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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 Geographic Literacy Values in Serat Centhini as a Source of Contextual Learning in Elementary Schools Pratiwi, Mey; Rachmadyanti, Putri; Puspita, Ari Metalin Ika
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.v4i4.2634

Abstract

Geographic literacy development in elementary education remains inadequate globally, with students struggling to connect spatial concepts to lived experiences. This study examines Serat Centhini, a classical Javanese manuscript, as a culturally embedded resource for developing geographical literacy in elementary schools. A descriptive qualitative research design was employed at Urangagung Elementary School involving 32 fifth-grade students, two teachers, and the principal. Data collection comprised textual analysis of Serat Centhini, classroom observations over eight sessions, and semi-structured interviews. Thematic analysis through data reduction, display, and conclusion drawing identified geographical literacy values, validated through source triangulation and peer debriefing. Five interconnected geographical literacy values emerged: spatial representation and orientation (87.5% student success rate), human-environment interactions (81.3% comparative analysis success), cultural-geographical interconnections (84.4% understanding achievement), historical-temporal spatial awareness (71.9% recognition of spatial changes), and moral-ecological values (90.6% enhanced environmental awareness). Implementation strategies including spatial narratives, local environmental analysis, collaborative learning, and reflective writing effectively enhanced students' spatial thinking and ecological consciousness. Findings demonstrate that classical cultural texts contain sophisticated geographical knowledge systems aligned with contemporary spatial thinking frameworks. This research contributes to place-based education theory by illustrating how culturally embedded narratives simultaneously advance spatial literacy, cultural preservation, and character development, supporting transformative education for sustainable development.
The Transformation of Punggawa-Sawi Relationships and Fishing Technology in Baurung Village (1960–2024) Lukman, Cici Nurmawaddah; Najamuddin, Najamuddin; Sakka, Abdul Rahma A
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.v4i4.2635

Abstract

This study investigates the modernization of traditional fishermen in Baurung Village, Majene Regency, from 1960 to 2024, examining transformations in technology, economic structures, and socio-cultural dynamics. A qualitative historical approach was employed, incorporating heuristics, source criticism, interpretation, and historiography. Data were collected through semi-structured interviews with fishermen association leaders, active and senior fishermen, and fish distributors, complemented by participatory observation and documentary analysis. Triangulation and source criticism ensured data validity and reliability. The findings reveal that pre-modernization fishing relied entirely on traditional equipment such as baqgo and lepa-lepa, with social relations governed by kinship-based punggawa-sawi relationships. The introduction of katinting engines in the 1980s initiated technological transition, progressing to high-powered Mitsubishi 6D14 engines by the 2000s. This modernization increased monthly incomes to 10-15 million rupiah and expanded operational range beyond 50 kilometers offshore. However, modernization simultaneously produced economic stratification, transformed patron-client relationships into contractual arrangements, and paradoxically discouraged youth educational advancement due to attractive immediate maritime employment. Religious participation strengthened alongside improved prosperity. These findings demonstrate that modernization generates multidimensional impacts requiring integrated policy approaches that balance productivity enhancement with social equity and cultural preservation in coastal community development.
Analysis of Media Needs Based on Visual Ethnography in Social Studies Learning in Junior High School Makhsunah, Makhsunah; Jaenudin, Riswan; Raharjo, Makmum
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.v4i4.2636

Abstract

This study aims to analyze the needs of teachers and students for Visual Ethnography-based learning media in social studies learning in junior high schools. The Visual Ethnography approach offers a solution by presenting social and cultural data in an authentic and contextual visual form. The research method employed is a quantitative descriptive approach, supplemented by qualitative data. The research subjects consisted of 17 teachers and 211 junior high school students from nine schools in Sungai Lilin, Bayung Lencir, and Tungkal Jaya Districts, Musi Banyuasin Regency, South Sumatra Province. Data was collected through a needs questionnaire distributed using Google Forms, as well as interviews to obtain a more comprehensive picture of media needs. The results showed that students' needs for interactive, contextual, and visually based learning media related to local culture were in the high to very high category, with an average percentage of 86–93%. In contrast, the need for teachers in this aspect was in the range of 78–88%. The expected media include infographics, ethnographic videos, and visual narratives that are easy to understand and relevant to the student's learning experience. These findings confirm that Visual Ethnography-based media can increase learning engagement, understanding of social concepts, and appreciation of cultural diversity. The implications of this study highlight the need to develop innovative learning media based on Visual Ethnography to enhance social studies learning that is more meaningful, contextual, and aligned with the characteristics of junior high school students.
Understanding Teacher Work Discipline Through Instructional Leadership and Work Motivation: An Indonesian Elementary School Perspective Lasminto, Lasminto; Khoiri, Nur; Ariyanto, Lilik
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.v4i4.2637

Abstract

Teacher work discipline is fundamental to educational quality, yet persistent challenges exist in Indonesian elementary schools. This study examined the influence of instructional leadership and work motivation on teacher work discipline in Pedurungan District, Semarang City. A quantitative descriptive-correlational design was employed with 195 elementary school teachers selected through proportional random sampling. Data were collected using validated questionnaires measuring instructional leadership (α = 0.859), work motivation (α = 0.770), and teacher work discipline (α = 0.891). Multiple linear regression analysis was conducted following classical assumption testing. Instructional leadership significantly influenced teacher work discipline (t = 7.084, p < 0.001), as did work motivation (t = 3.383, p < 0.001). Simultaneously, both variables explained 34.4% of variance in teacher discipline (F = 50.541, p < 0.001), with 65.6% attributable to other factors. The regression equation Y = 16.472 + 0.065X₁ + 0.044X₂ indicated positive relationships between predictors and discipline. Findings validate integrated organizational behavior models, demonstrating that teacher discipline emerges from synergistic interactions between external leadership practices and internal motivational states. Results extend limited research on combined effects of leadership and motivation in non-Western educational contexts, suggesting comprehensive improvement strategies must address both principal instructional capacity and teacher motivational systems simultaneously rather than in isolation.
Integrating Begibung Tradition Values in Elementary Education: An Ethnopedagogical Approach to Character Development Shalihat, Entin; Suciptaningsih, Oktaviani Adhi; Mashfufah, Aynin; Anggraini, Ade Eka
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.v4i4.2638

Abstract

Penelitian ini bertujuan mendeskripsikan proses internalisasi nilai kearifan lokal melalui tradisi Begibung dalam pembelajaran untuk mengembangkan karakter siswa sekolah dasar. Tradisi Begibung sebagai warisan budaya Sasak mengandung nilai kebersamaan, gotong royong, kejujuran, tanggung jawab, dan saling menghargai yang relevan dengan pendidikan karakter dan etika keilmuan. Dalam penelitian ini digunakan pendekatan kualitatif berjenis deskriptif. Informan penelitian mencakup seorang guru dan 17 murid kelas IV di SDN 50 Cakranegara. Data diperoleh melalui kegiatan observasi, wawancara, penyebaran angket, serta penelaahan dokumen. Tahapan analisis mengikuti alur reduksi data, penyajian informasi, dan penarikan kesimpulan. Berdasarkan temuan penelitian yaitu guru mengintegrasikan nilai Begibung melalui teks bacaan, gambar, video, diskusi kelompok, serta tugas proyek. Pada aspek moral knowing, siswa memahami makna Begibung dan mampu menghubungkan nilai-nilainya dengan situasi nyata di kelas. Pada aspek moral feeling, siswa menunjukkan sikap positif, rasa bangga terhadap budaya lokal, dan ketidaksetujuan terhadap perilaku yang bertentangan dengan nilai Begibung. Pada aspek moral action, terlihat perubahan perilaku berupa kerja sama, tanggung jawab, kejujuran, dan saling menghargai, meskipun belum merata pada seluruh siswa. Hasil angket menunjukkan skor 88,33% dengan kategori “Baik,” yang menegaskan bahwa sebagian besar siswa telah mampu memahami, menghayati, dan menerapkan nilai-nilai tersebut. Temuan ini membuktikan bahwa integrasi kearifan lokal Begibung berpotensi memperkuat pendidikan karakter dan etika keilmuan pada siswa sekolah dasar.
Goal-Oriented Evaluation of Educational Data Integration: Assessing Dapodik-SPMB Implementation in Indonesian Schools Kasbijanto, Kasbijanto; Haq, Mohammad Syahidul; Amalia, Kaniati; 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.v4i4.2639

Abstract

This study evaluated Dapodik integration effectiveness in the New Student Admission System (SPMB) at state junior high schools in Bojonegoro Regency, Indonesia, focusing on verification speed enhancement and data accuracy improvement. Employing a goal-oriented evaluation approach, the research utilized quantitative descriptive methods with 60 purposively sampled respondents comprising Dapodik operators, school SPMB committees, and district education office administrators. Data were collected through four-point Likert scale questionnaires (43 items across seven indicators), documentation checklists, and official SPMB records. Instrument validity was established through expert judgment (Aiken's V > 0.80) and construct validity testing (Pearson correlation), while reliability was confirmed via Cronbach's Alpha (> 0.70). Descriptive statistics and gap analysis were employed to assess objective achievement. Results demonstrated that verification speed achieved 85.94% goal realization (mean = 3.44, gap = +0.18), while data accuracy attained 82.96% (mean = 3.32, gap = +0.06), both exceeding achievement thresholds. The integration successfully reduced processing time, maintained schedule accuracy, and enhanced NISN verification and domicile compliance. However, persistent technical barriers (system downtime) and data-document mismatches indicated areas requiring improvement. The findings confirm that Dapodik-SPMB integration substantially achieves policy objectives while revealing that structural integration (efficiency) outperforms semantic integration (quality), underscoring the necessity of combining technological infrastructure with data governance protocols and operator capacity development for sustainable administrative excellence in educational systems.
Teaching Values Through History: Implementation of Indonesia's Pancasila Student Profile in a Remote Papuan Context Mau, Leni Marlina; Miftahuddin, Miftahuddin
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.v4i4.2640

Abstract

This qualitative case study investigated the integration of Pancasila Student Profile values within history education at SMA Negeri Kolese Pendidikan Guru Khas Papua Merauke, a specialized teacher-training institution in Indonesia's remote eastern region. Data were collected through participant observation, semi-structured interviews with school principals, history teachers, and curriculum developers, and documentary analysis of lesson plans, student portfolios, and instructional materials. Findings revealed that deliberate pedagogical strategies—including project-based learning, role play, case studies, and reflective discussions—successfully cultivated mutual cooperation, global diversity, critical reasoning, and nationalism dimensions among students. History education effectively functioned as a character formation vehicle when contextualized within Papua's multicultural reality and linked to contemporary issues. However, independence and creativity dimensions remained underdeveloped due to persistent reliance on teacher direction. Implementation faced significant barriers including insufficient instructional time, resource limitations, transmission-oriented teaching habits, student focus on exam scores rather than character development, and inadequate parental support. The study demonstrates that effective character education in marginalized regions requires curriculum restructuring prioritizing depth over coverage, enhanced teacher professional development, increased resource investment, and systematic family-school collaboration. These findings contribute empirical evidence regarding national character education framework adaptation for diverse sociocultural contexts while advancing theoretical understanding of contextualized character education in remote, underserved educational settings.
School Principal Leadership in Developing Non-Academic Student Achievements: Adaptive Strategies in Resource-Constrained Contexts Kurniadiningsih, Rosalia Sitowati; Miftahuddin, Miftahuddin; Bustari, Meilina
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.v4i4.2641

Abstract

In the era of globalization and rapid technological development, holistic education balancing academic and non-academic achievements has become essential for developing 21st-century learners. However, many schools, particularly in remote areas, struggle to develop students' non-academic potential due to various constraints. This study analyzed the challenges, strategies, and impacts of school principal leadership in improving students' non-academic achievements at SMAN 2 Merauke and SMAN Plus Urum in Merauke Regency, Indonesia. A qualitative descriptive approach was employed, with data collected through semi-structured interviews, non-participatory observations, and documentary analysis. Participants included school principals, vice principals, teachers, students, and school committee representatives from both institutions. Data were analyzed using the Miles, Huberman, and Saldaña model, with credibility maintained through source and method triangulation. Findings revealed that both schools faced multidimensional challenges including human resource limitations, inadequate facilities and infrastructure, budget constraints, low student participation, and minimal external support. Challenges were substantially more severe at SMAN Plus Urum due to its remote location. Principals implemented adaptive strategies including internal capacity building through peer learning and student mentorship, creative facility optimization, selective activity prioritization with transparent budget management, recognition-based motivation systems, and gradual community engagement. These strategies generated positive impacts on teacher professional development, student character formation (confidence, discipline, resilience), enhanced school reputation, and emerging community support for holistic education. Effective leadership in resource-constrained contexts requires adaptive, creative, and collaborative approaches that maximize existing capabilities while gradually building external support networks. The study contributes to understanding educational leadership in developing country contexts and provides practical insights for principals facing similar challenges.
Can Synchronized Reading Improve Advanced Reading Abilities? A Classroom Action Research on the Neurological Impress Method Amin, Asriani; 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.v4i4.2642

Abstract

Advanced reading difficulties significantly impede elementary students' academic progress, necessitating effective interventions that address both cognitive and affective dimensions of literacy development. This study examined teacher implementation of the Neurological Impress Method (NIM) and its effectiveness in improving advanced reading abilities among fifth-grade students experiencing reading difficulties. A two-cycle classroom action research design following Kemmis and McTaggart's model was conducted with 13 fifth-grade students at SD A Sangatta Utara, Indonesia. Data collection employed mixed methods including pre-post reading assessments, structured observations, interviews, and behavioral coding. The NIM intervention involved synchronized oral reading sessions between teacher and students, with progressive modifications based on reflective analysis. Significant improvements emerged across all reading dimensions. Mean scores increased 53.8% from baseline (50.9) to post-intervention (78.3), with student mastery rising from 30.7% to 84.6%. Component analysis revealed gains in pronunciation accuracy (46.8%), reading precision (53.9%), comprehension (37.3%), and prosody (41.8%). Behavioral indicators demonstrated substantial increases in reading confidence, with voluntary participation rising from 15.4% to 76.9%. Unexpectedly, high-performing students also showed continued improvement, suggesting NIM's applicability beyond remedial contexts. The Neurological Impress Method effectively enhanced both reading competencies and affective dispositions, establishing it as a feasible, resource-efficient intervention for elementary reading instruction.
Enhancing Early Reading Competencies in Students with Mild Intellectual Disabilities: A Montessori Method Intervention Study Yuliana, Yuliana; Pujaningsih, Pujaningsih
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.v4i4.2643

Abstract

Students with mild intellectual disabilities frequently encounter significant challenges in acquiring early reading skills, yet limited empirical evidence exists regarding effective instructional approaches tailored to their learning needs. This classroom action research investigated the effectiveness of the Montessori method in improving early reading competencies among slow learners in first-grade elementary education. Conducted over four weeks at SD Negeri 001 Muara Wahau, Indonesia, the study employed a Kemmis and McTaggart cyclical model comprising two intervention cycles. The participant was a first-grade male student identified as a slow learner demonstrating difficulties in letter recognition, phonetic sound production, and word reading. The intervention incorporated Montessori principles including concrete manipulatives (picture-word cards, letter cards, sandpaper letters), multisensory engagement activities, and systematic phonics instruction. Data collection utilized reading performance tests, structured observational checklists, and progress monitoring protocols. Results demonstrated substantial improvement from 20% baseline accuracy to 95% mastery level, representing a 75-percentage-point gain that exceeded the predetermined 80% success criterion. Letter recognition and phonetic sound production achieved 100% accuracy by Cycle II, while both consonant-vowel repetitive patterns and consonant-vowel-consonant-vowel patterns showed marked improvement. These findings provide empirical evidence that the Montessori method effectively enhances early reading competencies in students with mild intellectual disabilities, challenging deficit-oriented perspectives and validating multisensory structured literacy approaches for inclusive educational settings.

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