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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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Canva Media Implementation for Enhancing Grade Four Civic Education Learning Outcomes Widiani, Niluh Chixa; Gagaramusu, Yusdin Bin. M.; Pahriadi, Pahriadi; Firmansyah, Arif; Al Kamil, Muhammad Nazimuddin; Wilade, Surahman
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.v5i1.2731

Abstract

Traditional teaching methods in Pancasila and Civic Education (PPKn) often result in passive learning and low student engagement, particularly in rural elementary schools. This study investigated the effectiveness of Canva media implementation in enhancing fourth-grade students' PPKn learning outcomes at SDN 2 Dolo. A Classroom Action Research design following the Kemmis and McTaggart model was employed across two intervention cycles. Thirteen fourth-grade students (8 males, 5 females) participated in the study. Data were collected through pre-tests, post-tests, structured observation sheets for teacher and student activities, and documentation. Quantitative data were analyzed using individual and classical absorption capacity formulas, while qualitative data were analyzed descriptively and categorized. Student mastery rates increased substantially from 15.38% (pre-test) to 38.46% (Cycle I) and 92.30% (Cycle II), with class average scores improving from 58.46 to 86.15. Teacher activity improved from 69.53% (Fair) to 93.75% (Very Good), while student engagement increased from 76.78% (Good) to 94.64% (Very Good). Classical learning completeness in Cycle II (92.30%) exceeded the 75% success criterion. Systematic implementation of Canva media significantly enhances PPKn learning outcomes by transforming abstract civic concepts into concrete, visual, and interactive learning experiences. The cyclical action research approach proved effective for instructional improvement and teacher professional development.
The Role of Elementary Teachers in Visual Arts Instruction: Navigating Challenges in Post-Tsunami Educational Contexts Mayuni, Anidya Citra; Rizal, Rizal; Lagandesa, Yun Ratna; Isnayanti, Andi Nur; Wilade, Surahman; Ruana, Rahmat Maghfirah
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.v5i1.2747

Abstract

This study examines the multidimensional roles teachers perform in Visual Arts instruction for fifth-grade students within the Merdeka Curriculum framework at SD Inpres 1 Talise, a post-disaster educational context in Palu, Indonesia. Employing qualitative descriptive methodology, data were collected through classroom observations, semi-structured teacher interviews, and student questionnaires (n=23) measuring perceptions of teacher effectiveness across 20 items. Results revealed that teachers simultaneously enact three primary roles: educator (20.65% of positive responses), facilitator, and motivator, achieving an overall effectiveness rating of 71.56% despite significant resource constraints. Interview data documented sophisticated pedagogical strategies including character modeling, project-based facilitation, and differentiated motivation techniques. However, persistent challenges emerged including limited facilities, constrained instructional time, and inadequate professional development. Unexpectedly, students demonstrated creative adaptation to resource scarcity through material improvisation and peer mentoring. The findings extend existing literature by demonstrating that moral development remains central to arts education even within student-centered curricula, while revealing how teachers in resource-constrained post-disaster contexts employ adaptive strategies to fulfill complex pedagogical responsibilities. This research contributes empirical evidence for developing targeted teacher professional development, schedule restructuring, and infrastructure investment policies that recognize arts education as critical educational and therapeutic infrastructure, particularly in disaster-affected communities.
The Effectiveness of Powtoon Animated Media in Improving Early Reading Skills Among Second-Grade Students Rahma, Radia; Hariana, Kadek; Fasli, Muhammad; Lagandesa, Yun Ratna; Wilade, Surahman
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.v5i1.2751

Abstract

Early literacy acquisition remains challenging in Indonesian elementary schools where conventional teaching methods predominate. This study investigated the effectiveness of Powtoon-based animated image media in enhancing initial reading abilities among second-grade students. Employing classroom action research methodology, the study involved 25 students at SD Inpres Bumi Sagu across two intervention cycles during August 2025. Data were collected through pre-tests, post-tests, structured observations, and interviews. Quantitative analysis calculated individual absorption capacity, classical learning completeness, and classical absorption capacity, while qualitative data underwent thematic analysis. Findings demonstrated substantial improvements across intervention cycles. Classical completeness increased from 36% (pre-action) to 64% (Cycle I) and 84% (Cycle II), while mean reading scores advanced from 63.2 to 68.0 and finally 76.0. Teacher activity observations progressed from 75.75% to 85% (very good category), and student engagement increased from 70% to 81.25% (very good category). Qualitative observations revealed heightened motivation, sustained attention, and 92% student preference for animated instruction. Unexpectedly, students with stronger phonemic awareness foundations exhibited greater gains than those with severe literacy deficits. Results support cognitive theory of multimedia learning, demonstrating that animated media enhances literacy outcomes through dual-channel processing while improving engagement. The intervention proves effective as an enhancement tool requiring strategic integration with explicit phonics instruction for struggling readers.
Analysis of Learning Difficulties of Grade IV Elementary School Students on Fractal Materials Reviewed from Numeracy Ability and Self-Efficacy Pradinar, Aprillia Putri; Wiryanto; Rahaju, Endah Budi
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.v5i1.2752

Abstract

Difficulty understanding the concept of fractions is still a major challenge for elementary school students and has an impact on numeracy skills and self-efficacy in learning mathematics. This study aims to analyze the learning difficulties of grade IV students of SD Muhammadiyah 1 Taman on fractional material reviewed from numeracy ability and self-efficacy. The research method used a quantitative descriptive approach involving 25 students of grade IV A. Data were collected through numeracy ability tests, Bandura scale-based self-efficacy questionnaires, and structured interviews. The results showed that students' numeracy ability was in the medium category with an average achievement of 56.8%, with dominant difficulties in the aspects of fraction comparison (42%) and mixed fraction counting operations (38%). Student self-efficacy was also moderately (62.7%), with the magnitude dimension obtaining the lowest score (56%). The Pearson correlation test showed a strong positive relationship between numeracy ability and self-efficacy (r = 0.724; p < 0.01), while regression analysis showed a 52.4% contribution to numeracy ability to self-efficacy. The results of the interviews confirmed that students better understand the concept of fractions through concrete media and contextual learning. This study recommends the application of ethnomathematics-based fractional learning model with a strategy of increasing self-efficacy through positive reinforcement and scaffolding.
Elementary Students' Difficulties in Adding Fractions: A Computational Thinking Analysis Agustin, Halimah Nur; Mariana, Neni; Siswono, Tatag Yuli Eko; Wiryanto
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.v5i1.2753

Abstract

This study analyzes elementary students’ difficulties in understanding fraction addition through the framework of computational thinking (CT). Fractions are widely recognized as one of the most challenging mathematical concepts for young learners due to their abstract nature and multiple representations. The purpose of this study is to identify students’ specific difficulties across the four CT dimensions; decomposition, pattern recognition, abstraction, and algorithmic thinking in the context of fractional addition. The research employed a qualitative descriptive design involving 19 sixth-grade students from an elementary school in Mojokerto, Indonesia. Data were collected through classroom observations, diagnostic tests, and semi-structured interviews. Findings show that 78.9% of students struggled with abstraction, 73.7% with decomposition, 68.4% with algorithmic thinking, and 63.2% with pattern recognition. Students frequently applied whole-number reasoning, failed to identify equivalence patterns, and were unable to construct systematic solution procedures. These results indicate that students’ difficulties are multidimensional and stem from insufficient scaffolding in linking conceptual understanding with procedural fluency. The study suggests that CT-based instructional strategies can strengthen students’ structural reasoning and support deeper learning of fraction concepts.
Teacher Performance Management in Improving Learning Achievement of Elementary School Students Yuningsih, Ina; Tejawiani, Ida
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.v5i1.2759

Abstract

Suboptimal teacher performance management implementation contributes to persistent low student achievement in Indonesian elementary education, yet limited research examines how contextual variations shape management effectiveness in resource-constrained rural settings. This qualitative comparative case study investigated teacher performance management across Armstrong's five-stage framework (planning, implementation, monitoring, assessment, follow-up) at two elementary schools in Naringgul District, Cianjur Regency. Data were collected through in-depth interviews with principals, teachers, and students; participatory classroom observations; and document analysis, then analyzed using Miles, Huberman, and Saldaña's interactive model. Both schools implemented all performance management stages systematically, though with distinct approaches: SDN Mulyasari employed backward design planning and spontaneous differentiated instruction despite infrastructure limitations, achieving 65% student competency attainment, while SDN Tegallame utilized behavioral objectives planning and programmatic differentiation with superior technology integration, achieving 75% attainment. The study revealed effective monitoring requires "nested feedback loops" combining classroom-level formative assessment with school-level clinical supervision. However, a critical implementation gap emerged: weak linkage between performance evaluation outcomes and targeted professional development interventions in both schools. Findings demonstrate that effective performance management permits multiple valid instantiations shaped by context, with pedagogical adaptability partially compensating for resource constraints. The research advances theoretical understanding by conceptualizing monitoring as synergistic multilevel systems while identifying the evaluation-to-development gap as a key barrier to transformative impact, suggesting educational leaders must prioritize systemic integration and establish explicit pathways connecting assessment to focused professional learning.
Management Facilities and Infrastructure in Improving Quality Learning at Elementary School Saripah, Ade; Tejawiani, Ida
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.v5i1.2760

Abstract

Effective facilities and infrastructure management is critical for educational quality, yet many elementary schools in rural areas face significant resource constraints that impede optimal facility utilization.  This study examines how Planning, Organizing, Actuating, and Controlling (POAC) management principles are implemented to optimize facilities and infrastructure in improving learning quality at two elementary schools with contrasting institutional characteristics. A qualitative descriptive case study was conducted at SDN Cinangsi (public) and MIS Sukamulya (foundation-based private) in Cianjur Regency, Indonesia. Data were collected through semi-structured interviews with principals, teachers, and students, systematic observations, and documentary analysis. Data analysis employed Miles and Huberman's interactive model with triangulation to ensure validity.  Both schools implemented systematic POAC-based management despite resource limitations. Planning involved participatory needs assessment and strategic prioritization. Organization utilized adaptive strategies including manual inventory systems with practical solutions. Implementation emphasized teacher creativity in developing improvised instructional materials. Supervision focused on administrative compliance but inadequately assessed pedagogical impact. Systematic facilities management through POAC principles, combined with stakeholder collaboration and teacher improvisation, enables resource-constrained schools to optimize facility utilization and support learning quality. However, supervision systems require enhancement to evaluate facility impacts on educational outcomes effectively.
Systematic Curriculum Management and Teacher Performance Development: A Comparative Case Study in Rural Schools Kuswahyuni, Sri Retno; Tejawiani, Ida
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.v5i1.2761

Abstract

The implementation of Indonesia's Merdeka Curriculum faces significant challenges in rural schools, particularly regarding teacher performance affected by limited infrastructure and uneven competencies. This study examined how systematic curriculum management through the PDCA (Plan-Do-Check-Act) cycle influences teacher performance development in two rural junior high schools. A qualitative comparative case study was conducted at SMPN 2 Naringgul and SMPN 3 Naringgul, Cianjur Regency, involving 4 school leaders and 28 teachers. Data were collected through observations (84 lessons), in-depth interviews, and document analysis over six months, then analyzed using Miles, Huberman, and Saldaña's interactive model. Both schools successfully implemented varied teaching methods (75% of lessons) and created positive learning environments (89.5%), though digital technology integration remained weak (17.5%). SMPN 2 faced internal-psychological challenges with teacher confidence, while SMPN 3 confronted systemic infrastructure limitations. Academic supervision, formative assessment, and teacher reflection forums functioned effectively, yet documentation practices and systematic follow-up remained inconsistent. Findings demonstrate that PDCA-based curriculum management improves teacher performance when appropriately contextualized, though success depends on addressing both structural constraints and teacher self-efficacy simultaneously. The emergence of organic teacher leadership and adaptive management strategies proved crucial for implementation success. Results underscore the necessity of differentiated support approaches, job-embedded professional development, and sustained multi-year commitments to technology integration in resource-constrained rural contexts.
Managing Infographic-Mediated Indonesian Language Instruction to Improve Elementary Students' Procedural Writing Skills Rachmawati, Sisca; Abdurrahman, Nana Herdiana
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.v5i1.2762

Abstract

Elementary students frequently encounter challenges in developing writing proficiency due to inadequate instructional strategies and limited engagement with conventional text-based approaches. This study examined the management of Indonesian language instruction incorporating infographic media to enhance elementary students' procedural writing skills through systematic PDCA (Plan-Do-Check-Act) cycle implementation. A qualitative multiple case study was conducted at two elementary schools (SDN Sindanglaya and SDN Panagan) in Cianjur Regency, Indonesia. Data were collected through classroom observations (24 sessions), semi-structured interviews with teachers (n=4), principals (n=2), and students (n=48), and document analysis of instructional artifacts. Data analysis followed Miles et al.'s systematic procedures encompassing data reduction, display, and conclusion drawing with cross-case comparison. Findings revealed that structured infographic-based instructional management significantly improved students' writing quality (34% average improvement) with particularly substantial gains in structural organization (47%). Student engagement during infographic activities (78%) substantially exceeded traditional instruction (52%). Teachers demonstrated pedagogical adaptability despite technological constraints, while systematic evaluation and continuous improvement processes enhanced instructional effectiveness.  PDCA-based management of infographic-mediated instruction represents an effective, evidence-based approach for enhancing elementary writing instruction when implemented through comprehensive frameworks encompassing rigorous planning, adaptive pedagogy, systematic evaluation, and continuous refinement that balance innovation with pragmatic implementation realities.
Cultivating Disciplinary Character Through Structured Assignment Management: A Comparative Case Study in Elementary Education Wiyanti, Dwi; Rosa, Ade Tutty R
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.v5i1.2763

Abstract

Discipline formation in elementary education faces challenges from inadequate instructional planning, limited parental involvement, and adverse socioeconomic conditions. This study examines the effectiveness of structured assignment management through the POAC (Planning, Organizing, Actuating, Controlling) framework in cultivating disciplinary character among elementary students.  A qualitative case study was conducted at two elementary schools in West Jakarta involving school principals (n=2), teachers (n=8), and students (n=24). Data were collected through semi-structured interviews, systematic observations, and documentary analysis, then analyzed inductively with triangulation procedures to ensure credibility. Findings revealed significant implementation variations between schools. Comprehensive POAC application—characterized by systematic planning, coordinated organization, consistent execution, and rigorous evaluation—effectively enhanced student discipline, manifested through improved assignment completion rates, punctuality, and rule compliance. Conversely, partial implementation yielded suboptimal outcomes. Unexpectedly, institutional support mechanisms partially compensated for socioeconomic disadvantages when systematically delivered.  Structured assignment management operationalized through POAC constitutes an effective strategy for disciplinary character development, with implementation fidelity determining intervention success. Findings contribute empirical evidence bridging educational management theory and character education practice, informing policy regarding resource allocation, professional development, and family-school partnerships necessary for sustained disciplinary cultivation.

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