cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ujiati Cahyaningsih
Contact Email
ds.nahdi@gmail.com
Phone
+6281333152135
Journal Mail Official
jirpe.id@gmail.com
Editorial Address
Jl. Cigasong-Cirebon Majalengka, Jawa Barat 45476
Location
Kab. majalengka,
Jawa barat
INDONESIA
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
 34   35   36   37   38 
The Bangun Tidur Board (Sleeping Shapes Board): An Alternative Learning Media for Solving GCF and LCM Story Problems in Elementary Schools Atiulloh, Siti; Wiryanto, Wiryanto; Ekawati , Rooselyna
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.v4i4.2388

Abstract

This study aims to develop and evaluate the effectiveness of the Bangun Tidur Board (Sleeping Shapes Board) as an alternative learning media to improve elementary students’ self-efficacy and problem-solving ability in greatest common factor (GCF) and least common multiple (LCM) story problems. The research employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model as the instructional design framework, involving 21 fifth-grade students from SDN Sidokepong 1, Sidoarjo, in the academic year 2024/2025 under the Merdeka Curriculum. Data were collected through tests, self-efficacy questionnaires, and documentation, while statistical analyses included normality, homogeneity, paired t-test, N-gain, and effect size. The findings revealed significant improvement in students’ problem-solving performance and self-efficacy, with moderate to high N-gain values and a strong effect size. These results demonstrate that the Sleeping Shapes Board provides a concrete and engaging medium for representing mathematical concepts, enabling students to visualize relationships in FPB and KPK more effectively. Moreover, the integration of real-life story contexts fostered students’ confidence and motivation in tackling mathematics problems. The study highlights that systematically developed media grounded in contextual learning not only enhances cognitive understanding but also nurtures affective aspects of learning. This research contributes to mathematics education by offering an innovative, practical, and classroom-tested medium that aligns with the principles of the Merdeka Curriculum and supports the dual goals of conceptual mastery and self-efficacy in elementary mathematics.
Curiosity and Spatial Interest as Mediators of Conceptual Understanding and Learning Outcomes in Elementary Science Education Wardana, Taufan Kusuma; Widodo, Wahono; 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.v4i4.2392

Abstract

Curiosity and spatial interest are increasingly recognized as critical factors in improving science education at the elementary level. This study investigated the role of curiosity and spatial interest as mediators that bridge conceptual understanding and science learning outcomes. Employing a mixed-methods design, data were collected from 100 fifth-grade students and six teachers in three public elementary schools in Surabaya, Indonesia. Instruments included questionnaires, classroom observations, interviews, and concept comprehension tests. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis. The results revealed that 70% of students with high curiosity demonstrated stronger conceptual understanding compared to their peers with lower curiosity levels. Exploration-based learning increased conceptual comprehension by 20%, while interactive media and direct experiments enhanced student engagement and understanding. Furthermore, 75% of students reported higher motivation during collaborative discussions, and 85% of students supported by parental involvement performed better in science learning. Spatial interest also emerged as a significant predictor of learning outcomes, as 68% of students who engaged in mapping and visualization activities achieved higher comprehension scores. This study concludes that curiosity and spatial interest are interrelated factors that substantially enhance science learning outcomes. Effective instructional strategies should integrate exploration, collaboration, interactive media, and spatial tasks to foster these elements. The findings contribute to the development of inquiry-based and contextual pedagogies that not only improve academic performance but also cultivate lifelong curiosity and ecological awareness among elementary students.
Developing Plato_Pro: A Needs Analysis for Enhancing Self-Efficacy and Mathematics Learning in Sixth-Grade Proportional Problem Solving Nurhafidoh, Lilik; Wiryanto, Wiryanto; Rahaju, Endah Budi
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.v4i4.2393

Abstract

This study aims to analyze the needs for developing Plato_Pro (Proportional Learning through Objects and Problems) instructional media in an effort to enhance self-efficacy and mathematics learning outcomes of sixth-grade elementary school students in proportional word problem tasks. The background of this research stems from students’ low ability to comprehend proportional word problems, particularly in determining the correct relationship between the given and unknown ratios. The study employed a descriptive qualitative approach supported by simple quantitative data, with participants consisting of 25 students from class VI-D of SD Negeri Sawotratap 1 and their mathematics teacher. Data were collected through classroom observations, interviews with teachers and students, as well as documentation of students’ learning outcomes. Data analysis followed the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings reveal that most students still experience difficulties in solving proportional word problems due to limited conceptual understanding, weak reasoning ability, and the minimal use of concrete learning media. From the teachers’ perspective, limited skills in developing contextual learning media also posed a significant challenge. Therefore, there is a clear need to develop innovative instructional media such as Plato_Pro, which is designed based on concrete objects to facilitate conceptual understanding of proportion while supporting the enhancement of students’ self-efficacy and learning outcomes. These findings provide a foundation for further research focused on the development and empirical testing of Plato_Pro.
Trends in Wordwall Integration for Elementary IPAS Learning: A Systematic Literature Review Ratih, Dhewi; Purwoko, Budi; Gunansyah, Ganes; Nasution, Nasution; 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.v4i4.2394

Abstract

The integration of digital media in education has become increasingly important in supporting interactive, engaging, and sustainable learning processes. This study presents a systematic literature review (SLR) of research on Wordwall applications in elementary Natural and Social Sciences (IPAS) learning published between 2021 and 2025. Guided by the PRISMA protocol, 1,659 records were initially identified, of which 33 articles met the inclusion criteria and were analyzed. The review highlights three main findings. First, Wordwall-based interventions significantly improve student motivation, creativity, and conceptual understanding, making it a valuable tool for enhancing learning outcomes in elementary education. Second, bibliometric mapping reveals that the research landscape is growing steadily, with interdisciplinary linkages to education, computer science, and psychology, indicating its broad academic relevance. Third, challenges such as infrastructure gaps, teacher digital literacy, and the risk of overreliance on gamification remain critical obstacles to maximizing Wordwall’s potential. The thematic synthesis shows that creativity and motivational design are dominant research foci, reflecting global educational priorities toward 21st-century skills. However, limited exploration of long-term impacts and large-scale adoption indicates the need for further empirical investigation. This study contributes to the scholarly understanding of digital gamification in education by providing evidence-based insights into Wordwall’s effectiveness and limitations. It also emphasizes the importance of integrating Wordwall within holistic instructional frameworks rather than treating it as a stand-alone solution. Future directions are proposed to guide researchers, practitioners, and policy makers in strengthening Wordwall’s role as a sustainable innovation for improving IPAS learning in elementary schools.
Effect of Teams Games Tournament Model with Interacty.me Media on Mathematics Learning Activeness Among Fifth-Grade Students Azizah, Ratna Nur; Fikriyah, Fikriyah; Huda, Khozinul
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.v4i4.2398

Abstract

Student engagement in mathematics learning remains a persistent challenge in elementary education, with traditional teacher-centered approaches often resulting in passive learning environments and limited student participation. This study investigated the effect of integrating the Teams Games Tournament (TGT) cooperative learning model with Interacty.me digital media on fifth-grade students' mathematics learning engagement. A quasi-experimental design with non-equivalent control groups was employed at SD Negeri 1 Weru Lor, Indonesia. Fifty-five fifth-grade students were purposively selected and assigned to experimental (n=26) and control (n=29) groups. The experimental group received TGT instruction enhanced with Interacty.me digital platform, while the control group experienced conventional teaching methods. Learning engagement was measured using a validated 14-item questionnaire (α = 0.663) administered as pre-test and post-test. Data analysis utilized SPSS 27.0, including descriptive statistics, assumption testing, and Mann-Whitney U tests due to non-normal data distribution. Statistical analysis revealed significant differences between groups (p = 0.000), with the experimental group demonstrating superior post-test engagement scores (M = 41.27, SD = 6.03) compared to the control group (M = 37.45, SD = 5.89). Normalized gain analysis showed the experimental group achieved 12.25% improvement versus 8.82% in the control group, representing a 39% relative advantage in engagement enhancement. The findings confirm that technology-enhanced cooperative learning effectively addresses student disengagement by simultaneously targeting cognitive, behavioral, and affective engagement dimensions. The TGT-Interacty.me integration operationalized Self-Determination Theory principles through gamification elements, peer collaboration, and immediate feedback mechanisms. These results extend existing literature by demonstrating how digital platforms can enhance traditional cooperative learning approaches in elementary mathematics education.
Effectiveness of Number Bag Games in Improving Number Recognition Among Preschoolers: A Qualitative Study in Rural Indonesia Iz, Nailufar Lailatul; Rouf, Abdul Muiz; Sopiah, Cucu
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.v4i4.2413

Abstract

Early childhood represents a critical period for developing foundational numeracy skills, yet traditional worksheet-based approaches often fail to engage children's developmental needs and natural learning inclinations. This study investigated the effectiveness of number bag media in improving number recognition skills among Group A children at Al-Hidayah Early Childhood Education Center. A qualitative descriptive design was employed with 11 purposively selected children aged 4-5 years. Data were collected through systematic classroom observations, semi-structured interviews with teachers, and documentary analysis over two consecutive days. Children's performance was assessed across five indicators: counting sequences, recognizing number forms, ordering numbers, pairing quantities with symbols, and writing number symbols, using four developmental categories. Post-intervention assessment revealed measurable improvements in number recognition abilities. The proportion of children classified as not yet developed decreased from 27.3% to 9.1%, while those beginning to develop increased from 27.3% to 45.5%. Children demonstrated enhanced engagement and enthusiasm when interacting with concrete manipulative materials. Number bag media effectively enhances early number recognition skills by providing developmentally appropriate, play-based learning experiences. The intervention's accessibility and low-cost construction make it suitable for widespread implementation in resource-constrained educational settings.
Integrating Literacy and Numeracy Skills in Elementary Science and Social Studies Learning: A Framework Development Study Ismail, Ali; Nugraha, Rana Gustian
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.v4i4.2421

Abstract

This research developed and validated the Literacy and Numeracy Skill Development (LNSD) framework for integrating science and social studies (IPAS) instruction in elementary schools. Employing the 4D instructional design model (Define, Design, Development, Disseminate), the study systematically addressed the absence of pedagogical frameworks combining IPAS content with explicit literacy and numeracy skill development. The Define phase revealed through literature analysis and teacher interviews that existing IPAS instruction lacked systematic literacy-numeracy integration. The Design phase produced an initial framework adapted from Willison's Research Skill Development model, comprising distinct literacy and numeracy components with associated instructional sub-stages. The Development phase engaged three subject matter experts who validated the framework using Content Validity Index methodology, resulting in consensus on ten instructional sub-stages: four literacy components (Morning Message, Let's Read, Let's Write, Let's Practice) and six numeracy components (Read, Let's Compare, Let's Observe, Let's Try, Let's Practice, Reflection). The Disseminate phase implemented the validated framework with 18 sixth-grade elementary students in Garut Regency, Indonesia. Pre-test and post-test assessments demonstrated moderate effectiveness, with average scores increasing from 46.53 to 82.64 (gain = 36.1, N-Gain = 0.66). These findings confirm the framework's validity and effectiveness in simultaneously developing content understanding and foundational competencies, offering educators a systematic approach for integrated elementary instruction that addresses twenty-first-century learning demands.
Improving Speaking Skills Through Contextual Teaching and Learning Methods in Hyperactive Children in Kindergarten Wati, Rusni; 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.v4i4.2427

Abstract

Early childhood represents a critical period for language development, yet hyperactive children frequently experience significant speaking skill difficulties that hinder their academic and social development. Conventional teaching methods often fail to engage these learners effectively. This Classroom Action Research was conducted at State Kindergarten 2, Busang District, involving 21 hyperactive children aged 4-5 years during the 2024/2025 academic year. The intervention employed Contextual Teaching and Learning methodology through puppet media across three complete cycles, each consisting of two instructional sessions. Data were collected through speaking ability assessments using a validated four-level developmental rubric, systematic observations, interviews, and documentation. Analysis employed descriptive statistics for quantitative data and thematic analysis for qualitative data. Progressive improvement in speaking skills was observed across cycles. Initially, no children achieved advanced proficiency (Developing Very Well), with 62% at Developing as Expected and 38% at Starting to Develop levels. By the final cycle, 58% achieved advanced proficiency, 28% reached expected development, and only 14% remained at the starting level. Qualitative observations revealed enhanced attention, elaborated verbal responses, and improved communicative engagement. Findings demonstrate that CTL methodology effectively addresses the dual challenges of hyperactivity and language development by providing experiential, contextually meaningful learning experiences that align with hyperactive children's learning characteristics, contributing valuable evidence for inclusive early childhood pedagogy.
Application of the Ulul Ilmi Model to Improve Critical Thinking and Religious Character in the 21st Century Budiyanti, Nurti; Parhan, Muhamad; Komariah, Kokom Siti
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.v4i4.2431

Abstract

This study aims to explore the implementation of the Ulul Ilmi Model in enhancing critical thinking skills and religious character among 21st-century students. A qualitative approach was used to development into the experiences and perspectives of students and educators in the application of this model. Data were collected through in- depth interviews, focus group discussions (FGD), and participatory observations. The participants in this study included students, teachers, and school staff who applied the Ulul Ilmi Model in their learning activities. The findings indicate that the application of this model is positive impacts the development of students ' critical thinking , reflected in their ability to analyze, evaluate, and solve problems more rationally. Additionally, this model too Strengths students ' religious character , as evidenced by an increase in spiritual awareness and moral values in their daily lives. This study concludes that the Ulul Ilmi Model can be an effective alternatives in 21st-century education to shape a generation that is not only intellectually intelligent but also has a strong religious character.
Teacher Strategies in Cultivating Character Education: A Study of Religious, Honest, and Disciplined Values in Elementary School Humairah, Dinda Annafia; Ulfah, Ulfah; Hariana, Kadek; Lagandesa, Yun Ratna; Fasli, Muhammad
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.v4i4.2439

Abstract

Character education constitutes a fundamental aspect in forming students' moral integrity and personality. However, technological advancements and social changes present new challenges in instilling character values in elementary schools. This study aimed to analyze teacher strategies in cultivating character education values, specifically religious, honest, and disciplined values, among fourth-grade students at SDN Pombewe. Employing a qualitative approach with descriptive design, the research involved the school principal, classroom teachers, students, and parents as subjects. Data were collected through observation, interviews, and documentation, then analyzed using Miles and Huberman's interactive model encompassing data reduction, data display, and conclusion drawing. Findings revealed that teachers implemented four primary strategies: exemplary modeling, habituation, consistent rule enforcement, and reward provision. Religious values were instilled through collective prayer, worship instruction, and respectful behavior; honesty was developed through teacher modeling, honesty canteen activities, and anti-cheating policies; while discipline was formed through punctuality habits, rule compliance, and task responsibility. In conclusion, teacher strategies at SDN Pombewe proved effective in internalizing religious, honest, and disciplined values, simultaneously building a learning culture grounded in moral awareness, responsibility, and self-control

Page 36 of 51 | Total Record : 506

 34   35   36   37   38 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026) Vol. 4 No. 4 (2025) Vol. 4 No. 3 (2025) Vol. 4 No. 2 (2025) Vol. 4 No. 1 (2025) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022) More Issue