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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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Deep Learning Policy Implementation for Character Development: An Edwards III Model Analysis in Indonesian Elementary Schools Wulandari, Rosida Dwi; Khamidi, Amrozi; Roesminingsih, Erny; Amalia, Kaniati; Hazin, Mufarrihul; Purwoko , 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.v5i1.2838

Abstract

Deep Learning policy implementation in Indonesia aims to transform pedagogical practices through mindful, meaningful, and joyful learning principles to develop holistic character aligned with Pancasila Student Profile dimensions. However, systematic analysis of implementation dynamics using comprehensive theoretical frameworks remains limited, particularly in elementary school contexts. This qualitative instrumental case study employed the Edwards III model to analyze Deep Learning policy implementation at SD Negeri 2 Kesamben involving 15 participants. Data were collected through semi-structured interviews, 18 classroom observations, and document analysis, then analyzed using thematic analysis with NVivo 14 software.  Findings revealed communication distortion from leadership (95% comprehension) to technical implementation (55%), resource disparities between trained (4.2) and untrained teachers (3.3), implementor disposition variations (75% positive, 25% neutral/resistant), and bureaucratic structure challenges in coordination. Deep Learning principles achieved 66.7%-100% implementation rates, yielding significant character development across eight dimensions, particularly collaboration (4.5), creativity (4.3), and communication (4.2). School culture emerged as a moderating factor facilitating implementation effectiveness. Results validate the Edwards III model's applicability in developing country contexts while identifying factor interactions and cultural dimensions as critical implementation determinants. Successful implementation requires simultaneous attention to communication clarity, capacity building, positive dispositions, and enabling bureaucratic structures within supportive organizational cultures. Findings provide practical guidance for schools implementing transformative pedagogical policies within Indonesia's Merdeka Curriculum framework.
Improving Elementary School Students' Digital Literacy through Culture-Responsive Canva-Based Science Learning Budiarti, Martina Rini; Wakhudin
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.v5i1.2842

Abstract

This study aims to describe the implementation of Canva's culturally responsive use in science learning and its effectiveness in improving elementary school students' digital literacy. The study involved 90 fourth-grade students from four elementary schools in the Andang Taruna Banyumas Cluster. This study is a descriptive qualitative study with an ethnopedagogical approach and a case study method conducted through observation, interviews, and documentation studies. The results showed that the initial level of students' digital literacy was still basic to moderate. The implementation of culture-responsive Canva in science learning was carried out through systematic planning, implementation, and evaluation. This implementation was able to improve digital literacy, as seen from several indicators, including Functional Skill and Beyond, Creativity, Collaboration, Communication, The Ability to Find and Select Information, Critical Thinking and Evaluation, Cultural and Social Understanding, and E-safety. Learning in elementary schools became more interactive, contextual, and relevant to the culture of students in Banyumas. This encouraged active student participation and improved understanding of the learning material. The findings of this study confirm that Canva, which is responsive to culture, improves the digital literacy of elementary school students. These findings also show a positive synergy between technology and culture in learning. However, this study also has limitations in terms of internet network quality and differences in the initial abilities of elementary school students. Further research is recommended to develop a culture-based digital learning model for other subjects so that it can support the digital infrastructure in schools to be more optimal.
Principal Leadership and Educational Quality Management: A Case Study in Indonesian Elementary School Yanti, Ni Nyoman Anis Kristina; Rizal, Rizal; Pahriadi, Pahriadi; Aqil, Muhammad; Wilade, Surahman; Lapasere, Sisriawan
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.v5i1.2850

Abstract

Effective principal leadership is crucial for implementing educational quality management in elementary schools, yet empirical evidence from Indonesian contexts remains limited. This study examined how principal leadership practices contribute to successful quality management implementation at SDN 5 Tolai, Central Sulawesi. A qualitative descriptive case study was employed, involving nine participants comprising one principal and eight teachers. Data were collected through semi-structured interviews, document analysis, and structured questionnaires using a five-point Likert scale. Qualitative data were analyzed using Miles et al.'s interactive model, while quantitative data employed percentage descriptive analysis. The principal demonstrated highly effective leadership with 97.5% overall effectiveness rating across transformational influence, participatory decision-making, strategic teacher empowerment, quality culture development, and continuous improvement mechanisms. Five interconnected themes emerged: transformational and inspirational motivation through personal example, participatory governance balancing consultation with administrative efficiency, competency-based delegation enhancing teacher confidence, institutionalized integrity values fostering transparency, and monthly reflection sessions supporting systematic evaluation. Observation confirmed 93.75% quality management implementation, though facility optimization gaps revealed resource constraints beyond leadership control. Effective principal leadership significantly contributes to sustainable educational quality management through synergistic integration of transformational leadership behaviors and Total Quality Management principles, demonstrating that relational trust and systematic processes outweigh material resources in driving quality improvement.
Innovative Leadership and Educational Quality Management: A Qualitative Study of Principal Practices in a Indonesian Primary School Delin Ariani, Ni Kadek; Rizal, Rizal; Pahriadi, Pahriadi; Aqil, Muhammad; Wilade, Surahman; Lapasere, Sisriawan
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.v5i1.2851

Abstract

Educational quality management in primary schools requires innovative leadership capable of navigating resource constraints while fostering continuous improvement. However, limited empirical evidence exists on how innovative leadership operationalizes quality management in rural Indonesian contexts. This study examined the innovative leadership strategies of the school principal in implementing educational quality management at SD Inpres Makapa A, Banggai Regency, Central Sulawesi. A qualitative descriptive design was employed, involving the principal and nine teachers as participants. Data were collected through semi-structured interviews, document analysis, and Likert-scale questionnaires, then analyzed using an interactive model comprising data reduction, display, and conclusion drawing with triangulation to ensure trustworthiness. Findings revealed exceptionally high perception scores (95.6%) for innovative leadership across all indicators. The principal demonstrated transformational-innovative leadership through participatory decision-making, transparent communication, continuous professional development, technology integration, and moral-ethical guidance. Three interconnected mechanisms emerged: collaborative culture-building, adaptive practices, and psychological empowerment. Documentary evidence confirmed institutionalized quality management practices, though resource constraints moderated sustainability. Innovative leadership significantly enhances educational quality management effectiveness by leveraging social capital and intrinsic motivation rather than material resources alone. The study provides a replicable model for rural primary schools and emphasizes prioritizing leadership capacity-building alongside infrastructural investments for sustainable quality improvement.
Improving Elementary School Students' Critical Thinking Skills Through Wordwall-Based Learning Integrated with Banyumas Local Wisdom Pamungkas, Bekti Kuat; Wakhudin
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.v5i1.2857

Abstract

This article aims to analyze the improvement of elementary school students' critical thinking skills through science learning using word walls and integrated with Banyumas local wisdom. This research is descriptive qualitative research with an ethnopedagogical approach and case study method. The research uses data obtained from observation, interviews, and documentation studies. The data came from 100 fourth-grade students from four schools in the Kencana Cluster. The data was then analyzed using Miles and Huberman's triangulation model. Data validity was determined through credibility, transferability, dependability, and confirmability. The results showed that the initial critical thinking skills were in the adequate category. The weaknesses were mainly in the basic support and conclusion drawing indicators. After learning science using word walls integrated with Banyumas local wisdom, there was an increase in the informants' involvement in learning. Teachers also stated that students were better able to give reasons, connect the context of the material with Banyumas local wisdom, and conclude information more accurately. The findings of this study indicate that Wordwall integrated with Banyumas local wisdom improves the critical thinking skills of elementary school students. This study emphasizes the importance of integrating local wisdom into science learning, which is an implementation of Merdeka Belajar (Freedom of Learning). However, this study has limitations in terms of the number of informants and was only conducted in one subject. It is recommended to expand the sample and test Wordwall in other subjects.
The Effectiveness of the Word Square Learning Model on Reading Ability: A Quasi-Experimental Study of Fourth-Grade Students in Indonesian Language Instruction Shaltina, Ayu Amalia; Herlina, Herlina; Lapasere, Sisriawan; Aqil, Muhammad; Putriwanti, Putriwanti; Surahman, 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.v5i1.2858

Abstract

Reading ability constitutes a fundamental skill essential for academic success, yet many elementary students experience persistent difficulties in developing adequate reading competencies. The Word Square model, a game-based puzzle intervention, offers a promising approach to enhance reading instruction through active word recognition and contextual learning. This study investigated the effectiveness of the Word Square learning model on reading ability among fourth-grade elementary students in Indonesian language instruction. A quasi-experimental design with nonequivalent control groups was employed, involving 44 students divided into experimental (n=22) and control (n=22) groups. The experimental group received Word Square instruction while the control group participated in conventional teaching. Reading ability was assessed through pretest and posttest measurements. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene's homogeneity test, independent samples t-test, and normalized gain (N-gain) analysis. The experimental group achieved significantly higher posttest scores (M=89.64) compared to the control group (M=70.86), with t=13.636, p<0.001. The N-gain coefficient of 0.7325 indicated high effectiveness, demonstrating substantial improvement relative to students' growth potential. The Word Square learning model significantly enhances reading ability among fourth-grade students, providing robust empirical support for game-based, student-centered pedagogical approaches in elementary literacy instruction. These findings offer practical implications for educators seeking evidence-based strategies to improve reading outcomes.
Ngindung ka Waktu, Mibapa ka Jaman: Educational Values in Sundanese Proverbs and Their Implications for Elementary Character Education Sutrisno, Lucky Taufik; Supriatna, Mamat
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.v5i1.2859

Abstract

The Sundanese proverb "Ngindung ka waktu, mibapa ka jaman" embodies educational values balancing tradition preservation with contemporary adaptation, yet remains underexplored as a pedagogical framework for nationalism-based character education in elementary schools. This study examined how educational values embedded in this proverb manifest in Kampung Adat Cireundeu community practices and their implications for elementary education. Employing ethnographic case study design, data were collected through participant observation, semi-structured interviews with traditional leaders (n=2), elementary teachers (n=3), and community members (n=5), and document analysis. Data were analyzed using Miles et al.'s (2014) descriptive analysis framework with methodological triangulation ensuring validity. Five core educational values emerged: love for cultural heritage, social responsibility, unity, adaptive capacity, and independence. These values manifested through concrete practices including cassava-based food self-sufficiency, mutual cooperation (gotong royong), selective technology adoption, and intergenerational knowledge transmission. Comparative analysis revealed philosophical consistency across Indonesian ethnic proverbs. Successful curriculum integration required teacher ethnopedagogical training, curriculum flexibility, and community-school partnerships. The proverb functions as a living pedagogical framework demonstrating that indigenous communities can simultaneously preserve cultural identity while engaging modernity. Findings provide evidence-based guidance for integrating local wisdom into character education curricula, positioning traditional knowledge systems as vital resources for developing culturally grounded, nationally coherent educational frameworks applicable beyond Indonesian contexts.
Ethnoscience-Based Project Learning on Traditional Soil Cultivation: Effects on Elementary Students' Critical Thinking Skills Setianingsih; Suciptaningsih , Octaviani Adhi; Mardhatillah
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.v5i1.2862

Abstract

This study addresses the limited integration of local wisdom in elementary science learning and its impact on students’ critical thinking skills. The purpose of this study was to examine the effect of ethnoscience-based Project-Based Learning (PjBL) in the context of traditional soil cultivation on the critical thinking skills of elementary school students. This approach responds to the need for contextualized learning that connects scientific concepts with students’ cultural experiences. The study employed a quasi-experimental approach involving an experimental group that received ethnoscience-based PjBL and a control group that received conventional instruction. Critical thinking skills were measured using an essay test administered before and after the intervention. Data were analyzed using N-Gain and ANCOVA techniques. The results indicated that students in the experimental group demonstrated a significantly higher improvement in critical thinking skills compared to those in the control group. The experimental group achieved a high N-Gain score (0.71), while the control group showed a moderate increase (0.33). Statistical analysis confirmed a significant difference between groups (p < 0.05). These findings suggest that ethnoscience-based PjBL effectively enhances elementary students’ critical thinking abilities by transforming abstract concepts into meaningful, culturally grounded problem-solving activities. The integration of traditional soil cultivation practices enables students to analyze information, evaluate evidence, and draw logical conclusions within an authentic learning context.
Collaborative Leadership Practices and Their Impact on Educational Quality Management Yulianti, Febi; Rizal, Rizal; Pahriadi, Pahriadi; Aqil, Muhammad; Wilade, Surahman; Lapasere, Sisriawan
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.v5i1.2868

Abstract

Collaborative leadership has emerged as a critical approach for enhancing educational quality management, yet its implementation in resource-constrained rural schools remains underexplored. This qualitative descriptive study examined collaborative principal leadership and its role in implementing educational quality management at SD Inpres 3 Tolai, Central Sulawesi, Indonesia. Data were collected through semi-structured interviews with the principal and nine teachers, document analysis, and structured questionnaires, then analyzed using thematic analysis and descriptive statistics. Findings revealed that collaborative leadership achieved 90.2% effectiveness, characterized by participatory decision-making, professional empowerment, trust-building, and institutionalization of Professional Learning Communities. Six major themes emerged: participatory decision-making, empowerment and professional development, trust-building and democratic climate, Professional Learning Communities, adaptive leadership in the digital era, and implementation challenges including time constraints and resource limitations. Teachers unanimously perceived the principal's leadership as highly collaborative, with 59.4% strongly agreeing and 40.6% agreeing across all measured dimensions. The study demonstrates that collaborative leadership can function effectively in resource-constrained contexts by leveraging relational capital—trust, communication, and shared commitment—to compensate for material limitations. Findings support Collaborative Leadership Theory and Total Quality Management principles, illustrating how distributed decision-making fosters continuous improvement and democratic organizational culture. The research contributes evidence-based insights for strengthening educational leadership capacity in rural Indonesian elementary schools.
The Influence of Teacher Pedagogical Competence, the Role of the School Committee, and Academik Supervision on School Quality at Adventist Elementary Schools in Manado City Muhammad, Nursa; Lestari, Slamet
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.v5i1.2870

Abstract

School quality in faith-based institutions depends on multifaceted factors including teacher competence, community governance, and supervisory systems, yet empirical evidence examining their simultaneous effects remains limited. This study examined the individual and collective influences of teachers' pedagogical competence, school committee roles, and academic supervision on school quality in Adventist elementary schools. Employing quantitative design with multiple regression analysis, this census study surveyed 77 educators across six Adventist elementary schools in Manado City, Indonesia. Data were collected using validated four-point Likert-scale questionnaires measuring pedagogical competence (α = 0.925), school committee roles (α = 0.902), academic supervision (α = 0.941), and school quality (α = 0.944). Analysis utilized IBM SPSS Statistics version 27.01 following classical assumption testing. The regression model explained 72.4% of school quality variance (F = 63.955, p < .001). Academic supervision exhibited the strongest influence (β = 0.429, p < .001, SE = 34.97%), followed by pedagogical competence (β = 0.382, p < .001, SE = 31.13%). Unexpectedly, school committee roles showed non-significant effects (β = 0.140, p = .149) despite strong bivariate correlation (r = .696, p < .001). School quality predominantly depends on instructional factors—teacher capability and systematic supervision—rather than governance structures, suggesting that community participation operates indirectly through support for pedagogical systems.

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