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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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Analysis of the Needs of Interactive Multimedia Learning Innovation Containing Pancasila Student Profiles in Elementary Schools Fathonah, Atiek Sari; Chotimah, Umi; Maharani, Siti Dewi
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.v4i4.2531

Abstract

The integration of Pancasila values in basic education plays an essential role in shaping students' character in accordance with the Pancasila Student Profile. However, conventional and less innovative learning approaches have resulted in students being less active and not fully internalizing these character values. This study aims to analyze the need for learning innovation through the development of interactive multimedia that integrates Pancasila Student Profile values at SDN 4 Ngulak, Sanga Desa District, Musi Banyuasin Regency. The research employed a descriptive method, combining both quantitative and qualitative approaches, with 25 students and two teachers as participants. Data were collected using a Likert-scale questionnaire (1–5) and observation sheets, and then analyzed descriptively through percentage calculations and interpretation of the observation results. The findings indicate that the need for interactive multimedia development falls into the very high category, with an overall average score of 87.7%. Specifically, learning needs reached 89%, learning media 87%, learning technology 86%, material interest 85%, interactive multimedia 88%, and expectations for interactive multimedia 90%. These results show that teachers and students have strong enthusiasm for using interactive multimedia as an engaging, practical, and effective learning tool. Both groups believe that engaging, contextual, and user-friendly media are essential to support the internalization of the six dimensions of the Pancasila Student Profile: faith and devotion to God Almighty, global diversity, cooperation, independence, critical thinking, and creativity. In conclusion, interactive multimedia development is essential to make learning more engaging, contextual, and character-oriented in line with the Independent Curriculum.
Transforming Pedagogical Competence Through Structured Module Development Training Siagian, Iin Adelorinta; Mumpuniarti, Mumpuniarti
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.v4i4.2532

Abstract

The rapidly evolving educational landscape demands continuous enhancement of teacher pedagogical competence, yet significant gaps remain in teachers' abilities to develop comprehensive instructional modules. This quasi-experimental study with one-group pretest-posttest design investigated the impact of instructional module development training on elementary school teachers' pedagogical competence. Forty-five elementary school teachers in Pangandaran Regency participated in a four-week intensive training program aligned with the Merdeka Curriculum framework. Data were collected using a validated pedagogical competence assessment instrument (α = 0.89) measuring four dimensions: instructional planning, teaching methodology, classroom management, and assessment practices. Paired-samples t-test and descriptive statistics were employed for data analysis. The training intervention produced statistically significant improvements in overall pedagogical competence, with mean scores increasing from 2.87 to 4.21 (t(44) = 18.76, p < 0.001, Cohen's d = 3.42). The most substantial improvement occurred in instructional planning and design (64.15%), followed by teaching methodology (44.64%), assessment practices (42.47%), and classroom management (37.42%). Post-training, 86.7% of teachers achieved high or very high competence levels compared to only 13.4% pre-training. These findings demonstrate that structured, intensive training in module development effectively enhances multiple dimensions of pedagogical competence, particularly benefiting teachers with lower initial capabilities. The results have important implications for designing evidence-based professional development programs that produce sustainable improvements in teacher quality.
Enhancing Vocabulary Mastery Through Digital Image Media and Project-Based Learning: A Classroom Action Research with Third-Grade Students with Speech Disorders Anggraini, Gustina; 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.v4i4.2533

Abstract

This classroom action research investigated the effectiveness of digital image media based on Project-Based Learning (PBL) in enhancing vocabulary abilities among third-grade students with speech disorders. Four students aged 8-9 years at YPPSB 3 Elementary School, Sangatta Utara, participated in this study conducted across three cycles following the Kemmis and McTaggart model. Data were collected through structured observations, vocabulary tests (pretest and posttest), and documentation of learning activities. Results demonstrated significant progressive improvements in students' vocabulary abilities. Mean scores increased from 48.94% at pre-action to 54.53% in Cycle I, 71.41% in Cycle II, and 82.31% in Cycle III, representing a total improvement of 33.37%. By Cycle III, 75% of students achieved the "Developing Very Well" category, while 25% reached "Developing as Expected," with no students remaining in lower developmental categories. The intervention enhanced both receptive abilities (listening and comprehension) and productive abilities (speaking and retelling). Digital image media provided concrete visual stimuli supporting word-meaning associations, while the PBL approach fostered active engagement, collaboration, and contextual learning. The combination proved effective in creating enjoyable, meaningful, and inclusive learning experiences for children with speech disorders, confirming that multimodal technology-enhanced instruction addresses complex communication needs and narrows vocabulary gaps typically widening over time in this population.
The Impact of Interactive Video Learning Media on Fifth-Grade Students' Learning Interest in Integrated Science and Social Studies Viorenica, Venny; 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.v4i4.1949

Abstract

Students' learning interest plays a crucial role in determining educational success, yet conventional instructional methods often fail to engage elementary students effectively. This study investigated the effect of interactive video learning media on fifth-grade students' learning interest in Integrated Science and Social Studies (IPAS) instruction. Employing a descriptive quantitative design, the study was conducted at SD Negeri Tepung Sari, a rural elementary school with limited technological infrastructure. All 30 fifth-grade students participated through total sampling. Data were collected via classroom observations, validated questionnaires (KMO = 0.507, p < 0.001), and documentation. Teacher implementation quality and student learning interest were assessed using percentage calculations and descriptive statistics. Teacher implementation of interactive video media achieved strong fidelity (78%, "very good" category). Student learning interest reached a mean score of 3.18 (SD = 1.203), corresponding to 63.6% agreement, categorized as "high." Thirteen of 15 questionnaire items (86.7%) achieved high interest levels, with the highest mean observed for perceived content comprehensibility (M = 3.57, 71.4%). The findings align with multimedia learning theory and self-determination theory, demonstrating that interactive video media positively influences student learning interest through dual-channel information processing and intrinsic motivation activation. Results suggest feasibility of technology integration in resource-constrained settings with adequate teacher preparation and pedagogical support.
Development of Canva-based Printed Comic Media on Fourth Grade Photosynthesis Material of SD Negeri Tepungsari Pratiwi, Tiwi Meilita; Sari, Sasmita
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.v4i4.1952

Abstract

This study aims to improve and test the validity and praticality of Canva-based printed comic Learning media on photosynthesis materials for fourth grade students. The development Model applied is ADDIE, which includes the stages of analysis, design, development, implementation, and evaluation. According to the validation results of media, language, and material experts, comic media is considered very valid, with an average validity of 84,73%. The practical test showed that themedia isvery pratical, with a response rate of 82,85% from students and 81,64% from teachers. Comic Media is considered to be able to display the process of photosynthesis visually in an interesting and easy to understand way, which is in line with the characteristics of the cognitive development of elementary school students. This research shows that the application of Canva-based print comic media in the science learning prosess is feasible.
Bibliotherapy-Based Counseling for Self-Confidence in Dyslexic Students Maulana, Angga; 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.v4i4.2261

Abstract

The aim of this study is to determine the effect of implementing guidance and counseling with bibliotherapy techniques on increasing the self-confidence of dyslexic children at SMP Negeri 4 Muara Ancalong. This research employed a quantitative approach with a pre-experimental method using a One Group Pre-Test–Post-Test Design. The study was conducted at SMP Negeri 4 Muara Ancalong, East Kutai Regency, East Kalimantan Province, involving four dyslexic students (n = 4) as participants. Research instruments included an interview guide and a questionnaire that had been tested for validity and reliability. Data were analyzed using a paired sample t-test. The results showed that the mean self-confidence score before the implementation of bibliotherapy-based guidance and counseling was 108.75, and increased to 137.00 after the intervention. The statistical analysis revealed a significant effect of the intervention on improving self-confidence in dyslexic students (p-value = 0.002, < 0.05), indicating a substantial positive change in their self-perception and learning motivation. However, the findings should be interpreted with caution due to the very small sample size (n = 4), which limits the generalizability of the results. Schools are encouraged to develop more adaptive guidance and counseling programs for students with special needs, including dyslexia. Providing dyslexia-friendly reading materials and training school counselors in bibliotherapy techniques can enhance intervention effectiveness. Furthermore, raising awareness among all educators about the importance of psychosocial support for students with learning disabilities is essential to foster a more inclusive and supportive school environment.
Integrating Montessori and Contextual Learning to Enhance Early Reading Skills in Fifth-Grade Students with Learning Disabilities Pagaloran, Nurmiati; Ishartiwi, Ishartiwi
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.v4i4.2541

Abstract

Upper elementary students with persistent reading difficulties require specialized interventions beyond conventional instruction. This study investigated the effectiveness of integrating Montessori methods with contextual learning approaches to enhance early reading abilities in fifth-grade students at risk for learning disabilities. A quasi-experimental one-group pretest-posttest design was employed with two fifth-grade male students (aged 10 years) identified with severe reading deficits at SDN 013 Sangatta Selatan, Indonesia. The four-week intervention incorporated Montessori materials (sandpaper letters, movable alphabets, picture-word cards) with contextual connections to students' daily experiences. validated 20-item early reading assessment measuring syllable reading, word recognition, and sentence comprehension was administered pre- and post-intervention. Both participants demonstrated substantial improvements, with mean scores increasing from 27.5% (pretest) to 85% (posttest), representing a 57.5 percentage-point gain. Subject MT improved from 25% to 80% (55% gain), while Subject MA progressed from 30% to 90% (60% gain), both achieving or exceeding the 80% proficiency threshold. Observational data corroborated quantitative findings, showing increased engagement and reduced task avoidance. The Montessori-based contextual approach effectively enhanced early reading abilities in upper elementary students with persistent reading difficulties. The integration of multisensory, concrete materials with real-world contextualization provided accessible pathways to literacy acquisition for students unresponsive to traditional instruction, suggesting promising applications for inclusive literacy education.
Empowering Working Adults Through Digital Literacy: A Case Study of Community-Based Education in Rural Indonesia Arbain, Arbain; Sujarwo, Sujarwo
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.v4i4.2545

Abstract

The proliferation of internet users in Indonesia has not been matched by adequate digital literacy competencies, resulting in misinformation spread, cyberbullying, and inappropriate content consumption, particularly among populations with limited formal education. This qualitative evaluation research was conducted at PKBM Napal Jaya from August to October 2024, employing a comprehensive framework encompassing contextual background, input resources, implementation processes, goal achievement, and program impacts. Data were collected through observations, semi-structured interviews with four key informant groups (PKBM head, tutors, administrative staff, and learners), and document analysis. Miles and Huberman's interactive model was used for data analysis, with source triangulation ensuring trustworthiness. The program demonstrated systematic planning through participatory needs assessment, adequate infrastructure including computers and WiFi, qualified bachelor-degree tutors, and effective implementation using constructivist pedagogical approaches. Learners developed competencies in internet searching, hypertextual navigation, content evaluation, and knowledge assembly, transforming from recreational technology users to functionally literate digital citizens. Findings validate that community learning centers can successfully bridge digital divides through flexible, contextualized programming that accommodates working adults, providing a replicable model for non-formal education settings and contributing actionable guidance for practitioners addressing digital literacy gaps in developing country contexts.
Implementing Jigsaw Cooperative Learning to Improve Fourth-Grade Indonesian Language Outcomes Pase, Moeh Ilham; Wilade, Surahman; Aqil, Moh; Hariana, Kadek
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.v4i4.2483

Abstract

Elementary Indonesian language instruction faces persistent challenges including passive learning environments, limited student engagement, and suboptimal academic achievement. This study investigated the effectiveness of the Jigsaw cooperative learning model in enhancing teacher instructional skills, student learning activities, and academic outcomes in fourth-grade Indonesian language learning. A Classroom Action Research design following Kemmis and McTaggart's cyclical model was implemented across two cycles at SD Negeri Ambesia involving 27 fourth-grade students. Data were collected through achievement tests, structured observation sheets, and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis. Teacher instructional performance improved significantly from fair (66%) in Cycle I to very good (82.5%) in Cycle II. Student learning activities increased from fair (66%) to very good (87%), demonstrating enhanced engagement and collaborative behaviors. Academic achievement showed substantial improvement, with classical mastery rising from 70.4% to 92.5%, exceeding the 85% target criterion. The mean score increased from 69.2 to 75.1 between cycles. The Jigsaw cooperative learning model effectively enhances teacher competence, student engagement, and learning outcomes in elementary Indonesian language instruction. These findings support broader implementation of cooperative learning strategies in rural educational contexts with appropriate professional development support.
Academic Procrastination: How Does it Correlate with Students’ Self-Efficacy in Higher Education? Pratama, Desta Nanda; Zulaikhah, Siti; Irawan, Rudy
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.v4i4.2534

Abstract

Academic procrastination remains a pervasive issue in higher education, negatively impacting both students' academic performance and psychological well-being. One key factor influencing procrastination is self-efficacy, defined as the belief in one’s ability to complete academic tasks. This study investigated the relationship between self-efficacy and academic procrastination among 120 students from the Islamic Education Department (PAI), 22nd cohort, enrolled in the Innovation in Learning course at UIN Raden Intan Lampung. Using a quantitative correlational design and total sampling, data were collected through two closed-ended questionnaires: a 25-item self-efficacy instrument (Cronbach’s α = 0.875) and a 20-item academic procrastination instrument (Cronbach’s α = 0.892). The data were analyzed using the Pearson Product Moment correlation test in SPSS version 26, after confirming normality via the Kolmogorov-Smirnov test. The results showed a significant negative correlation between self-efficacy and academic procrastination, indicating that students with higher self-efficacy are less likely to procrastinate, while those with lower self-efficacy tend to delay tasks more. Additionally, the coefficient of determination (R² = 0.312) revealed that 31.2% of the variance in academic procrastination can be explained by self-efficacy, with the remaining variance influenced by other factors such as motivation and time management. These findings highlight the importance of enhancing self-efficacy to reduce procrastination and improve academic outcomes. The study contributes to academic psychology literature and offers practical insights for educators to develop strategies that strengthen self-efficacy and reduce procrastination.

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