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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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Systematic Management of Morality Development in Strengthening Elementary School Character Education Wawan, Wawan; 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.v5i1.2778

Abstract

Character education constitutes a fundamental mandate in contemporary education systems, yet systematic management approaches remain insufficiently examined. This study investigates morality development management in strengthening character education at elementary schools facing resource constraints. Employing qualitative case study design, this research examined SDN Tegalmerak and SDN Pagermaneuh in Tanggeung District through interviews with principals, teachers, students, and parents (n=52), participatory observations, and documentation analysis. Data were analyzed using Miles, Huberman, and Saldaña's interactive model, applying George R. Terry's management framework. Findings reveal systematic implementation across four management functions: (1) collaborative planning integrating character values into curriculum and activities; (2) clear organizational structures with specialized coordination teams; (3) diverse implementation strategies including religious habituation, teacher role modeling, and extracurricular engagement; and (4) multi-layered monitoring through classroom observations and stakeholder feedback. Measurable improvements included increased attendance (87% to 94%), reduced disciplinary incidents (43% decrease), and spontaneous moral behavior demonstration by 78% of students. However, students with strong parental involvement showed 67% greater behavioral improvements, underscoring ecological factors' critical role. Results validate classical management theory's applicability to character education while revealing that effectiveness depends substantially on home-school value consistency rather than school efforts alone. Findings suggest character education requires coordinated multi-stakeholder approaches addressing resource constraints through adaptive strategies.
Quality Management of Principal Academic Supervision for Enhancing Teacher Pedagogical Competence: A Comparative Case Study of Two Indonesian Elementary Schools Fadhilah, Muthi; 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.v5i1.2779

Abstract

Teacher pedagogical competence remains critical for educational quality, yet many teachers struggle with planning, implementing, and evaluating instruction effectively. Academic supervision represents a vital quality management mechanism, though limited research examines how principals systematically integrate quality management principles into supervision practices. This study investigated quality management approaches to principal academic supervision in enhancing teacher pedagogical competence through comparative analysis of two elementary schools. A qualitative multiple case study design was employed at SDN 164 Karangpawulang and SDN 033 Asmi Bandung. Data were collected through semi-structured interviews with 12 participants (principals, vice principals, teachers), classroom observations, and document analysis. Thematic analysis following Braun and Clarke's framework was conducted to identify patterns across planning, implementation, evaluation, and follow-up stages. Both schools successfully implemented systematic supervision cycles aligned with quality management principles, though employing distinct approaches. SDN 164 emphasized standardized instruments from the Merdeka Mengajar Platform and Employee Performance Target integration, while SDN 033 excelled in collaborative supervision incorporating lesson study principles and reflective practices. Teachers demonstrated significant improvements in pedagogical competencies, translating into enhanced student engagement and learning outcomes. Effective supervision quality management requires balancing standardization with contextualization, evaluation with professional growth. The study advances theoretical integration of instructional leadership, quality management, and collaborative learning frameworks while offering actionable strategies for practitioners.
Principal Management in Improving Teacher Performance for School Program Success: A Comparative Case Study of Two Elementary Schools in Indonesia Meilani, Vivi; Koswara, Nandang
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.v5i1.2780

Abstract

Principal management plays a critical role in improving teacher performance and ensuring school program success, yet understanding of how management practices function across varied elementary school contexts remains limited. This study examined principal management in improving teacher performance through the PDCA (Plan-Do-Check-Act) framework at two elementary schools in Cianjur Regency, West Java, Indonesia. A qualitative descriptive case study design was employed, with data collected through semi-structured interviews, passive participant observation, and documentary analysis. Research participants comprised school principals and teachers from SD Negeri Nusa Indah Cipanas and SD Negeri Gadog Pacet. Data were analyzed using Miles et al.'s (2014) interactive model, with credibility ensured through triangulation, member checking, and peer debriefing. Findings revealed distinct yet effective management approaches: SDN Nusa Indah demonstrated systematic, participatory leadership emphasizing structured planning, formal supervision, and evidence-based evaluation, while SDN Gadog exhibited transformational leadership prioritizing relational engagement, personalized guidance, and adaptive implementation. Both approaches successfully improved teacher performance through continuous improvement orientations adapted to institutional contexts. Management effectiveness emerges from contextual alignment between leadership practices and institutional realities rather than adherence to singular optimal models, suggesting that both systematic and flexible approaches can generate meaningful teacher development when authentically implemented with continuous improvement orientations.
Professional Competency Management of Teachers in Improving the Quality of Meaningful Learning in Elementary Schools Hakim, Arif Rahman; 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.v5i1.2781

Abstract

Improving meaningful learning quality in elementary schools requires systematic management of teacher professional competencies. This study examines how professional competency management contributes to meaningful learning implementation through Deming's Plan-Do-Check-Act (PDCA) cycle framework. A qualitative multiple case study was conducted at SDN Loji (Bandung Regency) and SDN Cikandang (Sumedang Regency), West Java, Indonesia. Data were collected through semi-structured interviews with principals and teachers, participatory observations, and document analysis. Data validity was established through triangulation, member checking, and peer debriefing. Analysis employed Miles and Huberman's interactive model. Both schools implemented all PDCA stages with varying sophistication levels. SDN Loji demonstrated structured approaches with comprehensive needs assessment, diverse training programs, systematic evaluation using multiple indicators, and responsive follow-up actions. SDN Cikandang, despite resource constraints, achieved meaningful development through collaborative peer learning, reflective practices, and adaptive strategies. Unexpected findings revealed that resource limitations fostered higher teacher agency and that informal learning networks generated stronger peer accountability than formal structures. The PDCA cycle effectively guides teacher competency management when adapted to institutional contexts. Success requires balancing systematic structures with professional autonomy, formal programs with informal collaboration, and organizational direction with teacher ownership. The study advances understanding of continuous improvement cycles in education and provides practical guidance for school leaders and policymakers.
Implementation of Centralized School Management in Improving Graduate Quality Sugiono, Agus; Koswara, Nandang
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.v5i1.2782

Abstract

Vocational education quality depends critically on effective management systems aligning educational outputs with industry demands. This study examines Center of Excellence (PK) management implementation in private vocational schools and its impact on graduate quality. A qualitative case study design was employed at SMKS PGRI 35 Jakarta and SMKS Islam Bahagia Jakarta, the only private vocational schools implementing PK programs in West Jakarta 1. Data were collected through semi-structured interviews with 12 key informants, participant observations, and document analysis over four months. Analysis followed systematic qualitative procedures incorporating triangulation to enhance credibility. Findings revealed that systematic PK management through Planning, Organizing, Actuating, and Controlling (POAC) framework significantly enhanced graduate quality. Both schools achieved employment rates of 83% and 79% within three months post-graduation, exceeding the 80% target. Implementation success involved formalized industry partnerships (MoUs with PT Midi Utama Indonesia Tbk and PT Indo Marco Prismata Tbk), curriculum integration with competency certifications (94% and 91% achievement rates), and multilayered supervision systems. Unexpected findings included spontaneous inter-institutional collaboration and student-led peer monitoring mechanisms.  Results support POAC theory's applicability to contemporary vocational contexts while extending understanding of culturally responsive implementation strategies, particularly Islamic values integration. The study demonstrates that resource-constrained private institutions can effectively adapt centralized policies through strategic curriculum design, transparent supervision, and sustained industry engagement to produce competitive graduates.
Management of Karate Extracurricular Programs in Developing Students' Non-Academic Achievements: A Comparative Case Study Minah, Minah; Mardiana, Dinny
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.v5i1.2783

Abstract

Extracurricular activities play a crucial role in developing students' non-academic achievements, yet their management often remains suboptimal due to resource constraints and inadequate systematic approaches. This study examined how karate extracurricular programs are managed to support non-academic achievement development at two elementary schools in Jakarta, Indonesia. A qualitative case study design was employed at SDN Jembatan Besi 01 Pagi and SDN Kapuk 13 Petang from June to September 2025. Data were collected through in-depth interviews with principals, teachers, coaches, and students, participatory observations of training sessions, and document analysis. Miles and Huberman's interactive analysis model guided data analysis, while triangulation strategies ensured trustworthiness. Both schools implemented five management functions—planning, organizing, actuating, controlling, and follow-up—though with varying effectiveness. SDN Jembatan Besi 01 Pagi demonstrated more systematic planning documentation, balanced evaluation incorporating character development indicators, and proactive external partnerships. SDN Kapuk 13 Petang faced coach shortages and emphasized competition-focused evaluation. Both programs contributed to students' discipline, self-confidence, cooperation skills, and competitive achievements. Effective karate program management requires systematic application of management functions with contextual adaptation, balanced evaluation approaches, and stakeholder collaboration. Findings provide actionable guidance for enhancing extracurricular program quality in resource-constrained settings.
Implementing Link and Match in Practice: A Comparative Study of Management Processes and Graduate Employability Outcomes Suryana, Ali Ma'mu; Holik, Abdul
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.v5i1.2784

Abstract

Persistent mismatches between vocational graduate competencies and industry requirements have resulted in suboptimal employment absorption rates in Indonesia, particularly amid Fourth Industrial Revolution demands. This study examines link and match management between vocational schools and the business-industrial world (DUDI) to enhance graduate employability. A qualitative comparative case study was conducted at SMK Negeri 2 Cilaku and SMK Negeri 1 Cikalongkulon in Cianjur Regency. Data were collected through semi-structured interviews, participatory observations, and documentation analysis with purposively selected participants including principals, teachers, DUDI representatives, students, and alumni. Analysis employed Miles et al.'s (2014) interactive model based on Robbins and Coulter's (2009) management functions framework. Both schools systematically implemented link and match through comprehensive planning involving early industry participation, integrated organizational structures with frequent communication mechanisms, holistic implementation of eight program pillars including curriculum synchronization and teaching factories, and participatory evaluation processes. Graduate employment absorption reached 68-74% within six months, exceeding national averages. BNSP-certified competency verification significantly accelerated employment timelines. Findings demonstrate that partnership quality—characterized by structural integration, communication intensity, and nationally recognized certification—surpasses partnership quantity in determining employability outcomes. Despite structural constraints including limited regional industry diversity and competency gaps, adaptive institutional responses facilitated program effectiveness, contributing empirical evidence for systematic school-industry collaboration strategies.
Differentiated Learning Strategies in Indonesian Language Subjects for Grade IV Yusuf, Muhamad; Hidayat, Hidayat
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.v5i1.2785

Abstract

Differentiated inquiry-based learning represents a promising approach for addressing diverse student needs in elementary literacy instruction, yet empirical evidence regarding its implementation in Indonesian language contexts remains limited. This qualitative case study examined differentiated learning strategies in fourth-grade Indonesian language instruction at two elementary schools in West Jakarta. Data were collected through classroom observations, semi-structured interviews with principals, teachers, and students, and document analysis of teaching modules and assessments. Analysis followed Miles, Huberman, and Saldaña's framework, with triangulation ensuring trustworthiness. Pretest-posttest comparisons revealed substantial literacy gains, with reading scores improving 17.4 points and writing scores 17.6-20.7 points across schools. Student surveys indicated significant increases in motivation (68%), self-confidence (75%), and engagement (80%). Teachers successfully implemented content, process, and product differentiation while integrating inquiry-based activities. However, implementation faced challenges including time constraints (100% of teachers), resource limitations (88%), and pedagogical complexity (75%). Unexpectedly, peer learning dynamics emerged organically, with students spontaneously adopting teaching roles. Findings support Tomlinson's differentiation framework and Vygotsky's constructivism, demonstrating that inquiry-based differentiation enhances both cognitive and affective outcomes. However, successful implementation requires systemic support including dedicated planning time, graded resources, and sustained professional development. This study contributes theoretical understanding of integrating differentiation with inquiry using systematic planning models while offering practical implications for Merdeka Curriculum implementation.
Deep Learning-Based English Language Learning Management: Improving Elementary Students' Listening Comprehension Skills Agustiany, Fifin Arifiani; Koswara, Nandang
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.v5i1.2786

Abstract

Elementary students' listening skills remain inadequate despite the critical role of listening comprehension in English language acquisition. Traditional teacher-centered approaches fail to engage students meaningfully, creating a gap between curriculum demands and classroom practices. This study examined the implementation of Deep Learning-based English language learning management in improving elementary students' listening skills. A qualitative case study design was employed at two elementary schools in West Java, Indonesia. Data were collected through interviews with teachers and principals, classroom observations, and document analysis, then analyzed using the Miles and Huberman interactive model. Deep Learning implementation through systematic planning, interactive instruction, and authentic assessment significantly improved students' listening comprehension. At SDN 214 Perumnas Cijerah, main idea identification increased from 45% to 78%, while at SDN Rancanileum improvements rose from 42% to 64%. Students demonstrated enhanced abilities in identifying main ideas, comprehending details, and interpreting contextual meaning. Unexpectedly, students developed metalinguistic awareness, spontaneously comparing English and Indonesian language structures. Supporting factors included teacher readiness and technological infrastructure, while obstacles involved resource limitations and variations in teacher competence. Deep Learning-based learning management effectively enhances elementary students' listening skills across diverse contexts. The study demonstrates that constructivist pedagogical approaches, when systematically implemented, foster active knowledge construction and holistic language development beyond intended instructional objectives.
Adaptive Leadership in Digital Transformation: A Comparative Case Study of Principal Management Strategies Across Contrasting Resource Contexts Istiqomah, Hilmi Aulia; Mardiana, Dinny
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.v5i1.2787

Abstract

Digital transformation in education faces implementation challenges despite adequate technological infrastructure, with teachers experiencing difficulties in digital administrative tasks. This study examined how school principals enhance teachers' administrative effectiveness in the digital era through Planning, Organizing, Actuating, and Controlling (POAC) management framework across contrasting resource contexts. A comparative qualitative case study was conducted at SDN 1 Pasirwangi and SDN 1 Padaasih, Garut Regency, involving two principals, twelve teachers, and four administrative staff. Data were collected through in-depth interviews, participatory observation, and document analysis from August to September 2025, analyzed using Miles and Huberman's interactive model with source and method triangulation. Both schools achieved substantial digital administrative effectiveness through contextually adapted POAC implementation. SDN 1 Pasirwangi employed structured systems with formal ICT teams and participatory planning, optimizing government-provided infrastructure. SDN 1 Padaasih compensated for limited resources through intensive principal engagement, informal peer networks, and creative adaptation strategies. Unexpectedly, teacher age showed no correlation with digital competence development. Adaptive leadership implementation of POAC principles constitutes the critical success factor, transcending infrastructure availability. Leadership quality, particularly in fostering teacher motivation and providing solution-oriented supervision, determines digital transformation outcomes more significantly than resource abundance, challenging infrastructure-centric assumptions in educational technology literature.

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