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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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Teachers' Intervention Strategies for Reading Difficulties Among Second-Grade Students: A Qualitative Case Study in Primary Education Ramadhani, Nur Rahmi Rezki; Rizal, Rizal; Aqil, Muhammad; 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.v5i1.2768

Abstract

Reading difficulties among early-grade students constitute a critical concern in Indonesian primary education, yet empirical documentation of teachers' intervention practices in authentic classroom settings remains limited. This qualitative case study examined teachers' efforts in addressing reading difficulties among four second-grade students at SD Negeri Beka, employing observations, semi-structured interviews, and documentation analysis over two academic semesters. Data were analyzed using Miles and Huberman's framework, with triangulation ensuring trustworthiness. Three primary factors contributed to reading difficulties: phonological awareness deficits (letter recognition and decoding challenges), limited parental support and home literacy environments, and motivational challenges. Teachers implemented multiple interventions including picture word cards for multisensory instruction, daily supplementary reading sessions providing additional instructional time, and provision of developmentally appropriate materials with large print and illustrations. Longitudinal observations documented gradual improvements in students' decoding accuracy, reading fluency, and self-efficacy, though progress remained incomplete and varied across individual learners. While teachers demonstrated commitment and creativity, gaps existed between implemented practices and evidence-based intervention components, particularly regarding explicit systematic phonics instruction and progress monitoring. Findings underscore the need for professional development programs equipping Indonesian teachers with research-validated intervention strategies while building upon existing pedagogical strengths and contextual awareness.
Smart Apps Creator-Based Digital Media and Elementary Science Achievement: Evidence from Rural Schools Dengkidala, Fresya Angnelvin; Nurrahma, Nurrahma; Rizal, Rizal; Lapasere, Sisriawan; 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.v5i1.2769

Abstract

The integration of digital technology in elementary science education remains limited in rural Indonesian schools, where conventional lecture-based instruction predominates and student learning outcomes are suboptimal. This study investigated the effect of Smart Apps Creator-based digital media on fifth-grade students' science learning outcomes at Sintuwulemba State Elementary School, Poso Regency. A quasi-experimental one-group pretest-posttest design was employed with 25 fifth-grade students. Participants completed a validated 20-item multiple-choice achievement test before and after a four-week intervention involving interactive digital media incorporating visual animations, simulations, instructional videos, and formative assessments. Data were analyzed using descriptive statistics and paired-samples t-test. The intervention produced a significant improvement in learning outcomes, with mean scores increasing from 61.56 (SD = 2.45) to 83.04 (SD = 1.70), representing a 34.9% gain (t = 28.63, df = 24, p < 0.001, Cohen's d = 10.21). The intervention proved equally effective across all initial achievement levels, demonstrating no correlation between pretest scores and improvement magnitude. Smart Apps Creator-based digital media significantly enhances elementary science learning outcomes through multimodal content delivery and interactive engagement. These findings support technology integration in rural schools as an equity-enhancing pedagogical strategy, though randomized controlled trials with extended follow-up periods are needed to establish long-term effectiveness and generalizability.
Using YouTube to Enhance Elementary Students’ Motivation and Participation in Integrated Science and Social Studies Learning Asyraf, M; Habibi, Akhmad; Nugraha, Ugi
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.v5i1.2770

Abstract

This study aims to analyze the impact of YouTube media on enhancing students’ learning motivation and participation in Science and Social Studies (IPAS) learning at the elementary school level. Employing a Classroom Action Research (CAR) design over two cycles—each consisting of planning, action, observation, and reflection—the study involved 16 fifth-grade students from Izzatul Islam Elementary School, Muaro Jambi Regency. Data were collected using observation sheets, learning motivation questionnaires, and field notes, and analyzed through descriptive quantitative and qualitative techniques. The results showed improvements of 27% in learning motivation and 31% in active participation. Descriptive statistical analysis indicated that these increases were meaningful, and further significance testing using the paired-sample t-test confirmed that the improvements in both motivation and participation were statistically significant (p < 0.05). Students exhibited enhanced attention, curiosity, confidence, and engagement in collaborative discussions after the integration of YouTube-based videos. Overall, the findings suggest that YouTube is an effective digital medium for strengthening students’ affective and social learning aspects while promoting active engagement in the context of digital-era education.
Digital Media-Based Mathematics Learning Strategies to Enhance Reading Interest Among Elementary School Students Lestiawati, Lastri; Rostini, 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.v5i1.2771

Abstract

Elementary students' low reading interest significantly impairs their ability to comprehend mathematical word problems, particularly in rural schools with limited technological infrastructure. This study examined how digital media-based mathematics learning strategies enhance reading interest while strengthening numeracy competencies. A qualitative case study was conducted at two Indonesian elementary schools (SDN Puncak 1 and SDN Pasirkampung) using classroom observations, semi-structured interviews with teachers, principals, and students, and document analysis. Data were analyzed following Miles, Huberman, and Saldaña's framework, with triangulation ensuring validity. Systematic implementation incorporating educational videos, interactive e-modules, digital quizzes, and GeoGebra—supported by structured planning, resource organization, and continuous supervision—produced substantial improvements. Student questioning behavior increased 239%, mathematical word problem performance improved from 56.4% to 73.2% (Cohen's d=1.43), and mathematics anxiety decreased from 67% to 38%. Students demonstrated enhanced reading behaviors including spontaneous rereading, text-pointing while reading, and voluntary engagement with mathematical narratives. Digital media-based strategies effectively integrate literacy and numeracy development when supported by systematic management frameworks. Success depends on needs-based planning, teacher professional development emphasizing pedagogical-technological competencies, offline resource preparation mitigating connectivity limitations, and data-driven supervision enabling responsive refinement. Findings validate multimedia learning theory while revealing that resource constraints can generate productive collaborative structures, providing empirical foundations for inclusive digital mathematics education in technologically limited contexts.
Coaching-Based Academic Supervision Management Using the Tirta Model to Improve Teachers' Pedagogical Competence Kustamaji, Erwin; 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.v5i1.2772

Abstract

Teachers' pedagogical competence remains a critical challenge in Indonesian elementary education despite various professional development initiatives. Traditional evaluative supervision approaches have proven insufficient in fostering sustainable teacher development. This study examined the implementation of coaching-based academic supervision using the TIRTA (Goals, Identification, Action Plan, Responsibility, Appreciation) model to enhance teachers' pedagogical competence in elementary schools. A descriptive qualitative case study was conducted at SDN Pancawangi and SDN Sindangjaya in Cianjur Regency, West Java. Data were collected through in-depth interviews with principals and teachers, participatory observations of supervision sessions, and analysis of supervision documents. Data analysis followed Miles, Huberman, and Saldaña's interactive model, with trustworthiness established through triangulation and member checking. Findings revealed that TIRTA-based supervision was implemented systematically through collaborative planning (participatory needs assessment, SMART goals), structured five-stage implementation (reflective dialogue, co-constructed action plans, mutual accountability), comprehensive evaluation (82% target achievement, constructive feedback), and sustained follow-up (continuous monitoring, progressive competency development). The coaching approach transformed supervision relationships from evaluative to developmental, creating psychological safety and cultivating teachers' autonomous motivation and self-directed learning capacities. The TIRTA model effectively operationalizes adult learning theory, coaching principles, and self-determination theory, offering promising direction for sustainable teacher professional development in elementary education contexts.
Academic Supervision Management by School Principals in Enhancing Teachers' Social Competence: A Comparative Case Study of Two Elementary Schools Kania, Ani; Wasliman, Eva Dianawati
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.v5i1.2773

Abstract

Principal academic supervision is an important means of improving teachers' social competence to support effective communication, cooperation, and professional classroom management. This study was motivated by the importance of the principal's role in providing continuous guidance, direction, and evaluation. The purpose of this study is to describe the planning, implementation, evaluation, follow-up, obstacles, and solutions of academic supervision by the principal in improving teachers' social competence at SDN Sintok and SDN Margasari. The method used is descriptive qualitative with data collection techniques through interviews, observation, and documentation, then analyzed thematically. The results showed that supervision at SDN Sintok emphasized personal assistance, while at SDN Margasari it was carried out in a structured manner with an annual work program. Supervision was proven to improve teachers' communication skills, cooperation, self-confidence, and reflective attitudes. In conclusion, academic supervision plays a strategic role in improving teachers' social competence through planned, flexible, and solution-oriented guidance.
Cooperative Script Management in Improving Students' Intensive Reading Skills Gunawan, Deni; Helmawati, Helmawati
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.v5i1.2774

Abstract

Indonesian elementary students' reading literacy remains critically low, with 2018 PISA results ranking Indonesia 74th among 79 countries. This study examines Cooperative Script management in improving fourth-grade students' intensive reading skills, addressing the knowledge gap regarding how planning, organizing, implementing, and evaluating cooperative learning are managed across diverse resource contexts. A qualitative multiple case study was conducted at SDN Bungasari and SDN Wanasari, Cianjur Regency, over six months. Data were collected through semi-structured interviews with principals, teachers, and students; systematic classroom observations; and document analysis. Analysis employed Miles, Huberman, and Saldaña's interactive model using Terry's POAC framework. Findings reveal that systematic Cooperative Script management significantly improved students' intensive reading skills, including main idea identification, text summarization, and critical thinking, while enhancing confidence, motivation, and communication abilities. Both schools achieved substantial gains despite contrasting teacher resource availability through adaptive planning, strategic heterogeneous pairing, and context-appropriate implementation strategies. Time constraints and supervision challenges were successfully mitigated through structured scheduling, peer tutoring, and scaffolding worksheets. Results align with constructivist learning theories and demonstrate that management quality mediates instructional effectiveness. The study extends Cooperative Script literature by establishing educational management as a critical variable determining implementation success, offering evidence-based guidance for teachers, administrators, and policymakers in resource-constrained contexts.
Classroom Quality Management in Improving the Learning Motivation of Fifth Grade Students in Elementary School Fitriyana, Fitriyana; Sukandar, Ahmad
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.v5i1.2775

Abstract

This study investigates how systematic classroom quality management enhances fifth-grade student learning motivation in Indonesian elementary schools. Despite established policy frameworks emphasizing quality management standards, significant gaps persist between policy intentions and classroom realities, particularly regarding the integration of industrial quality management principles into educational practice. Employing a qualitative case study approach, this research examined classroom quality management processes at SDN Kertaraharja and SDN Ciadeg in Cianjur Regency. Data were collected through classroom observations, semi-structured interviews with principals (n=2), teachers (n=6), and students (n=12), and document analysis. Findings reveal that systematic implementation of Deming's PDCA cycle—encompassing strategic planning with student voice integration, responsive implementation utilizing varied interactive methods, continuous evaluation tracking both academic and motivational outcomes, and adaptive follow-up—significantly enhances student learning motivation. Student participation increased from 62% to 87% during interactive activities, with unexpected emergence of spontaneous peer teaching behaviors indicating heightened intrinsic motivation. Key obstacles included limited facilities, insufficient teacher training, and resource constraints, overcome through creative solutions and collaborative approaches. This research contributes theoretically by validating industrial quality management frameworks in educational contexts and practically by providing replicable models for resource-constrained schools. The study demonstrates that educational quality enhancement is achievable through systematic, collaborative approaches recognizing student motivation as both a process indicator and valued outcome.
How Principals Cultivate Teacher Personal Competencies: Insights from Study Group Implementation in Elementary Schools Afghan, Arief Nur; 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.v5i1.2776

Abstract

Teacher personal competencies, encompassing integrity, emotional stability, and professional ethics, are fundamental to quality elementary education, yet their systematic development remains underexamined. This study analyzes how principal management through the POAC framework enhances teacher personal competencies via study groups. A qualitative case study design was employed at SDN Ciseureuh and SDN Karya Bhakti in Cianjur Regency, Indonesia. Data were collected through in-depth interviews, participatory observation, and document analysis from principals, teachers, and stakeholders selected through purposive and snowball sampling. Data analysis followed Miles et al.'s (2014) three-stage inductive process, with trustworthiness established through triangulation, member checking, and audit trails. Findings reveal that systematic principal management—encompassing evidence-based planning, strategic resource organization, motivational leadership, and continuous evaluation—effectively strengthens teacher integrity, responsibility, discipline, and professionalism through study groups. Study groups structured around collaborative inquiry and reflective practice created authentic learning environments. However, time constraints, motivational variation, and infrastructure limitations emerged as implementation challenges, while principal commitment, competent facilitation, and collegial culture served as facilitating factors. An unexpected finding showed differential impact across career stages, with early-career teachers experiencing more transformative changes than veterans. The integration of POAC management theory with professional learning community research demonstrates that teacher personal competencies are developable through intentional, well-managed collegial learning. This culturally contextualized approach offers practical guidance for principals and contributes theoretically by synthesizing management, professional development, and character education literature.
Enhancing Academic Competitiveness Through Strategic Curriculum Development Management Suryaningsih, Rinrin; Suwandari, Lilis
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.v5i1.2777

Abstract

Gaining entry into state universities through competitive selection mechanisms requires systematic academic preparation beyond individual aptitude, necessitating effective curriculum development management. However, misalignment between competency-based curriculum implementation and examination-focused selection requirements poses significant challenges for secondary schools. This qualitative case study examined curriculum development management at SMAN 1 Singaparna and SMAN 2 Singaparna using semi-structured interviews, systematic observations, and document analysis. Data were analyzed through Miles, Huberman, and Saldaña's interactive model involving data condensation, display, and conclusion drawing. Both institutions implemented systematic curriculum management through collaborative planning involving multiple stakeholders, coordinated organizational structures with clear role distribution, adaptive implementation integrating HOTS-based instruction with examination preparation, and multidimensional evaluation frameworks. Strategic responses to challenges included developing internal resource banks, establishing partnerships with online learning platforms, implementing alumni mentoring programs, and scheduling intensive preparation during post-examination periods. Despite infrastructure limitations, uneven teacher capacity, temporal constraints, and policy instability, both schools demonstrated organizational innovation and teacher agency in balancing comprehensive education with competitive examination preparation. Findings demonstrate that curriculum-assessment misalignment can be addressed through strategic integration at planning and implementation stages, extending curriculum management theory to competitive contexts and providing actionable insights for educational administrators navigating similar challenges while maintaining educational integrity.

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