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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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The Influence of Academic Supervision, School Culture, and Teacher Personality Competence on Teacher Work Discipline Dianingsih, Dianingsih; Yuliejantiningsih, Yovitha; Supriyono, Supriyono
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.v4i4.2441

Abstract

Teacher work discipline is fundamental to educational quality, yet many elementary schools face significant challenges in maintaining adequate disciplinary standards. This study investigates the influence of academic supervision, school culture, and teacher personality competence on teacher work discipline in Bogorejo District, Blora Regency. A quantitative ex post facto design was employed with 113 elementary school teachers selected through proportional random sampling from a population of 158 teachers. Data were collected using validated questionnaires and analyzed using simple and multiple linear regression with SPSS version 22. Findings reveal that academic supervision significantly influences teacher work discipline (52.8%), school culture accounts for 44.3% of variance, and teacher personality competence demonstrates the strongest individual effect (59.4%). When combined, these three factors explain 63.5% of variance in teacher work discipline, with teacher personality competence emerging as the most dominant predictor. Results confirm theoretical frameworks linking supervision, organizational culture, and personality competence to professional behavior. The synergistic effect of these factors suggests that comprehensive approaches addressing individual characteristics and organizational contexts are essential for enhancing teacher discipline. Educational administrators should implement systematic supervision, cultivate positive school cultures, and strengthen teachers' personality competence through targeted professional development programs to achieve optimal disciplinary outcomes.
Innovative Learning Strategies for Optimizing Literacy Competencies in Elementary Indonesian Language Instruction: A Systematic Literature Review Nabila, Ulianandha Putri; Istiq’faroh, Nurul; Sukartiningsih, Wahyu
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.v4i4.2444

Abstract

Low literacy competencies among Indonesian elementary students, as evidenced by international assessments, necessitate innovative pedagogical approaches. This study examines learning strategies for optimizing literacy skills in Indonesian language instruction at the elementary level. A systematic literature review was conducted across multiple databases (Google Scholar, ERIC, ScienceDirect) covering publications from 2018-2024. Five empirical studies meeting rigorous inclusion criteria were analyzed using thematic synthesis to identify effective strategies and their characteristics. Five pedagogical approaches demonstrated significant effectiveness: Cooperative Integrated Reading and Composition (CIRC) enhanced critical thinking and comprehension; Project-Based Learning (PJBL) developed linguistic and non-linguistic competencies; Problem-Based Learning (PBL) promoted higher-order thinking skills; Deep Learning through multiliteracy pedagogy enabled differentiated instruction; and Contextual Teaching and Learning (CTL) improved reading comprehension through contextual relevance. All strategies emphasized active engagement, collaborative learning, and authentic task integration, yielding substantial improvements in reading, writing, and critical thinking abilities compared to conventional instruction. These findings align with constructivist learning theory and strongly support Kurikulum Merdeka principles of student-centered, differentiated instruction. The convergence of positive outcomes across diverse strategies provides evidence-based guidance for educators while highlighting the need for comprehensive teacher professional development and systemic institutional support for sustainable implementation.
Analysis of the Development Needs of PMRI-Based Pop-Up Book Geometry Media on Cube Materials Ariyani, Pipit; Putri, Ratu Ilma; Somakim, Somakim
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.v4i4.2445

Abstract

Understanding the concept of the cube remains a challenge for elementary school students due to the lack of concrete and contextual learning materials. Abstract learning makes it difficult for students to understand the shape and nature of building spaces. This study aims to analyse the need for developing geometry learning media in the form of pop-up books based on Indonesian Realistic Mathematics Education (PMRI) using cube materials in grade 2 elementary school. The research method used is Design Research. Data collection was conducted through interviews with three mathematics teachers and twenty-four second-grade students of SDN 1 Air Balui in Musi Banyuasin Regency. The analysis of student needs employs closed interviews. In contrast, the analysis of teacher needs utilises semi-structured interviews to gather more in-depth information about the needs and expectations of geometry learning media among grade II students. Data were analysed using qualitative descriptive analysis, employing the Miles and Huberman analysis approach through three stages: data reduction, data presentation, and conclusion. The results show that teachers and students have a high need for visual, manipulative, and integrated learning media to explain the properties of cubes. The percentage analysis indicates very high scores in pedagogical (90–94%), technical (85%), aesthetic (92%), and evaluation aspects (88–90%), while cognitive aspects (77–79%) are categorised as high. These findings suggest that PMRI-based pop-up books have the potential to enhance students' Understanding of concepts by connecting abstract geometric concepts to concrete experiences. The results of this needs analysis are the basis for the development and validation stage of contextual, engaging, and practical geometry learning media for basic education.
Elementary Teachers' Motivational Strategies: A Qualitative Analysis of Integrated Practices in Fourth-Grade Classrooms Basira, Gusmiatni Dediyana; Wilade, Surahman; Rizal, Rizal; 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.v4i4.2453

Abstract

Learning motivation significantly influences elementary students' academic achievement, yet many teachers struggle to implement effective motivational strategies. This study analyzes teaching strategies employed to enhance fourth-grade students' learning motivation and identifies supporting and inhibiting factors in strategy implementation.  A qualitative descriptive design was employed, with data collected through one-week systematic classroom observation, semi-structured interviews with the classroom teacher and school principal, and documentation review at SD Alkhairaat Tondo. Data were analyzed through reduction, display, and conclusion drawing processes. Six core motivational strategies were identified: (1) clear communication of learning objectives with ice-breaking activities, (2) association of content with students' daily lives, (3) implementation of varied and interactive teaching methods including technology integration, (4) consistent positive reinforcement through praise and tangible rewards, (5) personal approaches to individual students, and (6) joint evaluation with comprehensive reflection. Progressive increases in student engagement and participation were observed across the week. Supporting factors included adequate facilities, administrative support, professional development, and positive school culture, while inhibiting factors encompassed heterogeneous student motivation, time constraints, and varying confidence levels. Effective motivation enhancement requires comprehensive, integrated implementation of multiple evidence-based strategies. The findings validate convergence between teachers' intuitive practices and research-based motivation principles, offering practical models for educators and informing professional development approaches.
Enhancing Grade 4 Students’ Area and Volume Understanding and Mathematical Creative Thinking through Project-Based Learning: A Systematic Literature Review Amriah, Amriah; Supriadi, Supriadi; Sutarsih, Cicih
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.v4i4.2454

Abstract

Grade 4 elementary school students often face difficulties in understanding mathematical concepts such as area and volume, which require connecting abstract reasoning with concrete representations. At the same time, creative thinking is increasingly recognized as an essential 21st-century skill that supports problem-solving and innovation. Project-Based Learning (PjBL) has been widely recommended to address these challenges; however, a systematic synthesis of its effectiveness in elementary mathematics, particularly on area and volume learning and creative thinking, remains limited. This study conducted a systematic literature review of empirical research published between 2018 and 2024. Following PRISMA 2020 procedures, five databases (Scopus, ERIC, Garuda, DOAJ, and SINTA) were searched. From 1,111 records initially identified, 743 were screened, 572 assessed for eligibility, and 50 experimental or quasi-experimental studies were included. Data were analyzed through meta-analysis and thematic coding to capture both quantitative effect sizes and qualitative insights. The results show that PjBL yields a substantial positive impact, with an overall effect size of d = 0.78 (95% CI: 0.65–0.91) for students’ understanding of area and volume, and d = 0.74 (95% CI: 0.60–0.88) for creative thinking skills. Projects lasting three to four weeks and integrating cultural contexts, such as Meru-Bali architecture, resulted in the highest mastery levels (85–100%). Improvements were also observed across the creativity dimensions of fluency, flexibility, originality, and elaboration (n-gain 0.47–0.86). Moderating factors include teacher scaffolding, STEM/STEAM integration, and student autonomy. Overall, PjBL demonstrates substantial potential for strengthening area and volume comprehension while fostering creative thinking in Grade 4 mathematics. The findings provide evidence-based design principles for implementing context-based PjBL and practical guidance for curriculum developers and teacher training programs.
Problem-Based Learning with Pop-Up Books to Boost Mathematical Critical Thinking in 6th Grade Geometry: Systematic Literature Review Amalia, Siti; Supriadi, Supriadi; Arisetyawan, Andika
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.v4i4.2471

Abstract

Geometry presents significant challenges for sixth-grade students due to its abstract nature, while Problem-Based Learning (PBL) implementation often lacks concrete media aligning with students' cognitive development stages. This systematic literature review synthesized empirical evidence on integrating PBL with pop-up book media to enhance mathematical critical thinking skills in sixth-grade geometry education. Following PRISMA 2020 guidelines, five databases (Scopus, ERIC, Garuda, DOAJ, SINTA) were systematically searched for studies published 2018-2024. After rigorous screening, 50 high-quality studies employing experimental, quasi-experimental, development, and meta-analytic designs were included for thematic synthesis. Experimental studies demonstrated large positive effects (mean d=0.87, range: 0.52-1.34) of PBL with pop-up books on critical thinking outcomes compared to traditional instruction. Meta-analyses encompassing over 32,000 students confirmed PBL's superiority (effect sizes d=0.64-1.18). Students showed substantial improvements in analysis, evaluation, spatial reasoning, and problem-solving abilities. Pop-up books' three-dimensional representations enhanced engagement, motivation, and conceptual understanding by making abstract geometric concepts tangible. PBL integrated with pop-up books effectively enhances mathematical critical thinking in geometry when supported by adequate teacher training, well-designed materials, and sufficient implementation time. This review provides comprehensive evidence and practical design principles for educators and curriculum developers implementing this innovative, constructivist-based learning strategy.  
Contextual Teaching and Learning for Teacher Professionalism in Inclusive Early Childhood Education Junarti, Junarti; Rauf, Isfaur
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.v4i4.2476

Abstract

Inclusive early childhood education requires teachers to possess professional competencies in managing diverse learner needs, yet many kindergarten teachers lack adequate training in implementing effective inclusive pedagogies. This study investigated the implementation of Contextual Teaching and Learning (CTL) to enhance teacher professionalism in managing inclusive classrooms at Darul Falah Islamic Kindergarten, East Kutai Regency, Indonesia. Employing a School Action Research design across two cycles with four instructional sessions, the study involved two kindergarten teachers and utilized structured observation instruments validated by expert reviewers. Data were analyzed using both quantitative methods (percentage calculations with predetermined success criteria) and qualitative approaches (thematic analysis following Miles and Huberman's framework). Results demonstrated substantial improvements in teacher implementation proficiency, increasing from 66.66% in Cycle I Meeting 1 to 86.66% in Cycle II Meeting 2, while student engagement levels improved from 53.33% to 83.33% across the same period. Both metrics exceeded the 80% success threshold by the intervention's conclusion. The iterative cycles of planning, implementation, observation, and reflection enabled teachers to progressively develop competencies in connecting curriculum content with students' lived experiences, facilitating collaborative learning communities, and employing authentic assessment strategies. These findings provide empirical evidence supporting CTL as an effective approach for enhancing teacher professionalism in inclusive kindergarten contexts, with significant implications for teacher education programs and professional development policies.
Implementing Project-Based Learning to Enhance Students’ Creativity in Indonesian Language Learning at Elementary School Hamdi, Zulfadli; Sururuddin, Muhammad; Yunida, Liza
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.v4i4.2494

Abstract

This study aimed to analyze the effect of the project-based learning (PjBL) model on students’ creativity in Indonesian language learning in Grade V at SDN 1 Montong Baan. The study was motivated by the low level of students’ creativity due to conventional teacher-centered learning and limited opportunities to explore ideas. A quantitative approach with a one-group pretest–posttest experimental design was employed. The sample consisted of 20 students selected using a saturated sampling technique. A validated and reliable creativity questionnaire was used as the research instrument. Data were analyzed using normality and paired t-tests to compare pre- and post-intervention scores. The findings revealed a significant increase in students’ creativity scores, from a pretest mean of 42.45 to a posttest mean of 77.15. The hypothesis test showed that the t-value (174.25) exceeded the t-table value (1.725) at the 0.05 significance level. These results confirm that implementing PjBL effectively enhances students’ creativity. The discussion highlights that the real-life project characteristics of PjBL encourage students to be more active, collaborative, and confident in expressing creative ideas. This study recommends applying PjBL as an alternative instructional strategy in elementary Indonesian language learning to foster students’ creativity.
Enhancing Student Creativity Through Plastic Waste Integration in Visual Art Education Abdullah, Dewi Astuti; Alimuddin, Alimuddin; Mukaddas, Baetal
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.v4i4.2525

Abstract

Conventional art education in Indonesian secondary schools often limits creative development through teacher-centered approaches and reliance on traditional materials, while plastic waste accumulation presents both environmental challenges and educational opportunities. This study examined how plastic waste integration in visual art education enhances creativity among seventh-grade students at SMP Negeri 6 Kota Ternate. A Classroom Action Research design following the Kemmis and McTaggart model was implemented over two cycles with 32 students. Data were collected through systematic observations, semi-structured interviews, reflective journals, and documentation of artistic products. Creativity assessment employed a validated rubric evaluating originality, flexibility, elaboration, fluency, and risk-taking dimensions. Overall creativity indices increased substantially from 54.25% (pre-cycle) to 87.00% (Cycle II), representing a 32.75 percentage point improvement. All creativity dimensions demonstrated progressive enhancement, with particularly pronounced gains in risk-taking (33%) and elaboration (36%). Students produced increasingly sophisticated two- and three-dimensional artworks while developing collaborative competencies and environmental consciousness. Interview data revealed transformed perceptions of waste materials and spontaneous stewardship behaviors. Plastic waste-based art education effectively cultivates creative capacity while simultaneously fostering environmental awareness and 21st-century competencies. This approach offers a viable, cost-effective pedagogical model for resource-constrained schools, transforming environmental challenges into meaningful learning opportunities that develop creative, environmentally responsible citizens.
Spin Art Painting as Therapeutic Intervention for Improving Learning Expression Participation Behavior in Children with Special Needs Ramadhan, Fachri; Yunus, Pangeran Paita; Sukarman B, S B
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.v4i4.2530

Abstract

Children with special needs often experience challenges in learning expression participation behavior due to monotonous conventional art instruction that fails to accommodate their psychological and sensory needs. This study examined the implementation of spin art painting technique as therapeutic intervention to improve learning expression participation behavior among students with special needs. This classroom action research employed qualitative descriptive approach following Kemmis and McTaggart's model across three stages: pre-cycle, cycle I, and cycle II. Conducted at UPT SLB Negeri 1 Makassar, the study involved twelve purposively selected students with diverse special needs (deaf, intellectual disabilities, autism spectrum disorder, and multiple disabilities). Data were collected through systematic observation, semi-structured interviews, and documentation, then analyzed using qualitative descriptive procedures involving data reduction, display, and conclusion drawing. Progressive behavioral improvements were documented across intervention phases, with quantitative behavioral scores advancing from 46.95 (pre-cycle) to 65.68 (cycle I) and 77.54 (cycle II), representing 65.2% overall improvement and surpassing established minimum competency criteria. Students demonstrated enhanced attention, self-control, discipline, focus, active involvement, social interaction, and emotional expression. The technique's process-oriented, multi-sensory nature successfully engaged students across all disability categories, transforming previously passive or disruptive behaviors into focused, emotionally expressive engagement. Spin art painting effectively functions as therapeutic medium for improving learning expression participation behavior in special education contexts. The technique's experimental nature, unpredictable outcomes, and elimination of performance pressure create psychologically safe environments promoting exploration and emotional expression. Findings validate child-centered art education philosophy while offering accessible, replicable intervention applicable across resource-constrained educational settings.

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