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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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Students’ Learning Difficulties: a Correlational Study on the Influence of Teachers’ Social Competence Sari, Melinda Novita; Khasanah, Uswatun; Romlah, Listiyani 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.v4i4.2535

Abstract

This study explores the influence of teachers' social competence on students' learning difficulties in Madrasah Tsanawiyah (MTs) Al Hidayah, Tunggul Pawenang, Pringsewu. The research utilizes a quantitative correlational approach, focusing on the relationship between teachers' social competence and the learning challenges faced by students. A survey was conducted with 70 students from class VIII using validated and reliable questionnaires. The results indicate a significant correlation between teachers' ability to communicate effectively, show empathy, and create a supportive learning environment, and the reduction of students' learning difficulties. Specifically, teachers who establish positive relationships and facilitate open communication create a more conducive learning atmosphere, enhancing students' confidence and participation. Conversely, teachers with lower social competence tend to experience more significant barriers in addressing students' academic challenges. The findings suggest that improving teachers' social competence can be an effective strategy to mitigate learning difficulties, especially in environments with diverse cultural and social backgrounds. This research contributes to the literature on teacher-student interaction, emphasizing the importance of teachers' emotional and social skills in fostering inclusive and effective learning environments. Furthermore, the study calls for teacher training programs that enhance both pedagogical and social competencies to optimize student learning outcomes in Islamic educational settings.
Enhancing Student Creativity in Poster Design Learning Through Deep Learning Approach Romi, Romi; Tangsi, Tangsi; Sukarman B, Sukarman 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.v4i4.2537

Abstract

This classroom action research investigated the implementation of the deep learning approach to enhance student creativity in poster design learning among grade XI students at SMA Negeri 21 Gowa, Indonesia. The study addressed the persistent problem of low creativity levels resulting from conventional, product-oriented instruction that inadequately supported creative exploration and reflective thinking. Employing Kemmis and McTaggart's action research model, the study involved 36 students over three cycles (pre-cycle, Cycle I, and Cycle II) with data collected through observation, performance assessments, interviews, and documentation. Student creativity was evaluated across three indicators: idea fluency, design technique application, and visual message communication. The implementation systematically integrated meaningful learning, mindful learning, and joyful learning principles through thematic project-based activities, reflective dialogues, and personalized feedback. Results demonstrated significant progressive improvement in mean creativity scores from 58% (moderately creative) in the pre-cycle to 76% (creative) in Cycle I, and 85% (highly creative) in Cycle II, with 75% of students achieving highly creative status by the final cycle. The findings validate that deep learning approaches effectively transform visual arts education from mechanical, outcome-focused instruction to process-oriented pedagogy that cultivates authentic creativity, critical thinking, and reflective capacities aligned with 21st-century educational demands.
Time Token Implementation in Indonesian Elementary Mathematics: Evidence for Self-Confidence Enhancement Rahmadhani, Wahyu; Nikmah Nurvicalesti
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.v4i4.2548

Abstract

Self-confidence represents a critical psychological factor influencing students' mathematics learning outcomes, yet many elementary students exhibit reluctance to participate actively due to fear of making mistakes and peer judgment. This quantitative study employed a pre-experimental design with one-group pretest-posttest pattern to examine the effectiveness of the Time Token learning model on fourth-grade students' self-confidence in mathematics learning at SD Negeri Windusari. All 28 fourth-grade students participated through saturated sampling technique. Data were collected using a validated self-confidence questionnaire (α = 0.87) comprising 20 items measuring four dimensions: belief in personal abilities, independent decision-making, positive self-concept, and willingness to express opinions. The intervention involved six mathematics lessons implementing structured turn-taking mechanisms through speaking tokens. Following the intervention, mean self-confidence scores increased substantially from 69 to 85, representing a 23.2% improvement. The proportion of students achieving strong confidence levels increased from 7% to 86%. All four measured dimensions demonstrated balanced development, ranging from 71% to 74%, with overall mean reaching 74% in the strong category. The Time Token model effectively enhanced students' self-confidence through structured, equitable participation opportunities that reduced psychological barriers to classroom engagement. These findings support the implementation of cooperative learning strategies that restructure classroom participation patterns to foster inclusive mathematics learning environments.
Improving Early Writing Skills Through Play-Based Learning with Loose Parts: A Classroom Action Research with Children with Learning Difficulties Utami, Sri; Purwanta, Edi
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.v4i4.2503

Abstract

Early writing skills constitute a critical foundation for literacy development, yet children with learning difficulties face substantial challenges in acquiring these competencies. This study investigated the effectiveness of play-based learning with loose parts media in enhancing early writing skills among children with learning difficulties at Permata Bunda Kindergarten, East Kutai. A classroom action research design following the Kemmis and McTaggart model was employed across two cycles. The participant was a six-year-old child with identified learning difficulties in Group B. Data were collected through early writing assessments at three time points (pre-intervention, post-cycle I, post-cycle II), systematic observations, and semi-structured interviews. The intervention comprised guided play activities using various loose parts materials including buttons, stones, and wooden shapes to form letters and words. The participant's early writing performance improved substantially from 48% (very poor) at baseline to 58% (moderate) post-cycle I, and 83% (good) post-cycle II, surpassing the 70% minimum competency standard. Improvements were observed across letter formation, word construction, and autonomous task completion. Play-based learning with loose parts media effectively enhances early writing skills in children with learning difficulties, providing an accessible, developmentally appropriate intervention approach. The iterative refinement process demonstrated the importance of responsive pedagogy incorporating motivational supports and attention management strategies for optimizing learning outcomes.
Elementary School Students' Moral Reasoning in Resolving Moral Dilemmas: A Case Study of Pre-Conventional Stage Persistence Agustin, Mitha Kirana; Syaodih, Ernawulan; Supriatna, Nana
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.v4i4.2538

Abstract

Moral reasoning development through moral dilemmas represents a critical component of character education in elementary schools. However, declining empathy and increasing bullying incidents indicate significant gaps in students' moral reasoning capabilities. This study analyzed elementary school students' moral reasoning in resolving moral dilemmas, examining reasoning forms, developmental stages based on Kohlberg's theory, student interpretations, and influencing factors. Employing a qualitative case study approach, this research involved Grade III and V students at SD Negeri Pasirimpun, Sumedang City, Indonesia. Data were collected through semi-structured teacher interviews, moral dilemma essay assessments, and classroom observations, then analyzed thematically using triangulation and member checking to enhance trustworthiness. Findings revealed that 70% of Grade V students and 53% of Grade III students remained at the pre-conventional stage, where moral decisions were driven by punishment avoidance or reward-seeking rather than internalized principles. Only 20% of students demonstrated autonomous moral reasoning based on moral awareness. Internal factors (motivation, empathy, personal experience) and external factors (teachers, family, peer influence, social media) significantly influenced moral reasoning processes. A critical gap existed between moral knowledge and consistent moral action. These findings underscore the necessity of synergy among schools, families, and communities in building strong moral reasoning foundations through systematic interventions emphasizing dialogue, perspective-taking, and critical reflection rather than mere rule compliance.
Building School Image Through Strategic Public Relations: A Multi-Strategy Framework in Indonesian Elementary Education Irawati, Rohimah Aprilia; Roesminingsih, Erny; Karwanto, Karwanto; Khamidi, Amrozi
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.v4i4.2539

Abstract

Public relations has evolved into a strategic imperative for educational institutions in managing reputation and stakeholder trust. However, research on public relations strategies in elementary schools, particularly in resource-constrained contexts, remains limited. This qualitative descriptive study examined public relations strategies at UPT SD Negeri 229 Gresik, Indonesia. Data were collected through semi-structured interviews with school principals, public relations coordinators, teachers, and parent representatives, complemented by participant observation and documentary analysis. The Miles and Huberman interactive model guided data analysis, with trustworthiness ensured through triangulation and member checking. Findings revealed five interconnected strategies: operational strategy emphasizing community-based familial approaches; persuasive-educational strategy employing multi-channel digital platforms achieving 78% Instagram engagement; social responsibility strategy demonstrating tangible community impact through 200+ trees planted and 150+ families assisted; collaborative strategy ensuring meaningful stakeholder participation; and coordinative-interactive strategy positioning the school within broader educational networks. These strategies collectively build positive school image by integrating cultural responsiveness with contemporary digital communication, extending public relations theory to elementary education contexts while providing actionable models for administrators navigating transparency and accountability demands in increasingly connected environments.
Exploration of Socio-Scientific Issues Learning Media for Science Literacy through Hypercontent E-Module Widyastuti , Meyliana Puji; Safitri, Erna Retna; Desi, Desi
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.v4i4.2540

Abstract

The low achievement of students' science literacy in Indonesia, as shown by the Programme for International Student Assessment (PISA), indicates a gap between students' mastery of concepts and their ability to apply them in real-life situations. One relevant approach to addressing this challenge is the provision of learning media based on socio-scientific issues in the form of interactive, multimodal, and hypercontent e-modules. This research aims to explore the needs of students and teachers as the basis for developing the e-module. The research subjects involved 71 students and two science teachers at SMP Negeri 11 Bayung Lencir. Data was collected through observations, interviews, and questionnaires. The observation results show that learning remains teacher-centered, lecture-dominant, and relies on a limited package of books, and is less related to daily life. Student interviews revealed that science learning tends to be monotonous; however, they show a strong tendency towards visual-based and group discussion-based learning. Direct practice, as well as digital media that are integrated with environmental, health, and technological issues. The teacher emphasized the need for innovative media that is contextual and digital-based. The questionnaire data reinforces this finding, where 74.6% of students are looking for additional materials outside of the package book, 54.9% need additional learning media, but only 9.8% have used e-modules. In addition, almost half of the students (49.2%) stated that they prefer digital-based learning and are interested in science materials related to socio-scientific issues. This finding confirms the urgency of developing hypercontent e-modules with socio-scientific issue-content as a pedagogical as well as technological solution to support the defense of science that is more meaningful, collaborative, and contributory to improving the science literacy of junior high school students.
Computational Thinking Ability of Grade IV Elementary School Students on Energi and Its Changes Material Agustina, Siti; Sopandi, Wahyu; Sujana, Atep
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.v4i4.2542

Abstract

Despite the emphasis on higher-order thinking skills in 21st-century learning, computational thinking skills among elementary school students remain underdeveloped. Many students rely on memorization instead of understanding the logical, systematic process of solving problems, particularly in science. This is evident in their inability to break down complex problems into smaller parts, identify interrelationships between components, and develop structured, step-by-step solution strategies. This indicates a gap between future competency needs and classroom learning practices. This study aims to examine and describe the computational thinking abilities of fourth-grade students in relation to energy and its changes. The study will determine if there is a problem with students' computational thinking abilities in this context. This study employed a descriptive quantitative method with a sample of 80 students from several elementary schools. The instrument used was a written test based on computational thinking indicators, including decomposition, pattern recognition, abstraction, and algorithms. The results showed that students' computational thinking ability was poor because the value range was 62. Students can identify patterns and organize problem-solving steps systematically. However, they still have difficulty abstracting information and breaking down complex problems into simpler parts. These findings underscore the importance of integrating learning activities that stimulate computational thinking skills early on, particularly in elementary school science education, and of applying appropriate models to enhance students' computational thinking abilities.
Strategic Implementation of Academic Supervision by School Principals: A SWOT-Based Analysis of Teacher Professional Development Af'idah, Azimatul; Hariyati, Nunuk; Haq, Mohammad Syahidul; Khamidi, Amrozi
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.v4i4.2543

Abstract

Academic supervision by school principals constitutes a critical mechanism for enhancing teacher professionalism and instructional quality, yet implementation challenges persist globally. This qualitative study employed systematic literature review integrated with field observations at two purposively selected elementary schools in Gresik Regency, Indonesia—UPT SD Negeri 15 and UPT SD Negeri 23—both led by principals with "Guru Penggerak" backgrounds. Data were analyzed using SWOT framework to identify internal and external factors influencing supervision effectiveness. Findings revealed significant improvements in reflection and instructional improvement (8.22-9.09 points) and innovative implementation practices (9.21-9.38 points) at both schools, attributed to structured supervision, active learning communities, and qualified teaching staff. However, teaching methods scores remained suboptimal (59-63 out of 100) with modest increases (1.26-2.00 points), indicating persistent methodological challenges. SWOT analysis identified principal competencies and learning communities as key strengths, time constraints and limited methodological diversity as weaknesses, educational policy support and technological advancement as opportunities, and workload pressures and policy changes as threats. Strategic recommendations include enhancing data-driven supervision mechanisms, strengthening learning communities, providing administrative support systems, and contextually adapting supervision to schools' distinctive excellence programs for optimal teacher professionalism and sustainable instructional quality improvement.
Canva-Based Interactive Flashcard Development Needs Analysis to Optimise Early Reading Learning in Elementary Schools Utami, Dyah Setyo; Jaenudin, Riswan; Hudaidah, Hudaidah
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.v4i4.2546

Abstract

Early reading skills are an important foundation for the success of student learning at the next level. However, many elementary school grade I students still have difficulty recognising letters, spelling, and understanding simple words due to monotonous learning dominated by the use of textbooks. This condition shows the need for learning media innovations that are more interactive, interesting, and in accordance with the learning characteristics of early childhood students. This study aims to analyse the need for the development of Canva-based interactive flashcards to optimise early reading learning in grade I elementary school. The method used is Research and Development (R&D) with a qualitative descriptive approach. Data were collected through semi-structured interviews with one grade I teacher and closed interviews with 30 grade I students at SDN 4 Ngulak, Sanga Desa District, Musi Banyuasin Regency. Data analysis was carried out in a qualitative descriptive manner with the Miles and Huberman model through three stages, namely data reduction, data presentation, and conclusion drawn. The results of the study showed that the analysis of students' needs for the development of Canva-based flashcard interactive media was in the very high category, with the acquisition of pedagogical aspects of 98.89%, technical aspects of 94.17%, cognitive aspects of 78.33%, aesthetic aspects of 96.67%, and evaluation aspects of 91.67%. The teacher also emphasised the importance of digital media that is visual, practical, and supports multisensory learning through a combination of text, images, and sound. These findings indicate that the development of Canva-based interactive flashcards has the potential to be a practical learning media innovation to improve the motivation and early reading ability of elementary school students.

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