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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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Educational Diplomacy in Practice: Embassy-School Collaboration and the Strategic Role of Indonesia's Education Attaché in Riyadh Rinaldi, Cherry; Khamidi, Amrozi; Amalia, Kaniati
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.v4i4.2074

Abstract

This study explores the strategic synergy between the Embassy of the Republic of Indonesia (KBRI) in Riyadh and Sekolah Indonesia Riyadh (SIR) in advancing Indonesia's educational diplomacy agenda. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and document analysis to examine the role of the Atase Pendidikan dan Kebudayaan (Atdikbud) and institutional cooperation in promoting soft power through education. Findings show that educational diplomacy in Riyadh functions not only as a platform for academic instruction but also as a tool for cultural transmission and national branding. Between 2022 and 2024, more than ten joint programs were implemented, including cultural festivals, teacher training workshops, and local BIPA classes attended by over 150 Saudi participants. Teachers and principals emphasized that Atdikbud acts as “a bridge that connects policy and practice,” facilitating curriculum adaptation, digital learning initiatives, and cross-cultural engagement. Challenges such as bureaucratic constraints, cultural sensitivity, and limited resources were addressed through adaptive strategies, including digitalizing school administration (SISILN) and inter-ministerial coordination. SIR serves as a cultural outpost, strengthening national identity among Indonesian diaspora youth while promoting intercultural understanding. The study highlights that educational diplomacy is most effective when it integrates governmental policy, institutional commitment, and community participation. This research contributes to diplomacy studies by providing empirical evidence of how education can serve as a measurable form of Indonesia’s soft power, especially in culturally and politically sensitive contexts like Saudi Arabia. Recommendations include developing evaluation frameworks, expanding international cooperation, and sustaining support from the Ministry of Education and Ministry of Foreign Affairs to enhance the impact and continuity of Indonesian Overseas Schools as instruments of educational diplomacy.
Improving Grade 3 Students' Beginning Reading Skills Through the Peel and String Syllable Method Nurafni, Nurafni; Wilade, Surahman; Aqil, Muhammad; Rizal, Rizal
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.v4i4.2090

Abstract

Early reading proficiency is fundamental for academic success, yet many elementary students struggle with foundational literacy skills. This study investigated the effectiveness of the syllabic peel and arrange method in improving early reading skills among third-grade students. A classroom action research design following the Kemmis and McTaggart model was implemented across two cycles with 12 third-grade students at State Elementary School 03 Malala, Indonesia. Data were collected through oral reading tests using a four-aspect rubric and structured observation sheets. The intervention employed systematic syllable recognition, word formation, and sentence construction activities supported by manipulative materials and peer-assisted learning. The intervention yielded substantial improvements across assessment phases. Classical absorption increased from 56.0% (pre-action) to 69.9% (Cycle I) and 79.8% (Cycle II), while classical completeness rose from 25% to 41% and 58% respectively. Students achieving mastery (≥65) increased from 3 (25%) to 7 (58%), with four students attaining perfect scores by Cycle II. Teacher and student activity observations demonstrated progressive improvement, reaching "Very Good" categories in Cycle II. The syllabic peel and arrange method significantly enhances early reading skills when implemented through scaffolded instruction with appropriate supports. However, 42% of students required additional intervention, highlighting the need for multi-tiered literacy support systems in elementary schools.
The Impact of the Hand Calculator Prism Model on Fourth-Grade Students' Computational Abilities Jumaroh, Juju; 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.v4i4.2197

Abstract

Indonesian students consistently demonstrate low mathematical literacy in international assessments, with computational difficulties stemming from negative perceptions and monotonous instructional approaches. This study examined the effectiveness of the Hand Calculator Prism model—a finger-based manipulative method—in enhancing fourth-grade students' computational abilities. Employing a pre-experimental one-group pretest-posttest design, 30 fourth-grade students from SDN 1 Jamblang participated in five structured learning sessions. Data collection utilized computational ability tests, observation sheets, and Likert-scale questionnaires. Analysis involved descriptive statistics, paired sample t-tests, Cohen's d effect size, and Normalized Gain calculations. Significant improvement was observed from pretest (M = 51.27, SD = 8.91) to posttest (M = 85.53, SD = 14.24), yielding a mean gain of 34.26 points. The paired t-test confirmed statistical significance (t = -15.741, p < 0.001) with an exceptionally large effect size (d = 2.86). The N-Gain value of 0.6110 indicated medium-to-high effectiveness. Student responses demonstrated excellent engagement (87% Response, 82% Acceptance). Observational data revealed progressive improvement across implementation sessions, particularly in conceptual understanding and problem-solving activities. The Hand Calculator Prism model represents a viable, resource-accessible pedagogical approach that significantly enhances elementary students' arithmetic skills while fostering positive attitudes toward mathematics learning.
Enhancing Social Concern Through Community Partnership: The Effectiveness of NGO-Integrated Environmental Education Prastiwi, Nadhya Indah; Siti Nurbayani K; Ade Budhi Salira
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.v4i4.2201

Abstract

Environmental education faces critical challenges in developing student environmental awareness and social concern, particularly regarding plastic waste management. This study examined the effectiveness of integrating the Campaign Reuse program from Masihan.id NGO as a Social Studies learning resource for enhancing social concern among seventh-grade students. A quasi-experimental design with non-equivalent control groups was employed at Mutiara 1 Bandung Junior High School during the 2024/2025 academic year. Participants included 47 seventh-grade students: 24 in the control group receiving conventional instruction and 23 in the experimental group experiencing Campaign Reuse program integration. Social concern was measured using a validated questionnaire (Cronbach's α = 0.878) administered pre- and post-intervention. Data analysis utilized independent-samples and paired-samples t-tests. The experimental group demonstrated significantly greater improvement in social concern scores (30.87-point increase) compared to the control group (8.54-point increase). Independent-samples t-test revealed statistically significant differences between groups (t = -8.077, p < .001), with a mean difference of 24.58 points favoring the experimental condition. Results support the effectiveness of community-based environmental education approaches integrated within formal curricula. The Campaign Reuse program successfully enhanced students' cognitive awareness, affective empathy, and conative behavioral intentions through experiential learning that combined theoretical knowledge with authentic environmental action. Findings validate school-community partnership models for character education development and support educational policies emphasizing experiential learning approaches within the Indonesian Merdeka Curriculum framework.
The Role of Teacher Leaders in Developing Effective Learning Ecosystems: A Case Study of Elementary Schools in Indonesia Sari, Indry Novita; 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.v4i4.2250

Abstract

This study examined the role of Teacher Leaders (Guru Penggerak) in developing effective learning ecosystems at SDN 1 Sumber, Cirebon Regency, Indonesia. The research employed a qualitative case study design to explore how Teacher Leaders implement the Merdeka Curriculum and create collaborative learning environments. Data were collected through systematic observations over two months, semi-structured interviews with four Teacher Leaders, two non-teacher leader educators, one principal, and six students, alongside document analysis of lesson modules and assessment reports. Thematic analysis revealed that Teacher Leaders functioned as catalysts in transforming traditional pedagogical approaches through student-centered lesson planning, integration of Pancasila Student Profile values, and implementation of innovative strategies including project-based learning (35% of observed activities), differentiated instruction (28%), and flipped classroom approaches (20%). Teacher Leaders successfully fostered collaborative partnerships among teachers, students, parents, and community members, reflecting Ki Hadjar Dewantara's Tri Pusat Pendidikan concept. Principal support through policy frameworks, professional development opportunities, and technology procurement strengthened Teacher Leader effectiveness. However, implementation faced significant challenges including infrastructure limitations, digital literacy gaps among senior teachers, and resistance to pedagogical change. Despite these barriers, Teacher Leaders demonstrated creativity in overcoming constraints through alternative strategies and resource optimization. The study contributes empirical evidence of teacher leadership effectiveness in resource-limited Indonesian elementary contexts while validating international distributed leadership theories within Southeast Asian educational settings. Findings suggest that systematic Teacher Leader program expansion, targeted infrastructure support, and institutional collaboration frameworks are essential for sustainable educational transformation. Future research should examine multi-site implementations and long-term impacts on student achievement outcomes.
Effectiveness of Collaborative Learning in Improving Elementary Students' Indonesian Speaking Skills Ambarsari, Juwita; Aprima, Desy
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.v4i4.2304

Abstract

Speaking skills constitute a fundamental component of language education, yet elementary students frequently encounter difficulties in oral communication development. Traditional teacher-centered approaches often limit opportunities for meaningful speaking practice, necessitating innovative pedagogical strategies. This study investigated the effectiveness of collaborative learning models on fourth-grade students' speaking skills in Indonesian language education. A quantitative pre-experimental design with one-group pretest-posttest configuration was employed at SD Negeri 01 Trans Bangsa Negara. Twelve fourth-grade students participated as research subjects using total sampling technique. Speaking competencies were assessed across multiple dimensions including pronunciation accuracy, intonation clarity, vocabulary appropriateness, eye contact maintenance, and speaking confidence using a validated instrument scored on a 100-point scale. The collaborative learning intervention involved small-group discussions, peer-supported text analysis, and collective retelling activities. Data analysis employed descriptive statistics and the Wilcoxon Signed-Rank Test due to non-normal data distribution. Students demonstrated substantial improvement in speaking performance following the collaborative learning intervention. Mean scores increased significantly from 37.1 (pretest) to 76.0 (posttest), representing more than a doubling of initial performance levels. The Wilcoxon Signed-Rank Test revealed statistically significant differences between pretest and posttest measurements (Z = -3.072, p = 0.002), indicating that most students progressed from below-standard performance to meeting or exceeding proficiency requirements. The findings provide empirical validation that collaborative learning models effectively enhance speaking skills by creating supportive environments that reduce communication anxiety while promoting active peer interaction. Results align with previous research demonstrating collaborative learning's capacity to foster positive emotional conditions and authentic communication opportunities essential for oral skill development. The study contributes practical evidence supporting the integration of collaborative approaches in Indonesian language curricula to address persistent challenges in speaking competency development at the elementary level.
Implementation of the Merdeka Curriculum in a Pioneer Elementary School: A Qualitative Study of Planning, Pedagogy, and Assessment Practices Syamsidar, Syamsidar; Rahmah, Nur; Muslim AR., Muslim AR.; Rizal, Rizal; 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.v4i4.2322

Abstract

This study examines the implementation of the Merdeka Curriculum at SD Negeri 6 Palu, one of the pioneer schools in Central Sulawesi. Using a qualitative descriptive approach, the research involved three teachers representing Phase A (grades 1-2), Phase B (grades 3-4), and Phase C (grades 5-6). Data were collected through classroom observations during three learning sessions, semi-structured interviews conducted over three days (60 minutes each), and document analysis of teaching modules, learning objectives flow, and learning outcomes. The findings reveal that curriculum implementation has been carried out effectively across three stages. In the planning stage, teachers systematically analyzed government-provided learning outcomes, developed learning objectives flow, and created comprehensive teaching modules aligned with curriculum requirements. During implementation, teachers employed student-centered pedagogical approaches including differentiated instruction, varied teaching methods, and contextual learning appropriate to students' developmental levels. In the assessment stage, teachers utilized diagnostic, formative, and summative methods through multiple instruments including oral tests, written examinations, and performance-based assessments. The study demonstrates that intensive professional development and institutional commitment enable successful curriculum implementation. However, variations in implementation sophistication suggest the need for sustained professional learning communities to support continuous pedagogical refinement. Future research should examine implementation across diverse school contexts and include student learning outcomes and stakeholder perspectives.
Teachers' Strategies for Addressing Learning Disabilities in Second-Grade Pancasila Education Halimah, Siti Nur; Dianasari; Labudasari, Erna
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.v4i4.2328

Abstract

Learning disabilities represent significant challenges in elementary education, with teachers playing crucial roles in identifying and addressing these difficulties. Understanding teachers' intervention strategies is essential for improving educational outcomes for students with learning disabilities, particularly in Indonesian elementary school contexts where research remains limited. This qualitative descriptive study was conducted at SDN 1 Keraton, involving 22 second-grade students and their homeroom teacher. Data collection utilized systematic classroom observations during Pancasila Education lessons on school rules and in-depth interviews with the teacher. Triangulation techniques ensured data validity, while inductive analysis identified learning disability patterns and teacher intervention strategies across educator, mentor, and assessor roles. The study revealed that 68.2% of students (15 out of 22) experienced learning disabilities, categorized into four types: material comprehension difficulties (54.5%), assignment completion challenges (45.5%), low classroom engagement (59.1%), and behavioral adaptation issues (36.4%). Teacher intervention strategies showed mixed effectiveness, with successful implementation of supportive classroom environments but limited provision of individualized guidance, emotional support, and competency-based assessments. The teacher demonstrated awareness of varied instructional approaches but struggled with systematic implementation, particularly in addressing social-emotional aspects of learning disabilities. The higher prevalence rate compared to international standards suggests contextual factors unique to this educational environment. While teachers employed multi-faceted approaches encompassing educator, mentor, and assessor roles, significant implementation gaps existed. The findings align with previous research emphasizing the importance of comprehensive support systems but highlight challenges in translating theoretical knowledge into consistent practice. These results contribute to understanding learning disability prevalence in Indonesian elementary contexts and reveal the complexity of teacher intervention strategies in resource-limited settings.
Development of Powtoon-Based Learning Media For Pancasila Education In Grade IV Elementary Schools Yunia, Khanifa Intan; Reinita, Reinita; Nisa, Sahrun; Waldi, 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.v4i4.2336

Abstract

The limited use of engaging and varied learning media in Indonesian elementary schools has resulted in conventional teacher-centered learning patterns, particularly affecting subjects requiring active engagement such as Pancasila Education. This study aimed to develop valid, practical, and effective Powtoon-based learning media for fourth-grade Pancasila Education using systematic instructional design principles. This Research and Development study employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) across three elementary schools in Padang City, Indonesia. The research involved 69 fourth-grade students and utilized expert validation questionnaires, teacher and student practicality assessments, and pre-test/post-test measures to evaluate media quality and learning effectiveness. Data analysis employed descriptive statistics and N-Gain calculations. Expert validation yielded an overall score of 89.3% ("Very Valid"), with material (96%), language (86%), and media (86%) components meeting high-quality standards. Practicality assessment demonstrated exceptional acceptance with teacher ratings averaging 93.3% and student responses averaging 84.4% ("Very Practical"). Learning effectiveness analysis revealed significant improvement across all schools, with N-Gain scores averaging 0.65 ("Medium" effectiveness) and post-test improvements ranging from 14.31% to 16.9%. The systematic development process successfully created multimedia learning media that meets validity, practicality, and effectiveness criteria. The findings support social agency theory and cognitive load theory applications in elementary education, demonstrating that well-designed animated content can enhance student engagement and learning outcomes while maintaining practical classroom applicability for Pancasila Education instruction.
Building Character Through Scout Activities: A Study of Discipline, Responsibility, and Cooperation Development in Elementary Students Indriyani, Ismi Safitri; Nurul Iman, Bagus; Faiz, Aiman
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.v4i4.2337

Abstract

Character development in elementary education requires comprehensive approaches that extend beyond classroom instruction to include structured extracurricular activities. This study examines the effectiveness of scout extracurricular activities in developing student character, specifically investigating improvements in discipline, responsibility, and cooperation among elementary school students. A qualitative descriptive study was conducted at SDN 1 Astana from May to July 2025. Twenty students from grades IV and V who actively participated in scout activities were purposively selected as primary participants, along with three scout coaches, five classroom teachers, and the school principal as key informants. Data collection involved structured observations during scout meetings and school activities, semi-structured interviews with all participant categories, and document analysis of attendance records and student reflections. Thematic analysis was employed to identify patterns related to character development across the three target dimensions. The study documented significant improvements across all character dimensions following three months of regular scout participation. Discipline indicators showed substantial gains: punctuality increased by 25% (from 60% to 85%), uniform compliance improved by 33% (from 45% to 78%), and rule adherence increased by 27% (from 55% to 82%). Responsibility development was evidenced by task completion rates progressing from 50% to 83%, while cooperation skills demonstrated the most dramatic improvement with group participation rates increasing from 52% to 87%. Additionally, school disciplinary incidents decreased by 40% among scout participants, and character-related classroom behaviors improved by 30%. The findings support positive youth development frameworks, demonstrating that structured activities with sustained adult-youth relationships, clear expectations, and authentic leadership opportunities create effective contexts for comprehensive character development.

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