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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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Project-Based Learning as an Effective Pedagogical Intervention for Slow Learners in Elementary Science Education Nasaruddin, Nasaruddin; Mumpuniarti, Mumpuniarti
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.v5i1.2893

Abstract

Slow learner students face significant challenges in science education due to cognitive processing difficulties and abstract concept comprehension limitations. This study investigated the effectiveness of Project-Based Learning (PjBL) in improving IPAS learning outcomes among slow learner students in elementary education. Employing Classroom Action Research following the Kemmis and McTaggart spiral model, the study was conducted across two iterative cycles with two sixth-grade slow learner students at SD Negeri 012 Sandaran during the 2024/2025 academic year. Data collection utilized mixed methods including pre-tests, post-tests, project assessment rubrics, structured observations, interviews, and documentation. Students engaged in hands-on environmental projects related to "Our Earth is Threatened," creating artwork from recycled materials while receiving intensive scaffolding and individualized support. Substantial learning gains were documented, with mean scores increasing from 35 (pre-test) to 62.5 (Cycle I post-test) and 82.5 (Cycle II post-test), representing a 135.7% improvement and successful achievement above the minimum mastery criterion (KKM = 75). Qualitative data revealed enhanced engagement, collaboration, motivation, and conceptual understanding. PjBL, when appropriately scaffolded and differentiated, constitutes an effective pedagogical intervention for slow learner students in elementary science education, aligning with constructivist learning principles and addressing their unique learning needs through concrete, authentic, and collaborative learning experiences.
Integrating Batak Cultural Strategies and Values in Supporting Primary Education: A Systematic Literature Review Simatupang, Yolanda Syeba; Setiawan, Deni; Widiarti, Nuni; Widiyatmoko, Arif
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.v5i1.2896

Abstract

This study aims to identify and analyze the cultural strategies employed by the Batak community in supporting primary education through a Systematic Literature Review (SLR) of relevant studies published between 2020 and 2025. Utilizing a qualitative approach with inductive thematic analysis, twenty-eight scholarly articles were examined to explore the relationship between Batak cultural values and educational practices. The results indicate that the Batak community’s educational achievements stem from eight interrelated strategies: (1) the philosophical foundation of “Anakkon Hi Do Hamoraon di Au” and the core values of “Hagabeon, Hamoraon, Hasangapon”; (2) the central role of the family as the first and foremost educational environment; (3) social support embedded in the kinship system Dalihan Na Tolu; (4) the influential role of Christianity and church institutions; (5) the integration of local wisdom into teaching and learning processes; (6) moral cultivation through traditional arts and rituals; (7) the merantau (migration) tradition as an opportunity for educational advancement; and (8) collaborative engagement among families, schools, communities, and religious institutions. The study concludes that the Batak community’s educational success is rooted not only in formal schooling but in deeply internalized cultural values, collective solidarity, and sustained familial commitment, offering a model for culturally grounded education in Indonesia.
Improving Sixth-Grade Students' Speaking Competence through the Storytelling Method in Indonesian Language Learning Ibrahim, Musdalifah; Aqil, Muhammad; Wilade, Surahman; Lagandesa, Yun Ratna; Fasli, Muhammad
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.v5i1.2903

Abstract

This classroom action research investigated the effectiveness of the storytelling method in enhancing sixth-grade students' speaking skills in Bahasa Indonesia instruction at SDN 2 Inpres Matanga, Central Sulawesi, Indonesia. The study addressed persistent challenges of limited oral expression, speaking anxiety, and teacher-centered instruction that restrict students' communicative competence development. Employing Kemmis and McTaggart's action research model, the intervention was implemented across two cycles with 20 students (8 boys, 12 girls) during September 2025. Data were collected through structured observations, speaking performance assessments, questionnaires, and documentation, analyzed using descriptive statistics and qualitative methods. Results demonstrated substantial improvements across all speaking dimensions: pronunciation increased from 60.71% to 85.71%, language use from 67.86% to 96.43%, intonation from 57.14% to 85.71%, and creativity with confidence from 62.50% to 92.86%. Overall performance advanced from 62.05% (Fair) to 90.18% (Excellent), with universal mastery achievement (100% of students) and active participation rising from 63% to 92.85%. Teacher performance improved from 90% to 100%. These findings validate storytelling as an effective pedagogical strategy grounded in constructivist, sociocultural, and communicative language teaching frameworks. The method successfully transformed passive learners into confident speakers by providing authentic communicative contexts, reducing speaking anxiety, and fostering collaborative classroom culture. This study contributes empirical evidence supporting narrative-based instruction in elementary language education and offers practical strategies for developing students' oral communication competence.
Ustadz Roles in Developing Students' Interpersonal Intelligence at Islamic Boarding Schools: A Case Study Approach Setio, Juli; Munir; Oviyanti, Fitri
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.v5i1.2907

Abstract

The development of students' interpersonal intelligence represents a critical yet underexplored dimension of Islamic boarding school (pesantren) education, particularly concerning the specific pedagogical mechanisms through which educators facilitate competencies in empathy, prosocial behavior, and self-awareness essential for socially competent graduates. This qualitative case study examined ustadz roles in developing interpersonal intelligence at Pondok Pesantren Darunur Al-Musthafa Palembang through participant observation, in-depth interviews with purposively selected ustadz and students, and documentation analysis. Data were analyzed using Miles and Huberman's interactive model, with validity ensured through source, technique, and time triangulation. Findings reveal that ustadz systematically implement four complementary roles (model, facilitator, mediator, and motivator) across three interpersonal intelligence dimensions: prosocial behavior (sharing, cooperation, helping, honesty, donation), self-awareness (recognizing behavior, identifying strengths/weaknesses, independence, decision-making, expressing thoughts/feelings, self-evaluation), and social communication skills (effective speaking and listening). Development occurs through embodied pedagogy within authentic pesantren community contexts rather than isolated instructional interventions, with unexpected findings revealing effective self-awareness cultivation without formalized reflection programs. Results align with Bandura's social learning theory, Goleman's emotional intelligence framework, and communication competence theory while demonstrating how traditional Islamic educational practices integrate with contemporary developmental psychology principles. The study contributes theoretically by bridging Islamic pedagogical wisdom with modern social-emotional learning frameworks and practically by providing adaptable strategies for holistic interpersonal intelligence development in diverse educational contexts.
Integrating Volleyball Play into Elementary Science Learning: A Contextual Approach to Understanding Projectile Motion Concepts Sumarjo, Sumarjo; Saiful, Muhammad
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.v5i1.2909

Abstract

This study examines the effectiveness of integrating volleyball play into elementary science instruction as a contextual and embodied approach to improving students’ conceptual understanding of projectile motion. A quasi-experimental non-equivalent control group design was employed involving 60 fifth-grade students from an Indonesian public elementary school, divided into an experimental group receiving volleyball-based instruction and a control group receiving conventional instruction. Conceptual understanding was assessed using a validated two-tier test, along with student engagement surveys and observations of implementation fidelity. Results indicated that the experimental group achieved significantly higher posttest scores (M = 82.67, SD = 6.91) than the control group (M = 68.40, SD = 8.14), with a medium–high normalized gain (N-Gain = 0.68) compared to the control group (N-Gain = 0.43). ANCOVA results confirmed a significant effect of the instructional approach on posttest performance after controlling for pretest differences, F(1,57) = 28.89, p < .001, partial η² = .334, indicating a large effect size. Student engagement levels were also significantly higher in the experimental group across the attention, participation, and enthusiasm dimensions (p < .01). These findings suggest that embedding structured physical play into science instruction is an effective pedagogical strategy for enhancing both conceptual understanding and engagement in elementary physics learning.
Integrating Discovery Learning with Kahoot to Enhance Elementary Science Learning Outcomes: A Classroom Action Research Study Itsnaini, Faradilla Nur; Lagandesa, Yun Ratna; Lapasere, Sisriawan; Rizal, Rizal; Pratama, Ryan Andhika; 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.v5i1.2910

Abstract

Low science learning outcomes in elementary schools often result from traditional teacher-centered instruction that fails to actively engage students in the learning process. This study investigated the effectiveness of integrating the Discovery Learning model with Kahoot media to improve science learning outcomes among fourth-grade elementary students. Employing a classroom action research design following Kemmis and McTaggart's spiral model, this study involved 23 fourth-grade students at Al Khairaat Tondo Elementary School in Indonesia. Data were collected through learning achievement tests, structured observations of teacher and student activities, and implemented across two cycles during October-November 2025. The intervention yielded substantial improvements in learning outcomes. Mean scores increased from 45.86 (pre-test) to 66.86 (Cycle I) and 76.26 (Cycle II), while classical completion rates rose from 4.34% to 56.52% and ultimately 82.60%, exceeding the predetermined success threshold of 65%. Observation data demonstrated enhanced student engagement (82.35% to 93.33%) and improved teacher implementation quality (75% to 94.04%) across cycles. The integrated Discovery Learning and Kahoot approach significantly enhanced both cognitive achievement and student engagement in science education. The synergistic combination of constructivist inquiry-based pedagogy with game-based assessment effectively transformed learning experiences for students with initially low achievement levels.
Implementing the CASEL Framework in Lower Elementary Grades: Teachers' Roles, Strategies, and Challenges in Developing Students' Social-Emotional Competencies Zakiyyah, Hana; Sutopo, Yeri
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.v5i1.2914

Abstract

Social-emotional development in elementary education is critical for holistic student growth, yet implementation remains challenging. This study examined teachers' roles in developing lower-grade students' social-emotional skills through the Collaborative for the Advancement of Social and Emotional Learning (CASEL) approach. A qualitative descriptive case study was conducted at SDN Kauman 2 Elementary School, Juwana District, Indonesia. Data were collected through classroom observations, semi-structured interviews with teachers and principals, and document analysis. Participants were purposively selected lower-grade teachers with direct experience implementing social-emotional learning. Data analysis followed Miles and Huberman's interactive model with triangulation for validation. Teachers effectively implemented all five CASEL competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—through contextualized strategies integrated across subjects and daily routines. Teachers employed storytelling, role-playing, cooperative learning, and reflective practices while serving as social-emotional role models. Implementation barriers included time constraints, diverse student family backgrounds, and insufficient specialized training. Teachers addressed these through strategic curriculum integration, family engagement, and collaborative school cultures. Findings demonstrate that CASEL can be successfully adapted to culturally distinct contexts when teachers receive adequate support. The seamless integration approach addresses time constraints while enhancing both social-emotional and academic outcomes. Results underscore the necessity of systemic support structures, professional development, and school-wide coordination for sustainable implementation.
Enhancing Spiritual Character Development through Al-Ghazali's Sufi Pedagogy and Canva-Based Learning Media Khoiriyah, Sarah Nur’aeni; Budiyono, Alief; Yahya, M 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.v5i1.2916

Abstract

The rapid advancement of digital technology has precipitated moral decline among youth, necessitating innovative approaches to spiritual education. This study examines the integration of Al-Ghazali's Sufi pedagogy with technology-based learning media in Islamic religious education. A qualitative case study was conducted at MTs Cokroaminoto Madukara, Banjarnegara, Indonesia. Data were collected through systematic observation and documentation of religious activities, including daily Quranic recitation, congregational prayers, memorization programs, and Canva-based learning implementations. Analysis employed the Miles and Huberman framework involving data reduction, display, and conclusion drawing. Findings revealed systematic integration of Al-Ghazali's core Sufi values—tawakkal, zuhud, and ihsan—through structured religious activities enhanced by Canva-based digital media. Measurable improvements included 23% increase in memorization accuracy, 17% rise in voluntary religious participation, and enhanced ability to articulate connections between religious texts and daily life applications (78% compared to previous 54%). Technology-enhanced sessions demonstrated higher attendance rates (94.3%) compared to traditional lectures (89.7%). Unexpected outcomes included organic collaborative learning dynamics and digital literacy development. The findings demonstrate successful synergy between classical Islamic spiritual pedagogy and contemporary educational technology. Al-Ghazali's experiential Sufi approach, when mediated through interactive digital platforms, effectively engages digital native learners while cultivating authentic spiritual character development, challenging dichotomies between traditional religious education and technological innovation.
Enhancing Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Through Problem-Based Learning Age, Meinar R; Nashrullah, Nashrullah; Muchdar, Muchdar; Rahman, Abdul; Sukri, Sukri
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.v5i1.2918

Abstract

The integration of Science and Social Studies (IPAS) in Indonesia's Merdeka Curriculum requires pedagogical approaches that foster critical thinking and problem-solving skills. However, fourth-grade students at SD Inpres 1 Tondo demonstrated low critical thinking abilities and passive learning behaviors, with only 37.04% achieving mastery in IPAS. This study examined the effectiveness of Problem-Based Learning (PBL) in improving student learning outcomes in IPAS subjects. A classroom action research design following the Kurt Lewin model was employed over two cycles with 27 fourth-grade students. Data collection utilized observation sheets, achievement tests, interviews, and documentation. Quantitative data were analyzed using percentage formulas for individual and classical mastery, while qualitative data underwent thematic analysis. The implementation of PBL produced substantial improvements across all measured dimensions. Classical mastery increased dramatically from 37.04% (pre-action) to 44.44% (Cycle I) and 92.59% (Cycle II), exceeding the 80% success criterion. Teacher performance improved from 77.41% to 94.35%, while student engagement increased from 72.32% to 88.39% across cycles. Classical absorption rate rose from 53.52% to 78.70%. Problem-Based Learning effectively enhances both learning processes and outcomes in IPAS for elementary students. The iterative refinement through action research cycles proved essential for maximizing PBL's effectiveness in integrated curriculum contexts.
The Effect of Canva-Based Animated Video Media on Integrated Science and Social Studies Learning Outcomes: A Quasi-Experimental Study in Indonesian Elementary Education Alini, Intan Nur; Nashrullah, Nashrullah; Muchdar, Muchdar; Rahman, Abdul; Sukri, Sukri
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.v5i1.2919

Abstract

This quasi-experimental study investigated the influence of Canva-based animated video media on fifth-grade students' IPAS (Integrated Science and Social Studies) learning outcomes at SDN 2 Dolo. Employing a nonequivalent control group design, the research involved 60 students divided into experimental (n=34) and control (n=26) groups. The experimental group received instruction using Canva-based animated videos integrating visual animations, text, and audio narration, while the control group experienced conventional teacher-centered methods. Data were collected through validated multiple-choice tests (15 items, reliability α=0.788) administered as pretests and posttests. Descriptive statistics and independent samples t-test were employed for data analysis using IBM SPSS Statistics 25. Results revealed that the experimental group achieved significantly higher posttest scores (M=84.41, SD=8.941) compared to the control group (M=78.08, SD=9.389), with statistical significance confirmed (t=2.661, p=0.010<0.05). These findings demonstrate that Canva-based animated video media significantly enhances IPAS learning outcomes by promoting student engagement, attention, and conceptual understanding. The study contributes empirical evidence supporting multimedia learning theory in integrated curriculum contexts and validates accessible digital tools' effectiveness in resource-constrained educational settings. Future research should examine long-term retention effects and optimal animation design features across diverse educational contexts.

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