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Ujiati Cahyaningsih
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jirpe.id@gmail.com
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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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Clinical Supervision as a Catalyst for Differentiated Instruction Implementation in Early Childhood Education Norjannah, Norjannah; 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.v4i4.2369

Abstract

Early childhood education requires differentiated learning approaches to address diverse student needs, yet kindergarten teachers often lack adequate support for implementing such practices. Clinical supervision offers a collaborative framework for professional development, but limited research examines its effectiveness in enhancing differentiated instruction implementation. This qualitative case study investigated clinical supervision implementation at TK Negeri Pembina Sangatta, East Kalimantan, Indonesia, from January to March 2025. Six participants including five classroom teachers and one principal-supervisor were involved through census sampling. Data collection employed in-depth interviews, classroom observations, and document analysis. Thematic analysis following the Miles and Huberman framework was conducted to identify patterns and themes related to clinical supervision processes and differentiated learning implementation. Clinical supervision followed a structured three-stage process comprising pre-conference, observation, and post-conference phases that created supportive professional development environments. Teachers developed enhanced competencies in designing tiered activities and adapting instruction across content, process, product, and learning environment dimensions. Key challenges included time constraints, resource limitations, and initial conceptual understanding gaps. Teachers demonstrated fundamental shifts in educational equity perspectives, moving from uniform to responsive teaching approaches. Effective supervisory strategies included reflective dialogue, evidence-based feedback, and ongoing coaching support. Findings align with clinical supervision theoretical frameworks emphasizing collaborative inquiry over evaluative assessment. The study addresses research gaps by demonstrating clinical supervision effectiveness in early childhood contexts and its role in facilitating complex pedagogical innovations. Results support professional development models emphasizing reflective practice and experiential learning while highlighting the importance of addressing systemic barriers for successful differentiated instruction implementation.
Implementing Problem-Based Learning to Improve Advanced Reading Skills Among Students with Learning Difficulties Yunisa, Riya; 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.v4i4.2372

Abstract

This classroom action research investigated the effectiveness of Problem-Based Learning (PBL) in improving advanced reading skills among fifth-grade students with learning difficulties. Seven students at SDN A Muara Bengkal who scored below minimum competency criteria (KKM=70) participated in this study. The research employed Kemmis and McTaggart's cyclical model across two complete intervention cycles, incorporating pre- and post-assessments, systematic observations, and teacher interviews. Data analysis utilized both quantitative methods (descriptive statistics and percentage improvements) and qualitative approaches (thematic analysis of observations and interviews). Results demonstrated substantial improvement in reading achievement, with mean scores increasing from 47.14 at baseline to 63.57 after Cycle I and 72.14 after Cycle II, representing a total gain of 25 points. Five of seven students (71%) achieved or exceeded competency standards, with notable enhancements in critical thinking, collaborative engagement, and academic confidence. However, two students with severe reading disabilities showed minimal progress, indicating that PBL effectiveness varies based on individual learning profiles. The findings suggest that PBL serves as an effective pedagogical approach within multi-tiered inclusive education systems when implemented with culturally relevant content, differentiated scaffolding, and iterative refinement, though intensive individualized interventions remain necessary for students with profound learning difficulties.
Bridging Policy and Practice: How Kindergarten Principals Manage Inclusive Education in Resource-Constrained Environments Barokatin, Roina; 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.v4i4.2435

Abstract

Inclusive education in early childhood settings requires effective principal leadership, yet empirical evidence on management strategies in developing contexts remains limited. This study examined how a kindergarten principal manages inclusive education in a multicultural, resource-constrained environment. A qualitative case study was conducted at YPPSB Kindergarten, East Kutai, Indonesia, from January to June 2025. Data were collected through in-depth interviews with the principal, teachers, special education teachers, and parents, complemented by participant observation and document analysis. Data were analyzed using Miles, Huberman, and Saldaña's interactive model. Findings revealed that the principal implemented comprehensive strategies across three dimensions: (1) participatory planning involving multi-stakeholder collaboration and individualized education plan development, (2) collaborative implementation through co-teaching models and differentiated instruction, and (3) systematic sustainability mechanisms including institutionalized inclusion teams, strategic external partnerships, and diversified funding. The principal integrated local cultural values into inclusive practices while establishing formal structures ensuring program continuity. These strategies exemplify transformational and distributed leadership principles, extending inclusive education scholarship into early childhood contexts. The study demonstrates how principals can leverage community partnerships and cultural resources to address implementation challenges in resource-constrained settings, bridging the documented policy-practice gap in inclusive education.
Development of STEAM-Based Learning Media (STEAMBOOK) for Teaching Ecosystem Concepts to Fifth-Grade Elementary Students Aini , Nur; Hadiyanto, Hadiyanto; Widowati, Atri
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.v4i4.2436

Abstract

This study aimed to develop a STEAM-based learning medium in the form of a Steambook for teaching ecosystem material to fifth-grade elementary school students. The research employed a Research and Development (R&D) methodology utilizing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to systematically create and validate the instructional material. The study was conducted at SD Negeri 119 Tanjung Jabung Barat during the 2024-2025 academic year, involving needs analysis with 32 students and one teacher, expert validation by three specialists, and practicality testing through small-group (n=6) and large-group (n=26) trials. Data collection employed validation rubrics and practicality questionnaires, analyzed using percentage calculations and thematic content analysis. Results demonstrated that the Steambook achieved high validity scores across media (86%), content (90%), and language (92%) dimensions, with an overall average of 89% categorized as "very valid." Practicality assessment yielded strong ratings from both teacher (89%) and students (90%), confirming effective usability in classroom contexts. The developed Steambook successfully integrated Science, Technology, Engineering, Arts, and Mathematics components through multimedia resources, collaborative activities, and inquiry-based learning experiences. This study concludes that systematic instructional design using the ADDIE model can produce high-quality STEAM-integrated materials that address implementation gaps in elementary science education while enhancing student engagement and supporting 21st-century competency development.
Bridging Mathematics Literacy and Technology: A Self-Regulated Problem-Based Learning Approach Kusuma, Dani; Sukestiyarno, Y L
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.v4i4.2437

Abstract

The mathematical literacy of Indonesian students is still low since mathematical literacy is one of the capacities that every individual must possess to be competitive in this era by being able to formulate, implement, and interpret mathematics in various contexts of life. This study aims to develop a learning model to improve students' mathematical literacy. The model developed is Self-Regulated Problem-Based Learning (SRPS). The type of research used is development research (RnD) using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model. The research subjects were 15-year-old 8th-grade junior high school students. The research findings show that the SRPS model of learning has a learning syntax that requires students to follow a systematic learning process. The applied learning syntax begins with problem presentation, analysis, planning, prioritizing, decision-making, discussion, and evaluation. The syntax of SRPS learning integrates problem-based learning and executive function, resulting in a sequence of learning processes that train students to understand problems, plan, make decisions, and evaluate the solutions they design. Learning syntax is integrated into the digital learning system to systematize learning processes and develop learning habits. The final achievement of the research shows that the development model produced meets the criteria of valid, effective, and practical.
Social Group Dynamics as a Mechanism for Character Development Through Traditional Games: A Qualitative Study in Indonesian Elementary School Yulianto, Irfan; Ningsih, Tutuk; Yahya, M Slamet
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.v4i4.2438

Abstract

In the digital era, traditional games are increasingly marginalized despite containing essential social values for character formation. Limited empirical investigation exists regarding social group dynamics mechanisms through which character values are internalized. This research investigates social group dynamics in character development through traditional games, examining facilitation processes, group interaction patterns, and character value internalization mechanisms. This qualitative descriptive study was conducted at SD Negeri 5 Wangon, Indonesia, involving sixth-grade students and educational stakeholders. Data were collected through in-depth interviews, participant observation, and documentary analysis. Source triangulation and interactive analysis model ensured data trustworthiness. Four distinct facilitator functions emerged: communication, facilitation, motivation, and dynamization. Social group dynamics progressed through four phases—forming, storming, norming, and performing—each contributing uniquely to character internalization. Three traditional games (egrang, gobak sodor, engklek) developed specific character values: honesty, empathy, cooperation, sportsmanship, responsibility, and rule adherence. Sustained engagement catalyzed behavioral institutionalization, transforming discrete actions into habitual practices and ultimately stable character patterns. The Cheerful Traditional Games Movement exemplified successful institutionalization, demonstrating traditional games' viability as systematic character education interventions. Social group dynamics constitute powerful mechanisms for character development through traditional games. Strategic facilitation and sustained implementation enable authentic character formation transcending superficial behavioral compliance, offering culturally-grounded alternatives to conventional character education approaches.
Enhancing Slow Learners' Understanding of Human Movement System Through Contextualized Animation Media Riyanto, Subur; 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.v4i4.2440

Abstract

Slow learners face significant challenges in understanding abstract scientific concepts, particularly the human movement system, necessitating innovative pedagogical approaches. This study investigated the effectiveness of contextualized animation media in enhancing slow learners' comprehension of the human movement system in sixth-grade elementary education. Employing classroom action research following the Kemmis and McTaggart model, this study involved 17 sixth-grade students, including five identified slow learners, over two months across two cycles. Data were collected through pre-tests, post-tests, observation sheets, attitude assessments, and semi-structured interviews. The intervention utilized contextualized animation with adjustable playback speeds, interactive features, and real-life movement examples. Mean cognitive scores increased 35.59 points from baseline (47.06) to post-intervention (82.65), with 88.24% achieving mastery (≥70). Slow learners demonstrated remarkable progress, with mean scores rising 39.5 points to 72.5, and 80% meeting mastery criteria. Significant improvements were observed across affective (+22.20 points) and psychomotor (+23.33 points) domains, with student participation increasing from 65.20% to 79.62%. Contextualized animation media effectively enhances slow learners' understanding of complex scientific concepts when designed with learner-controlled features, content segmentation, and contextual examples, supporting inclusive science education in mainstream classrooms.
Local Wisdom-Based School Literacy Movement and Elementary Students' Critical Reading Skills Lailiya, Nirmala Rahmatul; Sukartiningsih, Wahyu; Hendratno, Hendratno
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.v4i4.1548

Abstract

This study analyzes the effectiveness of integrating local wisdom "Remo Boletan Dance" into the School Literacy Movement (GLS) on fourth-grade students' critical reading abilities at SDN Cukir 1 Jombang. A qualitative descriptive approach was employed, with data collected through participatory observations, semi-structured interviews with principals, teachers, and twelve fourth-grade students, and document analysis. Data were analyzed using thematic analysis supported by ATLAS.ti 25 software to visualize relationships between literacy movement implementation, local wisdom integration, and critical reading development. Results indicate that SDN Cukir 1 has established systematic literacy practices including daily 15-minute reading sessions and monthly "Literacy Friday" events. Integration of Remo Boletan Dance narratives into Indonesian language instruction successfully transformed students from superficial readers to critical analysts capable of questioning, evaluating, and interpreting texts within cultural contexts. Network analysis revealed strong interconnections between School Literacy Movement and local wisdom themes, demonstrating synergistic effects on both literacy competencies and cultural identity formation. Supporting factors included comprehensive stakeholder engagement from administrators, teachers, parents, and community organizations, while challenges involved reading fluency gaps and variable student motivation. This study contributes empirical evidence that culturally responsive literacy instruction through local wisdom integration effectively enhances critical reading skills while preserving cultural heritage, offering a replicable framework for elementary schools implementing contextually relevant literacy programs.
Navigating Bullying Dynamics in Elementary Schools Amid Digital Transformation: A Systematic Literature Review Kustiyaningsih, Ira Dwi; Gunansyah, Ganes; Puspita, Ari Metalin Ika; Purwoko, Budi; Istiq'faroh, Nurul; Mariana, Neni
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.v4i4.1941

Abstract

The rapid advancement of digital technologies in the last five years (2021–2024) has transformed the nature and dynamics of bullying among elementary school students. Bullying, which was once limited to physical and verbal aggression in school environments, has now shifted and expanded into cyberspace through social media and instant messaging platforms. This study aims to systematically review recent empirical and conceptual studies to understand the trends, risk factors, protective measures, and practical strategies for addressing bullying in elementary education. Using a Systematic Literature Review (SLR) design, ten peer-reviewed articles published between 2021 and 2024 were critically analyzed based on inclusion criteria covering relevance, credibility, and methodological rigor. The review found that the widespread availability of affordable smartphones and unsupervised internet access has escalated cyberbullying cases among young learners. Teachers remain key agents in building a safe school climate, yet their capacity must be supported by parental awareness and robust digital citizenship education. The findings also reveal that socio-emotional learning, empathy training, and technological monitoring tools are effective in mitigating bullying behaviors both offline and online. However, gaps persist in policy implementation, stakeholder synergy, and sustainable parental involvement. This study recommends that future anti-bullying programs integrate context-sensitive approaches that combine preventive education, ethical use of technology, and clear school-based regulations. The results contribute to a deeper understanding of the evolving bullying phenomenon and provide a practical reference for educators, policymakers, and researchers to develop comprehensive and adaptive strategies for fostering a bully-free learning environment in the digital age.
Development of Scratch-Based Interactive Learning Media to Enhance Fourth-Grade Student’ Conceptual Understanding of Energy Transformation Zahro, Nur Shoviatul; Ismail, Ali; Sujana, Atep
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.v4i4.2027

Abstract

This study aims to develop PORMASI learning media, which stands for Project Scratch Energy Transformation, based on Scratch web to improve fourth-grade students' understanding of energy transformation material and to determine the feasibility of Scratch web-based media in science material in fourth-grade elementary schools, as well as to describe the design of Scratch web-based media development in energy transformation material. The benefits of this research are expected to be one of the learning media solutions that can be used in the classroom for abstract science learning and can help improve students' understanding, especially of energy transformation material. The type of research used is R&D (Research and Development), with the ADDIE development model, which includes the following stages: Analysis, Design, Development, Implementation, and Evaluation. The researcher used the following data collection tools: interview questionnaires, expert validation questionnaires, student response questionnaires, and pretest and posttest essay questions. This study involved 38 students, including 15 boys and 23 girls, for 3 days at a public elementary school in the Solokanjeruk subdistrict. The learning media that had been developed obtained a feasibility rating of 93% from subject matter experts, 93% from media experts, and 97% from language experts, with a student response rate of 77% to this media. Thus, it can be seen that this Scratch web-based media is good and very feasible to use as learning media. This was also proven by the N-Gain results, which obtained a percentage of 58% or were considered quite effective.

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