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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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Navigating Geographic and Cultural Barriers: Principal Leadership Strategies in Developing Professional Learning Communities in Remote Indonesian Schools Kasri, Kasri; Andriani, Dwi Estri
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.v4i4.2314

Abstract

Professional Learning Communities (PLCs) have emerged as critical frameworks for enhancing teacher professional development and improving educational quality. However, implementation challenges persist, particularly in remote geographical contexts where principals must navigate complex barriers to foster collaborative professional cultures. This qualitative study employed an exploratory case study design across three junior secondary schools in Merauke Regency, Papua Selatan, Indonesia. Data were collected through semi-structured interviews with six participants (three principals and three teachers), document analysis, and direct observations. Data analysis followed Miles, Huberman, and Saldana's three-stage approach, with triangulation ensuring credibility. Three primary themes emerged: principal conceptualizations of PLCs as multifunctional collaborative platforms, implementation challenges including geographic barriers (primary obstacle), limited understanding, senior teacher resistance, technology constraints, and role multiplicity, and strategic responses encompassing flexible scheduling, personalized engagement, senior teacher valorization, technology training, and workload management. Geographic barriers significantly impacted teacher participation due to extensive commuting distances, while principals successfully employed adaptive strategies to overcome contextual obstacles. The findings demonstrate that effective PLC development requires adaptive leadership integrating transformational, situational, and inclusive approaches. The study extends educational leadership theory by highlighting culturally specific PLC dimensions and challenging universal implementation models. Results provide evidence-based strategies for developing PLCs in resource-constrained environments, emphasizing relationship-building and contextual responsiveness over rigid program adherence.
Developing AI-Enhanced Animated Educational Media for Pancasila Character Education: A Comprehensive Needs Analysis in Indonesian Junior High Schools Alvionita, Rini; Safitri, Erna Retna; Chotimah, Umi
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.v4i4.2364

Abstract

Character education has become a critical imperative in 21st-century learning, particularly at the junior high school level where students undergo pivotal developmental phases. Despite the potential of artificial intelligence (AI) and animation technologies to enhance character education, significant implementation challenges persist in Indonesian educational contexts, with limited research examining stakeholder needs for AI-based learning media incorporating Pancasila Student Profile characteristics. This descriptive quantitative study within a research and development framework analyzed needs for developing AI-based animated video learning media at SMP Negeri 6 Sungai Keruh. Data were collected through structured questionnaires administered to 28 seventh-grade students and 8 teachers, examining pedagogical, technical, cognitive, aesthetic, and evaluative dimensions. Descriptive statistical analysis was employed to identify dominant patterns and stakeholder preferences using Guttman scaling principles. Student analysis revealed strong preferences for audiovisual learning modalities (85.5% enhanced information absorption through visual-audio combinations) and aesthetic design elements (85.5% increased motivation through attractive design). Technical accessibility showed 78.5% adequate device access, while 80.0% recognized evaluation mechanisms' importance. Teacher analysis demonstrated pedagogical readiness with 85.5% recognizing animation effectiveness and universal technical infrastructure support (100.0% internet connectivity), though 64.5% required additional professional development for optimal implementation. Findings demonstrate substantial stakeholder readiness for AI-based animated learning media development while identifying specific support areas. Results align with theoretical frameworks supporting animation's cognitive processing advantages and provide empirical evidence extending existing Pancasila Student Profile-based media research from elementary to secondary contexts. The convergence of theoretical frameworks, empirical evidence, and stakeholder needs establishes robust foundation for subsequent development phases, contributing to advancing character education through innovative technological integration.
Enhancing Fourth-Grade Mathematical Problem-Solving abilities and Learning Motivation Through Creative Problem Solving with Grobogan Ethnomathematics Januarti, Audia; Kusuma, Dani
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2443

Abstract

Mathematics education faces persistent challenges in engaging elementary students and developing essential problem-solving skills. This study investigated the effectiveness of Creative Problem Solving (CPS) methodology integrated with Grobogan ethnomathematics in enhancing fourth-grade students' mathematical problem-solving abilities and learning motivation. A quasi-experimental design with nonequivalent control groups was employed at SD Negeri 1 Penadaran, Grobogan Regency. The experimental group (n=27) received CPS instruction incorporating Joglo house architectural elements, while the control group (n=16) received conventional instruction. Data were collected through pre-post mathematical problem-solving tests and learning motivation questionnaires. Statistical analyses included one-sample t-tests, binomial proportion tests, independent sample t-tests, and linear regression. The experimental group achieved 93% individual mastery rates and 90% classical achievement levels, significantly exceeding the 70% threshold (p < 0.001). Post-test comparisons revealed significant differences between groups (p = 0.007), with the experimental group demonstrating superior performance. Linear regression analysis showed a strong positive correlation between learning motivation and problem-solving ability (R² = 0.696, r = 0.834), indicating that motivation explained 69.6% of the variance in mathematical performance. The integration of CPS with ethnomathematical elements provided culturally relevant scaffolding that enhanced both cognitive and affective learning outcomes. The Joglo architectural contexts transformed abstract geometric concepts into meaningful, culturally grounded experiences. These findings contribute to culturally responsive pedagogy literature while demonstrating the practical viability of ethnomathematical approaches in elementary mathematics education.
Effectiveness of Inforia Interactive Infographics in Enhancing Fourth-Grade Students' Understanding of Archipelago Kingdoms in Social Studies Setiowati, Aliya Putri; 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.v4i4.1960

Abstract

Education has undergone changes due to digital technology, especially in terms of interactive media that improve student understanding. This study examines the extent to which fourth-grade students understand the Kingdoms in the Archipelago in history lessons using INFORIA (Interactive Infographics of Archipelago History). Sixty-two students were deliberately selected to be divided into an experimental group and a control group in this study, which was conducted at an elementary school in Bandung Regency.   P retests, posttests, and student response questionnaires were used to collect data in a quasi-experimental design (Non-Equivalent Control Group Design). With an average pretest score of 44, a posttest score of 80.10, and an N-Gain of 65.39% (moderately effective), the results show that the performance of the experimental group improved significantly. The average pretest score was 40, the average posttest score was 67.16, and the N-Gain for the control group was 44.84% (ineffective). The difference was significant between the groups, as confirmed by an independent sample t-test (p = 0.000 < 0.05). Students also expressed positive opinions about the media in their responses. These results show that INFORIA is a useful and enjoyable tool for improving historical understanding in social studies lessons at the elementary school level.
Challenges and Interventions in Arts and Crafts Education: A Qualitative Analysis of Grade IV Students Manggato, Sandra Dwi Chikitha; Lagandesa, Yun Ratna; Nashrullah, Nashrullah; Hariana, Kadek; Wilade, Surahman
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.v4i4.2076

Abstract

The main issue addressed in this study is the learning difficulties in Visual Arts and Crafts (Seni Rupa dan Prakarya) experienced by fourth-grade students at SDN 1 Bunta, along with the efforts made by teachers to overcome these challenges. The study aims to identify the contributing factors to the learning difficulties encountered by students in the Visual Arts and Crafts subject, particularly focusing on a class of 22 students, two of whom were identified as having significant learning challenges. It also seeks to explore the strategies employed by teachers in supporting these students. Data were collected through observation, interviews, and documentation. The results show that the learning difficulties in Visual Arts and Crafts stem from both internal and external factors. Internal factors include physical and psychological conditions of the students. External factors involve influences from the family, school environment, and broader community. The efforts undertaken to address these difficulties include the use of appropriate learning models, providing additional lessons tailored to the subject matter, assigning homework, and offering remedial teaching.
A Humanistic Approach to Cultivating Empathy in Inclusive Elementary Schools: An Analysis of Teacher Strategies Maharani, Tiyara; Faiz, Aiman; Afendi, Arief 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.v4i4.2198

Abstract

Inclusive schools are a concrete example of equitable education, where all students, including children with special needs, have the same right to a quality education. In this context, teachers play a central role in shaping students' character through a humanistic approach, one of which is instilling the value of empathy. This study aims to describe teachers' humanist strategies in instilling empathy values in inclusive schools. The study was conducted at SDN 2 Kenanga, Cirebon Regency, using a descriptive qualitative approach. Data collection techniques included interviews, observation, and documentation. The results showed that teachers designed learning by integrating the value of empathy into the curriculum, using active methods such as discussion, role-playing, and project-based learning, while also providing role models and habituating values in everyday life. Character evaluation was carried out using a rubric and joint reflection involving both teachers and students. The humanistic approach implemented by teachers successfully created an inclusive atmosphere and supported students’ holistic character development, as reflected in students’ increasing ability to help peers, show concern, and respect differences. This research, however, was limited to one inclusive elementary school that is still in the transition stage, so the findings may not be generalized to all contexts. Nevertheless, the study provides valuable insights into how humanist strategies can effectively strengthen empathy in inclusive educational settings. Teachers are not only instructors but also moral guides who shape students' attitudes and social sensitivity.
Teacher Strategies for Aligning Learning Media with Grade 4 Students' Learning Styles Cahyani, Eka; Gagaramusu, Yusdin B.M.; Wilade, Surahman; Zulnuraini, Zulnuraini; Guci, Ammar Abdullah Joni
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.v4i4.2241

Abstract

Effective alignment between instructional media and student learning styles represents a critical challenge in elementary education, yet limited empirical evidence exists regarding systematic teacher strategies for implementing such alignment in classroom practice. This descriptive qualitative study investigated teacher strategies for aligning instructional media with Grade 4 student learning styles at SD Inpres 1 Tondo, Palu, Indonesia. Data were collected from 24 students and one classroom teacher through VARK-based questionnaires, semi-structured interviews, systematic classroom observations, and document analysis. Learning style distributions were analyzed descriptively, while teacher strategies and implementation effectiveness were examined using thematic analysis following Miles and Huberman's framework. Visual learners comprised 58.3% of students, followed by combined visual-auditory preferences (16.7%), auditory learners (12.5%), multimodal learners (8.3%), and kinesthetic learners (4.2%). Three primary teacher strategies emerged: comprehensive diagnostic assessment of learning styles, systematic integration of multimodal media (projectors, textbooks, environmental resources), and adaptive content delivery based on subject matter and student responses. Classroom observations revealed that multimodal approaches achieved 91% student engagement compared to 82% for single-modality instruction, with kinesthetic learners showing particular improvement during hands-on activities.  The findings demonstrate that effective media alignment depends on multimodal integration rather than rigid matching of single media types to individual learning preferences. Results support multimedia learning theory while extending understanding of practical implementation strategies in resource-constrained contexts. The study contributes evidence-based approaches for teacher professional development and differentiated instruction practices, emphasizing the importance of systematic diagnostic assessment and flexible pedagogical adaptation.
Effectiveness of the Deep Dialogue Critical Thinking Model on Elementary Students’ Social Studies Understanding Shobirin, Syahril; Hanikah; Fadly, Aris
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.v4i4.2251

Abstract

This study aimed to examine the effectiveness of the Deep Dialogue Critical Thinking (DDCT) learning model in improving fifth-grade students’ understanding of Social Studies on the theme My Proud Region at SD Negeri Galunggung. The research employed a quantitative approach with a one-group pretest–posttest experimental design. The sample consisted of 24 students selected through cluster random sampling. The instrument, an essay test, was validated by experts and tested for reliability, yielding a Cronbach’s Alpha of 0.86. Data were analyzed using paired-sample t-tests and N-Gain analysis. The findings revealed a significant improvement in students’ understanding, with the average pretest score rising from 53.75 to 86.67 in the posttest, and an N-Gain score of 0.75 in the high category. These results indicate that DDCT effectively enhances higher-order thinking skills, fosters active participation, and helps students connect Social Studies concepts to real-life contexts. The model also aligns with the goals of the Merdeka Curriculum in developing 21st-century competencies. Nevertheless, this study has limitations, particularly the absence of a control group and its focus on a single school context, which restricts the generalizability of the findings. Further research using controlled experimental designs and involving more diverse school settings is recommended to strengthen these results.
Effects of Wordwall Interactive Media on Grade III Arts and Culture Learning Outcomes Nurfaiza, Nurfaiza; Lagandesa, Yun Ratna; Pahriadi, Pahriadi; Dewi, Andi Imrah; Rahmaeni, Andi; Wilade, Surahman
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.v4i4.2268

Abstract

This study examined the effectiveness of Wordwall interactive media on learning outcomes in Arts, Culture, and Crafts (SBdP) among third-grade elementary students. A pre-experimental design with one-group pretest-posttest was employed, involving 25 students at SD Inpres 1 Kawatuna, Palu, Indonesia, during the 2024/2025 academic year. The intervention consisted of three instructional sessions implementing Wordwall-based activities focused on decorative drawing concepts. Data were collected through validated achievement tests (Cronbach's Alpha = 0.784), observation checklists, semi-structured interviews, and documentation. Statistical analyses using SPSS 25 included descriptive statistics, Shapiro-Wilk normality tests, paired-samples t-tests, and normalized gain calculations. Results demonstrated significant improvement from pretest (M = 54.74, SD = 14.04) to posttest (M = 84.21, SD = 11.88), with t(24) = -11.705, p < .001. The mean N-gain score of 0.826 (82.59%) indicated high learning effectiveness according to Hake's classification. These findings suggest that Wordwall significantly enhances student engagement, motivation, and achievement in arts education. However, the single-group design limits causal inferences, as observed improvements may reflect multiple factors including novelty effects and teacher enthusiasm. Future research should employ randomized controlled trials, longitudinal designs, and comparative studies across diverse contexts to establish more robust evidence. Despite methodological limitations, this study contributes valuable preliminary evidence supporting interactive digital media integration in elementary arts and culture education.
Interactive Media Requirements for Elementary Solar System Education: A Needs Analysis Study Fittari, Mustika; Suprapto , Nadi; Suryanti
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.v4i4.1780

Abstract

Science learning, particularly on the topic of the solar system, involves a variety of conceptual understandings. The solar system material can be categorized into four types of concepts: abstract concepts (43%), concrete concepts (14%), abstract concepts with concrete examples (29%), and descriptive concepts (14%). Given the dominance of abstract consept, the role of interactive multimedia is essential in helping students develop a solid understanding of the subject matter. Interactive media-based learning is considered an essential innovation in science education, offering new ways to engage students and support conceptual comprehension through visual and interactive elements. This study aims to analyze the initial needs for interactive media in teaching the solar system as part of promoting innovative science learning. This research employed a qualitative descriptive method, utilizing both literature reviews and field observation as its primary data collection techniques. Data were gathered through teacher interviews, student questionnaires, and a review of relevant references. The findings revealed that students tend to prefer using interactive media in learning, and teachers also favor digital media in the classroom. However, the current use of digital media is still limited, mostly relying on PowerPoint presentations and online videos that are not specifically designed for the learning objectives.

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