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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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Spin the Windmill, Move the Culture: A STEAMS Innovation for Grade 3 through the KINCAR PUSADA Project Marianah, Dina; Sumarmi, Sumarmi; Rahayuningsih, Sri; Kusumaningrum , Shirly Rizki; Mardatillah, Mardatillah
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.v4i4.1667

Abstract

Twenty-first-century education demands integrative pedagogical approaches that develop students' holistic competencies while preserving cultural heritage. However, STEAMS implementation in Indonesian primary schools often lacks meaningful connections to local contexts, diminishing relevance and engagement. This study examined the effectiveness of the KINCAR PUSADA project—a culturally integrated STEAMS learning model—in developing multidimensional competencies and cultural awareness among third-grade elementary students. Classroom Action Research was conducted over two cycles at SD Negeri Klampok II, Probolinggo Regency, involving 19 third-grade students. Data were collected through structured observations, semi-structured interviews, STEAMS project assessment rubrics, and documentation. Analysis employed both qualitative thematic analysis and descriptive quantitative methods. The project demonstrated substantial improvements across all competency dimensions: 84.2% of students achieved autonomous problem-solving capabilities, creativity scores averaged 90/100, collaboration reached 88%, and communication attained 80%. Overall, 89.5% of students exceeded mastery criteria with a mean achievement score of 87.2. Students showed dramatic gains in renewable energy understanding (15.8% to 78.9%) and cultural awareness (31.6% to 84.2%). The KINCAR PUSADA project effectively integrates STEAMS competencies with cultural appreciation through authentic, contextual learning experiences. This model offers a replicable framework for implementing the Merdeka Curriculum's objectives while addressing the contextualization gap in Indonesian primary education.
Improving Fine Motor Skills through the Finger Painting Method for Children with Mild Intellectual Disabilities Agustinawati, Sri; 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.v4i4.2266

Abstract

Children with mild intellectual disabilities often experience significant delays in fine motor skill development, affecting academic readiness and functional independence. This study investigated the effectiveness of finger painting intervention in improving fine motor skills among children with mild intellectual disabilities aged 5-6 years. Employing Classroom Action Research methodology, two children at State Kindergarten 2, Muara Ancalong District, participated in three intervention cycles conducted from March to June 2025. Fine motor skills were assessed using observational checklists measuring finger coordination, grip strength, hand-eye coordination, and task completion across four performance categories. Data were analyzed descriptively and triangulated through observations, interviews, and documentation. Both participants demonstrated substantial improvement, progressing from a baseline mean score of 26 (Needs Stimulation) to 51 (Independent) following three cycles. Participant AS advanced from 37 to 52, while Participant AD improved from 15 to 50, representing a 96% overall improvement. Systematically implemented finger painting intervention significantly enhances fine motor skills in children with mild intellectual disabilities. The multisensory, play-based approach proved effective when embedded within structured pedagogical frameworks with continuous assessment and individualized adaptations.
Implementing Applied Behavior Analysis to Improve Verbal Communication Skills in Children with Speech Delay Noorhayana, Noorhayana; 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.v4i4.2267

Abstract

Verbal communication skills are essential for early childhood development, yet speech delays remain prevalent in early childhood education settings. This classroom action research investigated the effectiveness of Applied Behavior Analysis (ABA) methods in improving verbal communication skills among children with speech delays in mainstream kindergarten settings. Following the Kemmis and McTaggart model, the study was conducted across three cycles at TK Negeri 2 Muara Ancalong with three purposively selected participants aged 5-6 years exhibiting speech delays. Data were collected through direct observations, verbal communication tests, interviews, and documentation, then analyzed using qualitative descriptive methods and quantitative percentage calculations. Results demonstrated substantial improvements, with mean communication scores increasing 96% from baseline (4.33) to Cycle III (8.5). Participants progressed from primarily gestural communication to spontaneous verbal expression and simple sentence construction. The distribution of developmental categories shifted dramatically: Low category decreased from 66.7% (pre-cycle) to 0% (Cycles II-III), while High category increased from 0% to 33.3%. Systematic application of ABA techniques—including positive reinforcement, discrete trial training, and naturalistic teaching—proved effective within regular classroom contexts. The study demonstrates that classroom teachers can successfully implement evidence-based behavioral interventions to address speech delays, extending ABA's applicability beyond specialized therapeutic settings and contributing practical strategies for inclusive early childhood education.
Analyzing the Role of Classroom Management in Enhancing Fifth-Grade Elementary Students’ Learning Outcomes Agustina, Agnes; Wilade, Surahman; Rizal, Rizal; Pahriadi, Pahriadi
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.v4i4.2269

Abstract

Classroom management constitutes a fundamental component of effective elementary education, yet its specific role in enhancing student learning outcomes remains insufficiently investigated, particularly at the fifth-grade level where academic demands intensify. This qualitative case study examined the role of classroom management in improving fifth-grade students' learning outcomes at Ongulero Public Elementary School during the 2024/2025 academic year. Data were collected through classroom observations, semi-structured interviews with two teachers and twenty students, questionnaires, and documentary analysis, focusing on five dimensions: physical environment organization, discipline enforcement, behavior guidance, teacher-student communication, and classroom organization. Findings revealed that teachers demonstrated exemplary performance in discipline enforcement and teacher-student communication (100% excellent ratings), strong performance in behavior guidance (90% excellent), while physical environment organization (60% excellent) and classroom organization (50% excellent) showed moderate effectiveness requiring further development. The study provides empirical evidence that effective classroom management functions as a multidimensional construct encompassing relationship-building, spatial design, behavioral regulation, and collaborative governance systems. These findings suggest that professional development should adopt differentiated approaches, building upon existing strengths in discipline and communication while enhancing organizational dimensions. The successful integration of culturally grounded practices within universal management frameworks offers valuable insights for educators in collectivist cultural contexts, contributing to both theoretical understanding and practical implementation of classroom management in elementary education.
Fostering Cooperation Through Project-Based Learning: A Qualitative Investigation of Fifth-Grade Civics Education in Elementary Schools Farhansyah, Fickry Nur; Putra, Nugraha Permana; Widiawati, Hema
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.v4i4.2356

Abstract

Project-Based Learning (PjBL) has gained recognition for fostering collaborative skills, yet limited research explores cooperation development mechanisms in elementary Civics Education contexts. This qualitative case study examined PjBL implementation and cooperation development among 28 fifth-grade students at SDN 1 Plumbon. Data were collected through structured classroom observations, semi-structured interviews with students and teacher, and documentation analysis. Data analysis employed Miles and Huberman's interactive model with triangulation to ensure validity. Findings revealed that cooperation developed progressively through four key mechanisms: equitable role distribution ensuring individual contributions, inclusive communication promoting equal participation, positive interdependence fostering collective responsibility, and collaborative conflict resolution facilitated by teacher mediation. Students demonstrated enhanced solidarity, democratic decision-making, and spontaneous helping behaviors. Teacher facilitation emerged as the most critical supporting factor, while time constraints presented manageable challenges that ultimately strengthened organizational skills. The classroom environment's flexibility and clear project goals significantly enhanced collaborative engagement. Results align with social constructivist and social interdependence theories, confirming PjBL's effectiveness in developing cooperation through social interaction within the Zone of Proximal Development. The findings extend existing literature by demonstrating specific cooperation development mechanisms while providing practical implementation strategies for elementary Civics Education aligned with the Pancasila Student Profile and Merdeka Curriculum frameworks.
Bridging Pedagogy and Technology: The Impact of Pancasila Project Understanding, Digital Literacy, and Teacher Competence on Digital Learning Content Creation Susanto, Prasetyo; Dominica Niron, Maria; Saeed, Faisal
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.v4i4.2378

Abstract

This study aims to examine the effects of understanding the Strengthening Pancasila Student Profile Project (P5), digital literacy, and pedagogical competence on teachers’ creation of digital learning content. A quantitative explanatory design was applied at an elementary school in Yogyakarta, Indonesia. Eighty-three teachers were selected using a simple random sampling technique. Data were collected through a structured questionnaire and analyzed using simple and multiple linear regressions. The findings reveal that understanding of P5 significantly influences digital content creation (β = 0.248), digital literacy emerges as the strongest predictor (β = 0.323), and pedagogical competence also shows a significant positive effect (β = 0.237). Collectively, the three variables explain 54.5% of the variance in teachers’ digital content creation (R² = 0.545). These results highlight the importance of integrating Pancasila values, digital literacy, and pedagogical skills to strengthen teachers’ capacity in implementing P5 through digital learning content. Future studies are recommended to explore supporting factors such as school leadership, infrastructure readiness, and teacher motivation.
Enhancing Fourth-Grade Sciences and Social Sciences Learning Outcomes Through STAD Cooperative Learning with Audio-Visual Media Sufyan, Mohammad; Misnah, Misnah; Wilade, Surahman; Firmansyah, Arif; Putriwanti, Putriwanti
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.v4i4.2382

Abstract

Traditional teacher-centered instruction in elementary Sciences and Social Sciences (IPAS) education creates passive learning environments that limit student engagement and comprehension. This classroom action research investigated the effectiveness of integrating Student Teams Achievement Division (STAD) cooperative learning with audiovisual media to improve fourth-grade learning outcomes at SDN 8 Mamboro. The study employed Kemmis and McTaggart's cyclical model across two implementation cycles, utilizing total sampling of 29 students during the 2024/2025 academic year. Data collection incorporated validated achievement tests, structured observation sheets, and comprehensive documentation to evaluate both quantitative learning outcomes and qualitative behavioral changes. Mixed-methods analysis examined classical mastery percentages, absorption rates, and observational effectiveness scores across intervention cycles. Results demonstrated substantial improvements from Cycle I to Cycle II: student mastery completion increased from 43.47% to 100%, classical absorption improved from 60.43% to 83.57%, teacher effectiveness enhanced from 82.14% to 95.23%, and student participation rose from 75% to 97.36%. The integration of structured cooperative learning with multimedia instruction successfully eliminated academic failure while fostering collaborative competencies and active engagement. These findings provide empirical evidence supporting cooperative learning theory while demonstrating practical applications for contemporary elementary education. The study contributes a replicable framework for educators seeking to enhance student-centered instruction through systematic integration of collaborative pedagogies and educational technology, though broader implementation requires investigation across diverse educational contexts.
Visual-Enhanced Discovery Learning: An Action Research Study on Improving Natural and Social Sciences Learning Outcomes in Elementary Education Amelia, Putri; Pendit, Sinta Satria Dewi; Wilade, Surahman; Firmansyah, Arif; Isnayanti, Andi 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.v4i4.2383

Abstract

Learning outcomes in Natural and Social Sciences (IPAS) among elementary students remain suboptimal due to traditional teacher-centered approaches that limit active engagement and conceptual understanding. This study investigated the effectiveness of discovery learning models assisted by image media in improving fourth-grade IPAS learning outcomes. A classroom action research design following Kemmis and McTaggart's cyclical model was implemented over two cycles at SDN 8 Mamboro with 29 fourth-grade students. Data collection employed achievement tests validated by experts (content validity ratio = 0.85, Cronbach's alpha = 0.82) and structured observations. Each cycle comprised planning, action, observation, and reflection phases, with discovery learning activities supported by curriculum-aligned image media. The intervention demonstrated progressive improvements across cycles. Pre-intervention baseline showed 42.5% student competency, increasing to 69.0% in Cycle I and achieving 100% competency in Cycle II. Classical absorption rates improved from 42.5% baseline to 61.75% in Cycle I and 90.75% in Cycle II. Student engagement levels increased from 75% to 88.75%, while teacher effectiveness scores improved from 83.75% to 90%. All students achieved minimum competency standards by the final cycle, with scores ranging from 75-100. The findings validate constructivist learning principles and demonstrate the synergistic effects of combining discovery learning with visual media. Results align with previous research on student-centered approaches while extending understanding of multimedia integration in elementary science education. The dramatic improvement from passive to active learning confirms the effectiveness of this pedagogical combination in addressing contemporary educational challenges and supporting diverse learning styles in IPAS instruction.
Enhancing Elementary Students’ Mathematical Achievement in Whole Number Subtraction through the Burning Meatball Interactive Media and Collaborative Learning Approach Wahyuni, Sri; Wiryanto; Siswono, Tatag Yuli Eko
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.v4i4.2386

Abstract

This study aims to investigate the effectiveness of the Burning Meatball interactive media integrated with a collaborative learning approach in improving elementary students’ mathematical achievement in whole number subtraction. Employing a quasi-experimental design with pretest-posttest control groups, the research involved 56 fifth-grade students from two parallel classes in an elementary school. Data on student achievement were collected through tests and analyzed descriptively using percentage scores to determine the improvement in learning outcomes. The results indicate that students taught using the Burning Meatball media combined with collaborative learning achieved a higher percentage increase in learning outcomes compared to the control group. The collaborative learning setting encouraged peer discussion and problem-solving, while the interactive media facilitated better conceptual understanding by visualizing subtraction operations in a fun and engaging way. Analysis of the percentage gain shows that the experimental group experienced a substantial improvement in their performance. These findings suggest that integrating interactive media with cooperative pedagogy can enhance mathematics learning in elementary schools. The study concludes that this approach effectively supports both academic achievement and positive learning attitudes toward mathematics.
Needs Analysis for the Development of Contextual Card Media to Enhance Understanding of Ecosystem Harmony in Fifth-Grade Elementary Students Febrianasari, Ria; Susantini, Endang; Suryanti, 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.v4i4.2387

Abstract

This study aims to analyze the needs and design a contextual card-based learning medium to improve the understanding of ecosystem harmony concepts among fifth-grade elementary students. The research employed a Research and Development (R&D) approach, with the initial stage focusing on needs analysis through observations, interviews, and diagnostic tests. The results indicated that students had difficulties understanding the relationships among ecosystem components, the concept of food chains, and environmental balance. Teachers reported limited availability of relevant instructional media, while literature reviews confirmed the effectiveness of visual-interactive media in enhancing science concept comprehension among elementary students. The proposed card media incorporates structured information, engaging illustrations, and interactive activities tailored to students’ cognitive development levels. This design is expected to serve as an alternative solution in science learning, linking abstract concepts with real-world phenomena in students’ surroundings. Further research is recommended to evaluate the feasibility and effectiveness of the media in improving student learning outcomes.

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