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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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Enhancing Student Motivation and Learning Outcomes Through Teams Games Tournament Integration with Wordwall Munandar, Wahidatul; Hala, Yusminah; Syamsiah, Syamsiah
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2644

Abstract

This quasi-experimental study investigated the differential effects of Teams Games Tournament (TGT) learning model with and without Wordwall integration on eleventh-grade biology students' motivation and learning outcomes at SMAN 8 Gowa, Indonesia. Seventy-two students were assigned to two experimental groups: R1 (TGT with Wordwall, n=36) and R2 (TGT only, n=36). Data were collected using a 20-item motivation questionnaire and a 30-item achievement test administered as pretests and posttests. Statistical analyses included descriptive statistics, one-way ANOVA, and normalized gain (N-Gain) calculations. Results revealed significant differences favoring TGT-Wordwall integration for both motivation (F(1,70)=38.42, p<.001, η²=.354) and learning outcomes (F(1,70)=86.77, p<.001, η²=.554). The R1 group achieved high N-Gain scores (g=0.78 for motivation; g=0.82 for learning outcomes) compared to R2's moderate gains (g=0.50 and g=0.63 respectively). Categorical analysis showed 66.7% of R1 students reached adequate or good performance levels versus only 8.3% in R2. These findings demonstrate that integrating interactive digital platforms with cooperative learning models substantially amplifies instructional effectiveness. The study provides empirical evidence supporting technology-enhanced pedagogy in secondary education and offers practical implications for educators implementing 21st-century learning approaches in biology instruction.
Local Culture-Based Education as an Alternative Pedagogical Model in Indigenous Regions Maturbongs, Lodovika; Lestari, Slamet
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.v4i4.2645

Abstract

The preservation of local culture through education has become increasingly important in the context of globalization, particularly in culturally rich and peripheral regions such as Papua. This study aims to examine the implementation of local culture-based school programs in public senior high schools across Merauke Regency, focusing on forms of implementation as well as supporting and inhibiting factors. A qualitative approach with a multiple case study design was employed. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, extracurricular supervisors, and students from three public senior high schools. Data validity was ensured through source and method triangulation, and analysis followed the interactive model of data condensation, data display, and conclusion drawing. The findings reveal that local culture-based school programs are implemented through diverse models, including performance-based activities, curriculum-integrated projects, and holistic school culture approaches. Supporting factors include strong leadership commitment, culturally competent teachers, positive school culture, and community involvement, while inhibiting factors involve external cultural influences, limited resources, time constraints, and variations in teachers’ understanding. Notably, students demonstrated a strong preference for experiential and outdoor learning contexts when engaging with local culture. This study contributes to the discourse on culturally responsive education by providing empirical evidence from an indigenous context and highlights the importance of institutional integration and contextualized pedagogy in sustaining local culture-based education.
From reference to practice: How teachers use the Merdeka Mengajar platform and what it changes : english Erwinda, Faizal Yusa; Yuliana, Lia; Ikhwan, Muh. Saidil
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2659

Abstract

This study explores how teachers utilize the Merdeka Mengajar platform and how its use contributes to pedagogical transformation within Indonesia’s Merdeka Belajar reform. Employing a qualitative multi-site case study design, the research involved six teachers and two school leaders (n = 8) from two private junior high schools in Central Java. Data were collected through semi-structured interviews, classroom observations, and document analysis conducted over a three-month period (February–April 2024). The data were analyzed using inductive thematic analysis to identify recurring patterns of platform use and pedagogical change. The findings reveal three dominant patterns of Merdeka Mengajar utilization: selective adoption for lesson preparation, instrumental use for administrative and reporting tasks, and emerging reflective engagement for professional learning. These patterns were shaped by leadership support, peer collaboration, curriculum alignment, and teachers’ levels of digital literacy. Although challenges such as limited time and infrastructural constraints persisted, the platform supported reflective practice, differentiated instruction, and collegial collaboration among teachers. The study concludes that Merdeka Mengajar has the potential to function as a catalyst for professional growth and pedagogical innovation when supported by strong institutional commitment and continuous mentoring. These findings offer practical insights for strengthening national digital professional development initiatives within equitable education reform.
Management of Digital Media Use in Integrating Local Wisdom in Elementary Schools Susanti, Asti; Rosa, Ade Tutty Rokhayati
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2667

Abstract

The rapid integration of digital media in elementary education presents a paradox: while enhancing pedagogical delivery, it risks eroding local wisdom without systematic cultural intentionality. This study examines digital media management for local wisdom integration through the Plan-Do-Check-Act (PDCA) framework. Employing qualitative descriptive design, this research investigated practices at two purposively selected elementary schools in West Java, Indonesia. Data were collected through classroom observations (24 sessions), semi-structured interviews with principals and teachers (n=8), student interviews (n=12), and document analysis, then analyzed using Miles-Huberman procedures with source triangulation for trustworthiness. Findings reveal that while both schools successfully implement digital media with high student engagement (88%), local wisdom integration remains severely limited (8% of observed lessons). Analysis across PDCA phases demonstrates systematic gaps: planning lacks cultural grounding, implementation prioritizes generic content, evaluation focuses exclusively on academic outcomes while neglecting cultural dimensions, and follow-up emphasizes technical rather than culturally-responsive pedagogical development. Teachers demonstrate reasonable technical proficiency but lack conceptual frameworks for bridging technology and culture. Results indicate incomplete PDCA implementation characterized by "technology-first" rather than "purpose-first" planning, creating digital cultural displacement. The study contributes theoretically by introducing "cultural intentionality" as essential for effective digital media management and practically by demonstrating that infrastructure investment without culturally-informed pedagogical capacity building risks accelerating cultural homogenization. Future research should pursue longitudinal investigations and participatory approaches engaging communities in co-designing culturally-responsive digital resources.
Systematic Management of Character-Based Arts Extracurricular Activities: A Multiple Case Study of Academic Achievement Enhancement in Indonesian Elementary Schools Sulastri, Pipin; Hidayat, Ayi Najmul
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2669

Abstract

Character-based arts extracurricular activities represent promising interventions for holistic student development, yet limited research examines their systematic management and relationship to academic achievement in resource-constrained elementary school contexts. This study investigated the management practices of character-based arts extracurricular activities and their influence on student academic achievement in two Indonesian elementary schools. Employing a qualitative descriptive case study design, data were collected through semi-structured interviews with school administrators, teachers, and parents; systematic observations of extracurricular activities; and document analysis of program materials and evaluation reports at SDN Citamiang 1 and SDN Karang Tengah in Sukabumi City. Thematic analysis examined management practices across planning, organizing, implementing, and evaluating dimensions. Both schools demonstrated systematic management approaches integrating character education within arts instruction through experiential learning, explicit reflection practices, and stakeholder collaboration. Students participating consistently for two or more semesters showed enhanced academic performance and character development in discipline, responsibility, and teamwork. Implementation challenges included qualified instructor shortages and material resource constraints, addressed through community partnerships, creative pedagogical adaptations, and enhanced parent engagement. Systematic management of character-based arts extracurricular activities effectively facilitates character development and academic achievement enhancement despite resource limitations. Findings provide replicable models for schools seeking to implement integrated arts-character programs while highlighting the importance of sustained participation, institutional adaptability, and multi-stakeholder collaboration for program success.
Beyond Resource Constraints: How Participatory Management Practices Foster Teacher Pedagogical Competence Nurmayasari, Dewi; Rosmaladewi, Okke
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2670

Abstract

Educational quality in integrated junior high schools operating under severe resource constraints remains critically dependent on effective principal management, yet systematic understanding of how principals successfully foster teacher pedagogical competence development in such contexts remains limited. This study examined principal management practices in improving teacher pedagogical competence at integrated junior high schools through planning, organizing, actuating, and controlling functions. A qualitative case study approach was employed at two purposively selected integrated junior high schools in Purwakarta Regency, Indonesia. Data were collected through in-depth interviews with 18 participants (principals, vice principals, teachers, and students), participant observation, and document analysis. Data analysis followed Miles, Huberman, and Saldaña's interactive model, with triangulation ensuring credibility. Findings revealed substantial differences between schools despite similar resource limitations. SMPN Satu Atap Cileunca's participatory planning, distributed organizational structures, systematic implementation, and documented evaluation fostered greater teacher agency and professional development compared to SMPN Satu Atap Panyindangan's centralized, informal approach. Key differentiating factors included collaborative planning processes, peer learning structures, consistent supervisory practices, and systematic documentation. Management effectiveness in resource-constrained contexts depends fundamentally on participatory, adaptive approaches rather than resource abundance. Strategic management practices emphasizing collaboration and systematic improvement can successfully cultivate teacher pedagogical competence even under severe constraints, challenging deficit-oriented perspectives and offering actionable guidance for principals, supervisors, and policymakers in developing contexts.
Enhancing Graduate Competitiveness Through PDCA-Driven Curriculum Management Haniyan, Faradifa Evrillia; Rosdini, Deti
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2673

Abstract

Vocational education must respond dynamically to evolving industry demands through systematic curriculum management. The Plan-Do-Check-Act (PDCA) framework offers potential for continuous improvement, yet its application in resource-limited vocational schools remains underexplored. This qualitative case study examined PDCA implementation at SMK Mathla'ul Anwar Margahayu through in-depth interviews with school leaders (n=2), teachers (n=6), and industry partners (n=4), complemented by classroom observations and curriculum document analysis. Data were analyzed using Miles and Huberman's interactive model with triangulation ensuring trustworthiness. PDCA implementation demonstrated systematic improvements across all stages: industry-informed planning through structured stakeholder engagement, authentic implementation integrating Teaching Factory and Product-Based Learning (87.5% of lessons), reflective criteria-based evaluation with 78% of student products meeting industry standards, and evidence-based curriculum revisions. Five enabling factors emerged—visionary leadership, strategic partnerships, teacher professionalization, data-driven culture, and policy support—while four constraints were identified: infrastructure limitations, resource insufficiencies, teacher workload, and diverse industry requirements. Findings advance theoretical understanding by introducing "structured flexibility" in curriculum management, demonstrating how industrial quality frameworks adapt to educational contexts. PDCA proves effective when supported by enabling conditions, though sustainability requires systemic resource investment. The study offers replicable models for curriculum-industry collaboration applicable across diverse vocational education settings in the Industry 4.0 and Society 5.0 era.
Strategies of Education and Cultural Attaché in Enhancing Educational Quality at Indonesian School Riyadh, Saudi Arabia Rinaldi, Cherry; Khamidi, Amrozi; Amalia, Kaniati; Nursalim, Mochamad; Roesminingsi, Enny; Sholeh, Muhamad
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2689

Abstract

The role of Education and Cultural Attachés (Atdikbud) in managing Indonesian Schools Abroad (SILN) has become increasingly critical in maintaining educational quality for Indonesian citizens overseas. This study examines the strategic approaches employed by Atdikbud at the Indonesian Embassy in Riyadh to enhance educational quality at Sekolah Indonesia Riyadh (SIR). This research aims to analyze the strategies implemented by Atdikbud in improving educational quality, identify challenges encountered, and explore solutions applied in managing SILN within a multicultural context. Employing a qualitative case study approach, data were collected through in-depth interviews with Atdikbud, school principals, teachers, and parent representatives at SIR, complemented by direct observations and document analysis. Data analysis utilized the Miles and Huberman interactive model, incorporating data condensation, data display, conclusion drawing, and verification through triangulation. Findings reveal that Atdikbud implements five primary strategies: (1) policy harmonization between Indonesian and Saudi educational systems, (2) continuous professional development for educators, (3) infrastructure optimization through diplomatic channels, (4) cultural diplomacy integration in curriculum, and (5) stakeholder collaboration enhancement. Major challenges include resource limitations, cultural adaptation barriers, and bureaucratic complexities. Innovative solutions involve technology utilization, local community partnerships, and flexible policy implementation. In conclusion, atdikbud plays a pivotal strategic role in supporting Indonesian education abroad through adaptive leadership, cultural sensitivity, and diplomatic coordination. The study recommends strengthening inter-ministerial coordination, increasing resource allocation for SILN, and developing context-specific guidelines for educational diplomacy in multicultural settings.
Teacher Digital Literacy and Merdeka Curriculum Readiness: The Role of Learning Communities in Preparing 21st-Century Competencies in Secondary Schools Andriyani, Susy; Haq, Mohammad Syahidul; Sholeh, Muhamad; Hazin, Mufarihul; Khamidi, Amrozi; Kristanto, Andi
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2692

Abstract

The global education crisis demands that teachers possess competent digital literacy as a prerequisite for implementing the Merdeka Curriculum and preparing students for 21st-century challenges. However, despite strong policy emphasis on digital literacy and Learning Communities, empirical evidence of their interrelationship in Indonesian secondary school contexts remains limited. This study aims to analyze the effectiveness of Learning Communities as a mechanism for teacher professional development, the level of teacher digital literacy, and the evaluation of the school's digital climate in supporting the synergy between the two. This research uses a descriptive quantitative approach with a cross-sectional survey design, based on data from 39 Junior High School teachers across two work units (SMPN 2 Dawarblandong and SMPN 2 Mojosari). Data were analyzed using descriptive statistics including means, standard deviations, and comparative analysis between schools. The results show that the Learning Community dimension proved highly effective with an average score of 4.78, serving as a core pillar for professional development and teacher self-reflection. The strongest indicator lies in the Learning Communities' ability to help teachers identify strengths and weaknesses in their teaching practices, achieving a score of 4.92. However, the Teacher Digital Literacy dimension recorded the lowest average score of 4.47, with the routine use of Google Classroom as the lowest indicator at 4.23. While leadership support in facilitating Learning Communities is very high at 4.90, formal recognition related to digital innovation by school principals remains moderate at 4.28. It is concluded that Learning Communities have established a strong foundation for collaboration, but there is a significant gap between non-technical collaborative readiness and routine technology adoption. Schools need to reorient Learning Communities to focus on operational technical training and strengthen the recognition system to encourage continuous digital integration in implementing the Merdeka Curriculum.
Reconceptualizing Cultural Character Education: Integrating Futuristic Pedagogy for Generation Alpha's Local Cultural Preservation Istiqomah, Yunita Yasmin; Herlambang, Yusuf Tri; Yuniarti, Yeni
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2703

Abstract

Generation Alpha, born entirely within the digital ecosystem, faces unprecedented challenges in maintaining connection to local cultural heritage while navigating technology-saturated learning environments. This study explores how futuristic pedagogy can effectively cultivate love for local culture among Generation Alpha students in elementary education. A systematic literature review analyzed 47 peer-reviewed publications from 2020-2025, employing purposive sampling and Miles and Huberman's analytical framework comprising data collection, presentation, reduction, and conclusion drawing. Three critical findings emerged: futuristic pedagogy encompasses six interconnected elements balancing technological competencies with character development; Generation Alpha exhibits seven distinctive characteristics including productive global-local cultural tension; and technology-enhanced strategies, particularly augmented reality applications, effectively bridge digital engagement with cultural authenticity. Analysis revealed that successful cultural character education requires intentional integration of immersive technologies, gamified learning, digital storytelling, and collaborative projects that position students as cultural co-creators.  The findings reconceptualize cultural character education as digitally mediated process requiring strategic integration of technological, cultural, and developmental dimensions. While technology contributes to cultural displacement, appropriately designed digital learning experiences can serve as powerful tools for cultural preservation. Future research should conduct longitudinal studies establishing causal relationships and investigate adaptations for diverse Indonesian contexts.

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