interventions, yet limited research has specifically examined its application to motor imitation skills in elementary school settings. This study investigated the effectiveness of ABA intervention strategies in improving motor imitation abilities among children with autism in an educational context. A single-subject research design with A-B-A phases was employed with a six-year-old elementary school student diagnosed with mild autism. The intervention utilized Discrete Trial Training and Natural Environment Training techniques over 15 sessions across three weeks. Motor imitation performance was assessed using structured observation of five behavioral indicators, scored on a four-point scale. Data collection included direct observation, stakeholder interviews, and documentation analysis to ensure comprehensive evaluation and triangulation. The intervention demonstrated substantial effectiveness, with mean motor imitation scores increasing from 1.0 during baseline to 2.8 during intervention, representing a 180% improvement. Following intervention withdrawal, performance maintained at 2.4, indicating 140% sustained improvement above baseline levels. Qualitative data from parent and teacher interviews corroborated improvements, reporting enhanced spontaneous imitation behaviors and improved responsiveness to instructions in natural environments. Academic performance in motor-related subjects showed concurrent improvements. The findings validate ABA effectiveness for addressing motor imitation deficits in autism within educational settings. Results align with behavioral learning principles and extend the evidence base for systematic motor interventions. The sustained improvements and successful generalization across environments support the integration of ABA strategies in elementary school programming for children with autism.
Flashcards Integrating Musi Banyuasin Local Wisdom for Teaching Addition in Grade I Elementary Schools: A Needs Analysis Aswandari, Aswandari; Maharani, Siti Dewi; Susanti, Rahmi
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.v4i4.2361

Abstract

Mathematics learning in elementary grades faces significant challenges, particularly in teaching addition concepts that students perceive as abstract and disconnected from their cultural experiences. The limited availability of engaging, culturally-relevant learning media leads to reduced motivation and suboptimal understanding of fundamental mathematical concepts. This study aimed to analyze the needs for developing innovative flashcards based on Musi Banyuasin local wisdom as teaching media for addition concepts in first-grade elementary schools. A descriptive survey design was employed involving 23 first-grade students and one classroom teacher at SDN 6 Ngulak, South Sumatra. Data collection utilized structured questionnaires examining six dimensions (pedagogical, technical, cognitive, aesthetic, sociocultural, and evaluation) and semi-structured teacher interviews. Quantitative data were analyzed using descriptive statistics with percentage calculations, while qualitative data underwent thematic analysis to identify implementation requirements and stakeholder perspectives. Student responses demonstrated overwhelming support for innovative flashcard media, with unanimous agreement (100%) on aesthetic and sociocultural dimensions, indicating strong preference for visually appealing materials incorporating familiar cultural elements. High support was also recorded for pedagogical (84.06%) and cognitive aspects (84.78%), while technical dimensions achieved moderate acceptance (63.04%). Teacher interviews corroborated student preferences and identified specific needs for interactive, visual-based learning materials integrating local wisdom elements such as regional fruits from Musi Banyuasin culture. The findings validate the integration of local wisdom in mathematics education, supporting Vygotsky's sociocultural theory and Mayer's multimedia learning principles. Results demonstrate that culturally-responsive flashcard media can effectively bridge abstract mathematical concepts with students' experiential knowledge while addressing contemporary educational challenges in resource-constrained environments.
Enhancing Reading Abilities in Students with Learning Disabilities Through Cooperative Integrated Reading and Composition Based on Team-Based Learning Rusdiana, Rusdiana; 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.v4i4.2362

Abstract

Students with learning disabilities frequently struggle with reading acquisition, requiring specialized interventions that address their unique learning needs. This study investigated the effectiveness of integrating Cooperative Integrated Reading and Composition (CIRC) with Team-Based Learning (TBL) principles to improve reading abilities among fourth-grade students with learning disabilities. A classroom action research design was employed using the Kemmis and McTaggart cyclical model across two intervention cycles. Four fourth-grade students with identified reading difficulties participated in the study conducted at SD Negeri 007 Muara Bengkal, Indonesia. The intervention progressed from simple syllable patterns (KVKV) in Cycle I to complex patterns (KKVV and KVKK) in Cycle II. Data collection utilized validated reading assessment instruments, systematic observation protocols, and documentation. Assessment components included word reading, writing abilities, sentence construction, storytelling, and learning engagement, analyzed through descriptive statistics and percentage calculations. All participants demonstrated substantial improvements from pre-intervention to post-intervention assessments. The class average increased from 48.56% in Cycle I to 73.88% in Cycle II, representing a 25.32 percentage point improvement. Students with the most severe initial difficulties achieved the greatest gains, with individual improvements ranging from 4.75% to 34.25%. All participants progressed from below-standard categories to adequate or good performance levels. Observational data revealed enhanced engagement, collaborative behaviors, and sustained task persistence throughout the intervention. The CIRC-TBL integration effectively addressed reading difficulties while promoting collaborative learning skills. The intervention's success supports theoretical frameworks emphasizing cooperative learning and multisensory instruction for students with learning disabilities. Findings demonstrate that structured collaborative approaches can serve as effective alternatives to traditional remediation, enabling inclusive classroom practices that benefit diverse learners.
Enhancing Language Development through Multisensory Media Interventions: A Classroom Action Research Study with Children Experiencing Speech Delays Agustina, Ramlah; 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.v4i4.2363

Abstract

Speech delays affect approximately 5-10% of preschool children and can significantly impact cognitive, social, and academic development. Multisensory interventions that engage visual, auditory, tactile, and kinesthetic modalities show promise for enhancing language development, yet limited research exists regarding their effectiveness for children with speech delays. This study aimed to evaluate the effectiveness of multisensory media interventions in improving expressive and receptive language abilities among children with speech delays. A classroom action research design following the Kemmis and McTaggart model was implemented across two cycles at TK Negeri Pembina 2 Muara Bengkal, East Kalimantan. Two children with identified speech delays (MH and MS) participated in systematic multisensory interventions incorporating audio flashcards, manipulative objects, and movement-based activities. Language abilities were assessed using structured protocols measuring expressive and receptive language performance, with a predetermined success criterion of 75% achievement. Both subjects demonstrated substantial improvements from baseline to post-intervention. Subject MH progressed from 25% to 75% in expressive language and 33% to 75% in receptive language. Subject MS advanced from 33% to 75% in expressive language and 42% to 83% in receptive language. Both participants achieved age-appropriate developmental status by Cycle II. Multisensory media interventions effectively enhanced language development in children with speech delays, supporting theoretical frameworks emphasizing multi-modal learning approaches for children with developmental challenges.
Effectiveness of DIR/Floortime Intervention on Communication Skills Development in Elementary School Students with Autism Spectrum Disorder Dwidjantoro, Muhammad Irma Sunu; 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.v4i4.2365

Abstract

Communication impairments represent core challenges in children with Autism Spectrum Disorder (ASD), significantly impacting academic and social functioning. The Developmental, Individual-differences, Relationship-based (DIR)/Floortime intervention shows promise for addressing these deficits, yet limited research has examined its effectiveness in elementary school settings. This study employed a single-subject research design with A-B-A' reversal methodology to examine DIR/Floortime intervention effects on communication skills in a 10-year-old male student with ASD. The participant was enrolled in fourth grade at an elementary school in Telen District. Data collection utilized direct behavioral observation and performance-based assessment across three phases: baseline 1 (4 sessions), intervention (6 sessions), and baseline 2 (4 sessions). The DIR/Floortime protocol followed established five-phase procedures including observation, opening communication circles, following the child's lead, expanding interactions, and natural closure. Data analysis employed within-condition and between-condition analyses, including trend analysis, stability assessment, and data overlap calculations. Systematic improvements were observed across intervention phases. Mean scores increased from 29.72 in baseline 1 to 77.1 during intervention, with maintenance at 93.8 in baseline 2, representing a 215% improvement from initial baseline. Between-condition analysis revealed 0% data overlap across phase transitions, indicating exceptionally strong intervention effects. Within-condition analysis showed 100% stability in baseline 2, confirming sustained skill acquisition. The findings provide robust evidence for DIR/Floortime effectiveness in elementary school settings. Results extend previous research by demonstrating successful implementation in educational environments, supporting cost-effective, relationship-based interventions that promote lasting communication improvements. The 0% data overlap establishes clear functional relationships between DIR/Floortime and communication skill development, aligning with systematic reviews supporting DIR/Floortime as an evidence-based practice for children with ASD.
Systematic Implementation of Technology-Enhanced Learning Management Sudibya, Jarmanta; Prasojo, Lantip Diat
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.v4i4.2366

Abstract

Technology-enhanced learning management has become essential for vocational schools to prepare students for digitalized workforces. However, systematic implementation approaches and their impacts on educational quality remain underexplored in vocational education contexts. This qualitative case study examined technology-enhanced learning management implementation across three state vocational schools in Tanjung Selor District, Indonesia. Data were collected through in-depth interviews with principals, curriculum coordinators, and teachers, direct observations of learning processes, and document analysis. The Miles, Huberman, and Saldaña model guided data analysis through systematic coding and thematic development. All schools implemented a five-stage framework: planning (including diagnostic assessment and industry partnerships), infrastructure preparation, human resource development, technology implementation, and evaluation. Distinct technology integration models emerged: Teaching Factory (SMK N 1), industry classes and simulation-based learning (SMK N 2 and N 3), and artificial intelligence integration (SMK N 2). Positive impacts included enhanced student engagement, improved teacher creativity, and strengthened industry connections. Challenges encompassed technology gaps, access inequalities, equipment limitations, staff readiness variations, technology misuse, and budget constraints. Schools demonstrated organizational resilience through strategic partnerships, systematic professional development, and positive culture initiatives. The systematic implementation approach aligns with adaptive teaching theory and contemporary change management frameworks. The diversity of technology integration models reflects institutional capacity to contextualize innovations according to specializations. However, technology integration introduces complex classroom management challenges requiring sophisticated pedagogical competencies beyond traditional teaching skills.
Phonics-Based Contextual Learning for Early Reading Development in Students with Intellectual Disabilities Suwarsih, Ati; 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.v4i4.2367

Abstract

Students with intellectual disabilities face significant challenges in developing early reading skills, often due to inadequate instructional approaches that fail to address their specific learning needs. This study investigated the effectiveness of phonics-based contextual learning in improving early reading skills among fourth-grade students with intellectual disabilities. A classroom action research design following the Kemmis and McTaggart spiral model was employed with three participants (aged 9 years) with mild intellectual disabilities at State Elementary School 013 Muara Wahau, Indonesia. The intervention consisted of two cycles, each containing three 90-minute sessions incorporating systematic phonics instruction integrated with contextual learning strategies. Pre- and post-intervention assessments measured reading performance using CV and CVCV word pattern recognition tasks. Data were analyzed using descriptive statistics with success criteria set at 85% achievement. All participants demonstrated substantial improvements in reading performance. Baseline scores ranged from 0-20%, progressing to 60% (Cycle I) and ultimately achieving 80-100% (Cycle II). AL achieved 100% proficiency, while R and ZN both reached 80% proficiency. Qualitative observations revealed enhanced student engagement, confidence, and independent learning behaviors throughout the intervention period. Phonics-based contextual learning proved highly effective for improving early reading skills in students with intellectual disabilities. The intervention's success demonstrates the potential of combining systematic phonics instruction with contextually meaningful learning experiences in classroom settings. These findings contribute valuable evidence supporting inclusive educational practices and provide a practical framework for literacy instruction in this population.
Examining School Acceptance Processes for Children with Intellectual Disabilities in Indonesian Elementary Education Yulfitri, Dewi; Purwanta, Edi
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.v4i4.2368

Abstract

Despite global commitments to inclusive education, children with intellectual disabilities continue to face significant barriers in accessing mainstream educational opportunities. Limited research has examined the specific processes and stakeholder attitudes that influence school acceptance decisions for these students, particularly in Indonesian elementary school contexts. This qualitative case study examined school acceptance processes for children with intellectual disabilities at SD Integral Hidayatullah Sangatta, Indonesia. Data collection involved in-depth interviews with six participants (principal, vice-principals, teacher, parent, and student), participant observation, and document analysis over three months. Data analysis followed the Miles and Huberman framework, employing multiple triangulation methods to ensure validity. The study revealed seven key findings: absence of specialized admission procedures, reactive identification processes occurring only after enrollment, limited professional support systems, minimal systematic curriculum adaptations, positive stakeholder attitudes despite structural challenges, informal parent-school communication patterns, and lack of collaboration with external professionals. While teachers and peers demonstrated accepting attitudes toward students with intellectual disabilities, institutional support systems remained inadequate. Identification of special needs occurred reactively after classroom difficulties emerged, rather than through proactive screening procedures. Findings demonstrate significant gaps between inclusive education ideals and practical implementation. The study contributes theoretical understanding by illustrating how teacher agency theory, the Family Stress Model, and multicultural education frameworks intersect to explain implementation complexity. Results suggest that positive attitudes, while necessary, are insufficient without corresponding institutional support systems, systematic professional development, and structured collaboration frameworks. Effective inclusive education requires comprehensive systemic changes addressing institutional policies, professional development, resource allocation, and family support systems. Future research should examine comparative cases across diverse contexts and investigate longitudinal outcomes of different inclusion approaches.
Evaluating 5S Cultural Program for Character Education: A CIPP Model Study in Indonesian Elementary School Putri, Dissya Apita Aryana; Sanoto, Herry
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.v4i4.1875

Abstract

The rapid advancement of digital technology has led to a decline in student character, particularly in politeness, empathy, and respectful social behavior. In response, SD Negeri Gendongan 01 Salatiga implemented the 5S cultural program (Smile, Greet, Salute, Polite, Courteous) as a strategy for character education. This study aims to evaluate the implementation of the 5S program using the CIPP evaluation model (Context, Input, Process, Product) aligned with school management functions. This qualitative evaluative research employed the CIPP model and involved 21 purposively selected participants, including the principal, six teachers, two staff members, and twelve students. Data were gathered through structured interviews, observations, and documentation. The analysis followed Miles and Huberman's qualitative technique, ensuring triangulation for validity. The context evaluation revealed that the 5S program aligns well with the school’s vision and mission, emphasizing the development of character traits. Input evaluation showed strong stakeholder involvement, though limited funding and infrastructure constrained implementation. Process evaluation indicated inconsistency in teacher role modeling and selective student engagement. Product evaluation showed positive behavioral changes in students, but the outcomes were inconsistent and not yet optimal. The findings highlight the crucial role of consistent teacher behavior in influencing student participation and program effectiveness. The integration of the CIPP model with school management phases provides a comprehensive framework for evaluating non-academic programs. This research contributes theoretically to character education implementation and offers practical recommendations for strengthening school-based cultural programs.
Systematic Literature Review: The Implementation of Gamification in Mathematics Learning at Primary Schools Tonioka, Nadya Hesty; Sutopo, Yeri; Ellianawati, Ellianawati; Avrilianda, Decky; Kurniawan, Yunda
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.v4i4.1877

Abstract

Mathematics education at the primary level faces significant challenges in maintaining student engagement and motivation, particularly with traditional teacher-centered approaches. Gamification, defined as the application of game elements to non-game educational contexts, has emerged as a promising solution to enhance mathematics learning outcomes. However, systematic examination of gamification research trends and effectiveness in primary mathematics education remains limited. This systematic literature review analyzed 15 peer-reviewed articles published between 2020 and 2025 focusing on gamification implementation in primary school mathematics education. Articles were systematically searched using Google Scholar with keywords "Gamification" and "Mathematics Learning." Inclusion criteria required studies to focus on primary education mathematics with quantitative, qualitative, or research and development methodologies. Data were extracted and analyzed to identify trends in research methods, publication years, learning media types, and educational outcomes. The analysis revealed that quantitative methodologies dominated the field (53.3%), followed by research and development approaches (26.7%) and qualitative methods (20.0%). Research activity peaked in 2024 (33%), indicating growing scholarly interest in gamification applications. All reviewed studies focused exclusively on gamification-based learning media implementation. Educational outcomes were predominantly positive, with 86.7% of studies reporting effective results in improving student learning achievements, motivation, and engagement, while 13.3% showed no significant effects. The findings validate theoretical frameworks supporting gamification's effectiveness in mathematics education while revealing implementation challenges. The high success rate supports the inherent compatibility between game-based approaches and mathematical learning processes. However, variability in outcomes emphasizes the importance of proper design alignment with learning objectives and consideration of individual student characteristics for successful implementation.

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