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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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Examining Predictors of Teacher Performance: Leadership, Motivation, and Work Climate in Faith-Based Education Nayoan, Nancy; 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.v5i1.2871

Abstract

Teacher performance is a critical determinant of educational quality, yet the mechanisms through which school leadership, teacher motivation, and work climate influence performance in faith-based institutions remain underexplored. This quantitative cross-sectional study examined 87 teachers from Adventist Junior High Schools in Manado City, Indonesia, using validated questionnaires measuring leadership, motivation, work climate, and teacher performance. Data were analyzed using multiple linear regression with SPSS 25.0. The overall model was highly significant (F = 99.96, p < 0.001, Adjusted R² = 0.775), explaining 77.5% of performance variance. Teacher motivation emerged as the strongest predictor (β = 0.788, p < 0.001), followed by work climate (β = 0.372, p < 0.001). Unexpectedly, school principal leadership showed no significant effect (β = -0.158, p = 0.121). Findings extend Self-Determination Theory into faith-based educational contexts, demonstrating that autonomous motivation and supportive organizational environments supersede direct leadership influences in predicting teacher performance. The non-significant leadership effect challenges traditional hierarchical models and suggests indirect pathways through motivational and climate variables. Educational administrators should prioritize interventions enhancing intrinsic motivation and cultivating positive work climates. Future research should employ longitudinal designs examining mediating mechanisms and expand sampling to diverse educational contexts.
Transformational School Leadership in Challenging Contexts: Lessons from Indonesia's Eastern Periphery Mandak, Ruth; Astuti, Yuni
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.v5i1.2872

Abstract

This qualitative case study investigated transformational leadership practices of school principals in improving learning quality at SMA Negeri 7 and SMA Negeri 2 Sorong Regency, Papua Barat Daya, Indonesia. Employing Bass and Avolio's four-dimensional framework, data were collected from 179 participants through semi-structured interviews, systematic observations, and document analysis over four months (September-December 2025). Data analysis followed Miles, Huberman, and Saldaña's interactive model with multiple validation strategies ensuring trustworthiness. Findings revealed comprehensive implementation of all transformational leadership dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—with contextual adaptations reflecting institutional maturity and local sociocultural realities. Principals demonstrated moral authority through personal commitment, articulated compelling visions motivating community engagement, fostered culturally-responsive pedagogical innovation despite resource constraints, and provided personalized support addressing teachers' contextual challenges. SMA Negeri 7 emphasized solidarity-building leadership through motivational and exemplary dimensions, while SMA Negeri 2 focused on capacity-enhancing leadership through intellectual stimulation and professional development. Both approaches yielded significant learning quality improvements evidenced by enhanced teacher performance, innovative teaching practices, and improved student outcomes including international competition success. The study extends transformational leadership theory by identifying context-specific mechanisms operating in peripheral educational settings, demonstrating that strategic leadership transforms environmental constraints into innovative opportunities. Findings inform policy development for principal preparation programs emphasizing contextually-grounded competencies essential for educational leadership in underserved regions.
Creative Economy-Based Community Empowerment in Tourism Villages: An Integrated Model from Indonesia Rusnarasyid, Ahnaf Nabil; Sujarwo, Sujarwo; Hermawan, Yudan
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.v5i1.2873

Abstract

This study examines creative economy-based community empowerment in tourism villages, analyzing current conditions, influencing factors, income impacts, and formulating an effective empowerment model. Employing a qualitative case study design, data were collected through in-depth interviews, observations, and documentation involving 13 informants from Tepus and Gari Tourism Villages in Gunungkidul Regency, Indonesia. Data validity was ensured through triangulation, and analysis utilized the Miles, Huberman, and Saldaña interactive model. Results reveal that empowerment has evolved contextually, positioning communities as primary development subjects engaged in homestay management, tour guiding, handicraft production, and cultural performances. Supporting factors include government policies, institutional presence, social capital, and local resources, while barriers encompass limited human resource quality, digital literacy gaps, capital constraints, and weak institutional coordination. Creative economy initiatives generated gradual income increases, livelihood diversification, and flexible employment opportunities, particularly for women and youth, though benefit distribution remains uneven. The study formulates an integrated empowerment model comprising three pillars: institutional strengthening and inter-actor synergy, needs-based training and mentoring, and digital technology integration. This model extends community-based tourism literature by demonstrating how non-formal education, asset mobilization, and collaborative governance can be operationalized in rural contexts, offering practical guidance for designing context-specific interventions that strengthen community agency while addressing structural constraints.
The Effectiveness of Differentiated Learning in Indonesian Language Subjects at Elementary Schools Riyanto, Agus; Gunarhadi, Gunarhadi; Sukarno, Sukarno
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.v5i1.2883

Abstract

The COVID-19 pandemic exacerbated learning losses in literacy, necessitating effective pedagogical interventions. This study investigated differentiated instruction effectiveness within Indonesia's Merdeka Curriculum framework for sixth-grade Indonesian language education. A qualitative multiple-case study was conducted from March to May 2025 at two Sekolah Penggerak elementary schools in Central Java, Indonesia, involving 26 students and two teachers. Data collection employed document analysis of teaching modules, semi-structured interviews, and systematic classroom observations. Analysis followed the Miles and Huberman interactive model with triangulation to ensure credibility. Both teachers achieved "Very Good" ratings in module development (score: 40/44) through continuous diagnostic assessment and iterative refinement. Implementation revealed two equally effective pedagogical models: humanistic-contextual and systematic-technological approaches. Student outcomes demonstrated dramatic improvement, with classical mastery rising from baseline rates of 40-44% to 100% across cognitive, affective, and psychomotor domains. Mean cognitive scores reached 85.6 and 84.5, while maintaining individual growth trajectories. Findings extend differentiated instruction theory by demonstrating its effective integration with post-pandemic curriculum reform. Results affirm that strategic differentiation accommodates diverse pedagogical expressions while simultaneously achieving educational equity and excellence. Persistent challenges in character education integration and heterogeneous socio-emotional development indicate areas requiring sustained intervention. Future research should investigate scalability across diverse school contexts using mixed-methods designs with standardized measures.
Bridging the Digital Divide in Elementary Science Education: A Needs Analysis for Developmentally Appropriate E-Learning Media Juliyanti, Sela; Siahaan, Sardianto Markos; Raharjo, Makmum
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.v5i1.2885

Abstract

The integration of technology-enhanced learning in elementary education remains challenging due to limited developmentally appropriate digital media. This study examines stakeholder needs for GlideApps-based e-learning development in elementary IPAS education, specifically for the five senses topic. A convergent parallel mixed-methods design was employed, collecting data from 608 fifth-grade students and 32 teachers across 18 elementary schools in Jejawi District through validated questionnaires utilizing five-point Likert scales. Data were analyzed using descriptive percentages and thematic analysis across six dimensions: pedagogical, technical, cognitive, aesthetic, sociocultural, and evaluative. All stakeholder groups demonstrated high needs (79-91%), with evaluation aspects achieving the highest priority (91.10%), followed by cognitive support (87.20%) and aesthetic design (86.60%). Students exhibited holistic need patterns with minimal variance across dimensions (2.4 percentage points), while teachers prioritized cognitive aspects (85.38%). Sociocultural integration, though still needed (79.30%), ranked relatively lower across all groups.  Findings reveal that elementary learners approach technology-mediated learning more holistically than older students, requiring balanced attention to evaluation systems, multimedia content, visual appeal, technical accessibility, pedagogical alignment, and cultural relevance. The study provides a replicable framework for needs analysis in elementary educational technology contexts and offers evidence-based priorities for developing interactive digital learning media that authentically serve elementary students' developmental characteristics while supporting Indonesian science education goals.
The Religious Values of Congklak as the Basis for Character Education Strategies in Elementary Schools Nugraha, Fajar; Rakhmat, Cece; Sauri, Sofyan; Nurdin, Encep Syarief
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.v5i1.2886

Abstract

The limited integration of traditional games as systematic strategies for religious character education in elementary schools indicates a gap between local cultural heritage potential and classroom practices. Congklak, though familiar to Indonesian children, has rarely been examined as a medium for embedding religious values within character education strategies.  This study identifies religious values embedded in congklak and examines their relevance as foundations for developing religious character education strategies in elementary schools.  A descriptive qualitative approach was employed, with data collected through semi-structured in-depth interviews with an academic expert and cultural practitioner, complemented by literature review. Thematic analysis identified recurring values, which were triangulated across sources to ensure credibility.  Five core religious values were identified: honesty (moving seeds accurately without supervision), patience (turn-taking and accepting outcomes), empathy (comforting peers), sportsmanship (accepting victory and defeat with humility), and gratitude (acknowledging outcomes). These values emerge naturally through game mechanics and player interactions rather than explicit instruction. Congklak functions as a culturally grounded, experiential medium for internalizing religious values. When integrated into curriculum with guided reflection, it offers elementary teachers a contextual, engaging pedagogical strategy for religious character development. Future research should examine classroom implementation effectiveness through empirical longitudinal studies.
Development of Google Sites-Based Interactive Multimedia for Sixth-Grade Solar System Instruction Taufiq, Akhmad; Suryanti, Suryanti; Susiyawati, Enny; Mariana, Neni
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.v5i1.2887

Abstract

This study aims to develop and evaluate Interactive Multimedia (IMM) learning media based on Google Sites and supported by Google Classroom to improve learning motivation and learning outcomes of sixth-grade students at SDN Bening, Mojokerto, on Solar System material. The study used a Research and Development approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Research subjects involved 3 experts (media, material, and instructional), 1 science teacher, and 22 students. Data collection instruments included validation sheets, response questionnaires, and learning outcome tests (pretest–posttest). Data were analyzed descriptively using percentages and N-Gain scores. The results showed that the developed IMM media was highly valid according to expert judgment (average score of 4.28), highly practical based on teacher (4.40) and student (4.34) responses, and effective in improving student learning outcomes, as indicated by an N-Gain score of 0.54 (moderate category). Student learning motivation increased by 21.32% after implementation. The integration of Google Sites and Google Classroom supports interactive content delivery and digital assessment within a unified learning environment, making the media suitable for teaching abstract science concepts at the elementary level.
School Principal Leadership in Contemporary Education: A Sociological Perspective on Leadership Styles, Challenges, and Implications for Educational Quality Sabarhati, Susi; Siswadi, Siswadi; Putri, Alifa Muzayyana; Winarno, Kukuh Jati
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.v5i1.2888

Abstract

School principal leadership constitutes a critical determinant of educational quality, yet comprehensive understanding of effective leadership approaches in contemporary contexts remains limited. This literature review examined school principal leadership from a sociology of education perspective, synthesizing 44 international scholarly sources published between 2019 and 2025. The review employed narrative-descriptive methodology, systematically analyzing leadership conceptualizations, effective styles, contemporary challenges, and implications for educational quality. Findings revealed that 40.9% of contemporary literature conceptualizes principals as multidimensional leaders integrating instructional, managerial, and social roles. Four leadership styles demonstrated differential yet complementary effects: transformational leadership enhanced teacher motivation (85% of studies) and innovation culture (82%); instructional leadership directly improved teaching quality (91%) and curriculum implementation (88%); democratic leadership generated exceptional teacher participation (94%) and organizational trust (87%); while spiritual leadership strengthened ethical climate (89%) and character development (84%). School culture development emerged as the primary mediating mechanism (70.5% of studies) through which leadership influences educational outcomes. Contemporary principals face intensified challenges including digital transformation (77.3%), teacher resistance (63.6%), and administrative burden (59.1%), with significant contextual variations based on resource availability. The findings establish leadership as socially embedded institutional work requiring cultural diagnostic capabilities alongside technical competence. This study advances sociology of education by theorizing principals as cultural producers who shape organizational values mediating educational quality improvements.
Principal Leadership in Building Positive Culture in Elementary Schools: A Systematic Literature Review Paryati, Paryati; Faradisa, Meliya; Yuliani, Kusfatun; Siswadi, Siswadi
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.v5i1.2889

Abstract

Positive culture in elementary schools constitutes a critical foundation for character development in the digital era, yet comprehensive understanding of principal leadership's specific role remains limited. This systematic literature review analyzed 47 peer-reviewed publications from 2015-2025 using PRISMA guidelines, employing thematic synthesis to identify leadership dimensions contributing to positive culture development. Analysis revealed six interconnected leadership dimensions: visionary direction setting (89% of studies), teacher empowerment through professional development (83%), effective communication (79%), exemplary modeling behavior (74%), digital leadership competence (60%), and collaborative culture development (emergent theme). Findings demonstrated that elementary contexts require distinct leadership approaches emphasizing concrete behavioral modeling and developmentally appropriate strategies. Digital leadership emerged as a contemporary imperative, though 73% of reviewed studies reported principals lacked adequate digital competencies. Unexpected findings included reciprocal empowerment dynamics between principals and teachers, and technology's paradoxical effects on school culture. Results extend transformational leadership theory by documenting elementary-specific patterns and implementation gaps between empowerment rhetoric and practice. Findings underscore urgent needs for comprehensive principal preparation programs addressing culture-building competencies, ongoing professional development supporting digital leadership capacity, and educational policies recognizing leadership stability as prerequisite for cultural transformation. Future research should employ longitudinal designs examining temporal dynamics and cross-cultural comparisons clarifying universal versus context-specific practices.
Teacher Strategies in Civic Education for Internalizing Tolerance Values as Social Conflict Prevention in Multicultural Schools Azmira, Rihla; Saleh, Syarbaini
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.v5i1.2891

Abstract

This study examines strategies employed by Civic Education (PPKn) teachers in internalizing tolerance values as conflict prevention efforts at SMA Negeri 1 Medang Deras, a multicultural secondary school in North Sumatra, Indonesia. Grounded in Berger and Luckmann's social construction theory, the research addresses the knowledge gap regarding how PPKn teachers operationalize tolerance education in heterogeneous school environments. A descriptive qualitative design was employed, collecting data through classroom observations, semi-structured interviews with teachers and students, and document analysis during April-July 2025. Purposive sampling identified PPKn teachers as key informants, eleventh-grade students as primary informants, and school administrators as supporting informants. Data analysis followed Miles et al.'s interactive model, employing triangulation to ensure trustworthiness. Findings reveal five synergistic strategies: value-based learning integrating tolerance into curriculum content, problem-based learning addressing real social issues, teacher role modeling demonstrating respectful behavior, contextual teaching linking theoretical concepts to students' lived experiences, and reflective practices encouraging critical self-examination. These strategies successfully transformed abstract tolerance concepts into concrete behavioral dispositions, evidenced by students' spontaneous promotion of tolerance beyond instructional contexts and increased comfort among minority students. The study validates social construction theory in educational settings, demonstrating how tolerance values undergo externalization through teacher modeling, objectification within classroom culture, and internalization through student meaning-making. Results offer evidence-based guidance for educators implementing tolerance education in multicultural contexts while identifying the necessity of multi-strategy approaches for effective values internalization.

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