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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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Effects of Project-Based Learning on Critical Thinking Skills of Fourth-Grade Students Hadistia, Pipih; Darmini, Mimin; Sati, Sati
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.v4i4.2338

Abstract

Critical thinking skills represent essential competencies for 21st-century education, yet Indonesian elementary students consistently demonstrate limited analytical capabilities. Project-Based Learning (PBL) offers a constructivist approach that potentially addresses these deficiencies through authentic, collaborative problem-solving experiences. This study investigated PBL's effectiveness in enhancing fourth-grade students' critical thinking skills within integrated science education. A pre-experimental One Group Pretest-Posttest Design was employed with 25 fourth-grade students at SD Negeri 1 Watubelah, Cirebon Regency. The intervention implemented six PBL steps over three weeks focusing on magnetism concepts. Critical thinking skills were assessed using a validated 20-item test based on Archer's indicators (validity coefficients 0.65-0.82, reliability α = 0.87). Data analysis included paired t-tests and normalized gain calculations, complemented by qualitative observations of student engagement. Significant improvements were observed from pretest (M = 27.8, SD = 9.2) to posttest (M = 91.2, SD = 6.4) with t = 21.18 (p < 0.001). The normalized gain of 0.87 indicated high practical significance according to Hake's criteria. Qualitative observations revealed enhanced student participation, collaborative skills, autonomous learning behaviors, and communication abilities. Students transitioned from passive recipients to active problem-solvers demonstrating analytical thinking and creative solution development. Project-Based Learning significantly enhances critical thinking skills among fourth-grade students in science education contexts. The substantial effect size validates PBL as an effective alternative to traditional teacher-centered instruction in Indonesian elementary schools. These findings support constructivist learning theories and provide empirical evidence for PBL implementation within the Independent Curriculum framework. Future research should employ larger samples and controlled designs to strengthen generalizability across diverse educational contexts.
Enhancing Elementary Students' Academic Achievement Through the Scramble Learning Model Nugraha, Ferry Ichsan; Nugraha Permana Putra; Hema WIdiawati
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.v4i4.2341

Abstract

Traditional lecture-based teaching methods in Indonesian elementary schools often result in passive learning environments and suboptimal academic achievement, particularly in integrated subjects requiring cultural understanding. The scramble learning model, an interactive game-based approach involving the arrangement of scrambled words and sentences, has emerged as a promising pedagogical strategy to enhance student engagement and learning outcomes. This study investigated the effect of the scramble learning model on academic achievement among fourth-grade students learning the theme "Indonesia's Rich Culture" at SDN 1 Jamblang, Cirebon Regency. A pre-experimental design with one-group pretest-posttest configuration was employed. All 32 fourth-grade students participated in the study. Data were collected using a validated 20-item multiple-choice achievement test administered before and after the scramble model intervention. Statistical analysis included Shapiro-Wilk normality testing, Wilcoxon Signed-Rank test for hypothesis testing, and normalized gain (N-Gain) calculation to assess effect size.  Student academic achievement improved significantly from a pretest mean of 56.25 to a posttest mean of 87.5. The Wilcoxon test revealed a statistically significant difference (p = 0.000 < 0.05), with all 32 students showing positive performance gains. The N-Gain score of 0.78 indicated high effectiveness according to Hake's classification. The percentage of students achieving minimum competency criteria increased from 31.25% to 75%. The scramble learning model significantly enhances academic achievement in elementary cultural education. The universal improvement across all participants demonstrates the model's effectiveness in transforming passive learning environments into active, engaging educational experiences. These findings support the implementation of interactive, game-based learning strategies in Indonesian elementary schools to improve student outcomes in integrated thematic curricula.
INTAN: An Interactive Digital Learning Medium for Improving Elementary Students' Fraction Understanding Through Multi-Modal Pedagogical Design Dewi, Intan Silvia; Airlanda, Gamaliel Septian
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.v4i4.2344

Abstract

Fraction comprehension represents a fundamental challenge in elementary mathematics education, with students frequently struggling to understand abstract concepts such as equivalence and representation. Traditional instructional methods often fail to provide adequate conceptual foundations, leading to procedural learning approaches prone to errors. This study developed INTAN (Interactive Numerical Training for Advancing Fraction), an innovative digital learning medium integrating Visual, Auditory, and Kinesthetic (VAK) learning approaches to improve fraction understanding among third-grade students. The research employed a Research and Development methodology following the Borg and Gall model through six stages: research and data collection, planning, product development, expert validation, revision, and field testing. Expert validation involved three specialists evaluating content, media, and language appropriateness using Likert-scale instruments. Field testing was conducted with 20 third-grade students at SD Karunia Global School Jambi using pre-test and post-test assessments aligned with Cambridge Curriculum standards. Data analysis included descriptive statistics, normality testing, and paired-samples t-tests. Expert validation demonstrated high feasibility with validity percentages of 82% (content), 88% (media), and 96% (language). Field testing revealed significant learning improvements, with mean scores increasing from 62.70 to 80.30 (p < 0.001). Performance variability decreased substantially, indicating particular benefits for struggling learners while maintaining high achievement among stronger students. INTAN effectively addresses persistent challenges in fraction education through multi-modal learning integration and adaptive gamification elements. The findings support theoretical frameworks emphasizing conceptual understanding before procedural skill development while demonstrating the potential of well-designed educational technology to enhance student engagement and learning outcomes in mathematics instruction.
Parental Involvement in Home Learning and Academic Achievement among Elementary School Students Atikah, Dzaimatun; Efendi, Arief Hidayat; Sutisno, Aliet Noorhayati
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.v4i4.2347

Abstract

Parental involvement in children's education has become a normative expectation in contemporary society, with research demonstrating its significant impact on academic achievement through skill development and motivation enhancement mechanisms. However, limited research has examined the multidimensional nature of parental involvement in Indonesian elementary school contexts, particularly regarding the factors that influence engagement patterns and their relationship with student outcomes. This qualitative study was conducted at SD Negeri 1 Terusan, Indramayu Regency, from April 7-30, 2025, involving 40 participants comprising parents and fourth-grade students. Data were collected through structured questionnaires measuring five dimensions of parental involvement: learning assistance, facility provision, motivation and emotional support, school communication, and learning supervision. Additional documentation supported data triangulation. Analysis followed a systematic three-stage process of data reduction, presentation, and conclusion drawing. Findings revealed that parents excel in providing emotional support and motivation (87-91% participation rates) and direct learning assistance (78-82%), representing the strongest dimensions of involvement. However, significant gaps emerged in school communication (54-76% range) and systematic learning supervision, particularly regarding technology monitoring (63%). Economic factors influenced facility provision, with 32% of families experiencing resource limitations, while 86% of students reported feeling encouraged rather than pressured by parental approaches. The results validate theoretical frameworks emphasizing motivation enhancement while revealing context-specific patterns that challenge simplified interpretations of cultural capital theory. The universal presence of emotional support across socioeconomic strata, contrasted with differentiated material resource access, suggests that Indonesian parents possess educational commitment that transcends immediate economic circumstances. Critical communication gaps between parents and schools represent institutional collaboration challenges requiring systematic intervention strategies.
The Impact of Discovery Learning with Interactive Fraction Board Media on Fourth-Grade Students' Mathematical Engagement Firnanda, Nabila; Indianasari, Indianasari
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.v4i4.2349

Abstract

Elementary students frequently struggle with fraction concepts due to their abstract nature, resulting in passive learning behaviors and limited engagement. This study examined the effect of the Discovery Learning model assisted by interactive fraction board media on fourth-grade students' learning activity in fraction instruction. A pre-experimental design with One Group Pretest-Posttest configuration was employed at SD Negeri 01 Trans Bangsa Negara. Eleven fourth-grade students participated using saturated sampling technique. Learning activity was measured through structured observation sheets assessing participation, enthusiasm, interaction, and perseverance dimensions. The intervention implemented six-step Discovery Learning process combined with interactive fraction board media allowing physical manipulation of fraction representations. Data analysis utilized descriptive statistics to examine changes in learning activity scores between pretest and posttest conditions. Significant improvements in learning activity were observed following the intervention. Mean scores increased from 2.45 (pretest) to 4.18 (posttest), representing a 1.73-point improvement. The percentage of students in "less active" category decreased from 45.5% to 0%, while those achieving "active" or "very active" status increased from 9.1% to 81.8%. All students demonstrated enhanced engagement across measured dimensions. The findings support the effectiveness of combining Discovery Learning with interactive media for enhancing student engagement in fraction instruction. The intervention successfully addressed challenges associated with natural number bias and abstract fraction concepts through concrete manipulative experiences. Results align with Cognitive Load Theory and constructivist learning principles, demonstrating how interactive technologies can optimize learning environments and promote active participation in elementary mathematics education.
Enhancing Elementary Students' Reading Comprehension of Informational Texts Through Problem-Based Learning Juliati, Siti; Afendi, Arief Hidayat; Sutisno, Aliet Noorhayati
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.v4i4.2352

Abstract

Reading comprehension represents a fundamental cognitive process essential for academic success, yet many elementary students demonstrate significant challenges in understanding informational texts. Traditional lecture-based instructional approaches have proven insufficient in developing deep comprehension skills necessary for critical analysis and knowledge construction. This study investigated the effectiveness of Problem-Based Learning (PBL) methodology in enhancing reading comprehension among fifth-grade students studying Indonesian language informational texts. A classroom action research design following the Kemmis and McTaggart model was implemented over two instructional cycles at SDIT Global Islamic School Permata Ummi. Nineteen fifth-grade students participated in systematic PBL implementation involving real-world problem presentation, collaborative investigation, and solution development. Data collection utilized pre-cycle assessments, post-cycle evaluations, structured observations, and comprehensive documentation. Quantitative analysis employed percentage calculations to determine mastery rates and performance improvements. Substantial improvements were observed across all implementation phases. Student mastery rates increased from 47% in pre-cycle assessment to 68.42% in Cycle I and 94.7% in Cycle II, representing a 47.7% overall improvement. Class averages progressed from 78.42 to 88.31, demonstrating consistent enhancement in collective reading comprehension capabilities. The progression from Cycle I to Cycle II showed 26.28% improvement, exceeding established success criteria. The findings validate constructivist learning principles underlying PBL methodology, demonstrating that students effectively construct knowledge through guided problem-solving experiences. Results indicate that PBL addresses multiple reading comprehension dimensions simultaneously, including factual identification, inferential reasoning, main idea comprehension, and evaluative interpretation. The research provides empirical evidence for integrating critical thinking development with reading instruction, offering practical alternatives to traditional pedagogical approaches for enhancing elementary literacy education.
The Role of Sundanese Language Education in Developing Students' Politeness: A Study at Cikeusi II State Elementary School, Sumedang Regency Dewi, Sahla Nur Aulia; Karim, Abdul; Asyiah, 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.v4i4.2357

Abstract

Character education through regional language instruction has gained increasing attention as an effective approach to moral development. This study examined the role of Sundanese language education in developing students' politeness at Cikeusi II State Elementary School, Sumedang Regency, focusing on how linguistic instruction cultivates character values through cultural expressions and undak-usuk basa principles. A descriptive qualitative approach was employed involving one Sundanese language teacher and seventeen fifth-grade students aged 10-11 years who had participated in Sundanese language instruction for at least one academic year. Data were collected through structured classroom observations, semi-structured interviews with teachers and students, and documentation of learning materials. Thematic analysis was used to identify patterns related to politeness behaviors, teaching strategies, and implementation challenges, with triangulation ensuring data credibility. Sundanese language education demonstrated significant effectiveness in developing student politeness, achieving an 84.1% overall success rate across observed behaviors. Students showed highest proficiency in expressing gratitude (94.1%) and demonstrating respectful gestures (94.1%), while more complex hierarchical politeness behaviors such as avoiding interruptions with elders (76.5%) and careful word choice (70.6%) required continued reinforcement. Pedagogical approaches integrating role modeling, cultural storytelling, and contextual exercises proved effective, though limited instructional time, insufficient contextual media, and inconsistent family support posed implementation challenges. The findings support social learning theory and character education frameworks, demonstrating that regional language education serves as an effective vehicle for transmitting cultural values and developing moral behavior. However, inconsistencies between school and non-school environments highlight the need for comprehensive home-school-community collaboration to achieve sustainable character development outcomes.
Integrating Concrete Manipulatives and Problem-Based Learning to Improve Fraction Addition Outcomes in Elementary Students with Learning Disabilities Turiang, Marlina; 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.v4i4.2395

Abstract

Fraction learning poses significant challenges for elementary students, particularly those with learning disabilities who struggle with abstract mathematical concepts. This classroom action research investigated the effectiveness of concrete media-based Problem-Based Learning (PBL) in improving simple fraction addition outcomes for second-grade students with learning disabilities. Conducted over three months at SD Negeri 005 Teluk Pandan, the study employed the Kemmis and McTaggart model across two cycles involving 20 students, including seven with identified learning disabilities. Each cycle comprised planning, action implementation, observation, and reflection phases. Data were collected through achievement tests, structured observations, and document analysis. Results demonstrated substantial improvements: overall class mean scores increased from 62.50 (pre-cycle) to 77.20 (Cycle I) and 83.00 (Cycle II), with 100% of students achieving the learning objective criterion by Cycle II. Students with learning disabilities showed remarkable progress, with mean scores rising from 40.71 to 75.86, representing an 86.3% improvement. All seven students with disabilities reached grade-level competency. The findings suggest that integrating concrete manipulatives with authentic problem-solving contexts creates synergistic effects, addressing multiple learning barriers simultaneously. This integrated approach offers practical implications for inclusive mathematics education, demonstrating that students with disabilities can achieve grade-level competency when provided multisensory, contextually meaningful instruction combining concrete materials with problem-based pedagogical frameworks.
Evaluating an ABA-Based Early Stimulation Program for Children with Speech Delay in a Resource-Limited Indonesian Kindergarten: A CIPP Model Approach Sinuhaji, Betaria Br; 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.v4i4.2442

Abstract

Speech delay among preschool children increased significantly at TK St. Fransiskus Assisi Sangatta, from 2 cases (2021-2022) to 9 cases (2023-2024). This study evaluated the implementation of an Applied Behavior Analysis (ABA)-based early stimulation program for children with speech delay using the CIPP (Context, Input, Process, Product) model. A qualitative evaluative research was conducted on five children aged 4-5 years who participated in the program for at least one year. Data were collected through structured observations, questionnaires distributed to parents, teachers, and stimulation providers, semi-structured interviews, and analysis of children's developmental documentation. Context evaluation revealed the program aligned with the institution's inclusive needs. Input evaluation exposed resource limitations with only two ABA-trained staff and limited facilities. Process evaluation demonstrated systematic implementation of Discrete Trial Training 3-4 times weekly, despite challenges in attendance consistency and parental involvement. Product evaluation showed all participants achieved significant progress, particularly in receptive language skills, with optimal outcomes in children receiving consistent parental support. The ABA program effectively improved language development in children with speech delay in resource-limited educational settings, but requires enhanced professional training, material support, and structured parental involvement for optimal outcomes.
Development and Trial of Interactive Ebook Based on SQ3R Strategy to Improve Elementary School Students' Reading Comprehension Skills Rakhmawati, Sari; Wibowo, Setiawan Edi; Hamdi, Zul Fadli
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.v4i4.1421

Abstract

This study aims to develop and test the effectiveness of an interactive e-book based on the SQ3R (Survey, Question, Read, Recite, Review) strategy to improve elementary students’ reading comprehension skills. The research employed a Research and Development (R&D) approach adapted from Borg and Gall’s model, consisting of seven stages: potential and problem identification, data collection, product design, expert validation, product revision, limited trials, and field testing. The product’s validity and practicality were evaluated by media experts, content experts, and elementary teachers. The participants involved one classroom teacher and 30 fifth-grade students from a public elementary school in Sleman, Yogyakarta, Indonesia. Data were collected using expert validation sheets, student response questionnaires, and reading comprehension tests. The results indicated that the developed e-book was categorized as “very valid” (89.6%), “practical” according to teachers and students, and “effective” in improving reading comprehension, as shown by a significant increase in post-test scores. The findings demonstrate that integrating the SQ3R strategy into an interactive e-book is a valid, practical, and effective medium for enhancing students’ comprehension skills. Future studies are recommended to extend this digital tool into mobile or web-based learning platforms.

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