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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 588 Documents
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Needs Analysis for Developing Google Sites-Based Character Education Media Enhanced with Augmented Reality Using Problem-Based Learning in Indonesian Elementary Schools Yanti, Tri Sari; Raharjo, Makmum; Syarifuddin , Syarifuddin
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.v5i1.2865

Abstract

Character education in elementary schools faces significant challenges in the digital era, including declining student engagement with conventional teaching methods and inadequate integration of character values into curricula. This study aimed to analyze the needs for developing Google Sites-based character education media enhanced with Augmented Reality technology using the Problem-Based Learning approach in Indonesian elementary schools. A quantitative descriptive design with needs analysis was employed, utilizing structured questionnaires distributed to two fifth-grade teachers and 30 fifth-grade students selected through purposive sampling. Data were analyzed using descriptive statistics with percentage calculations and mean score computations across five dimensions: pedagogical, technical, cognitive, aesthetic, and evaluative. Results revealed remarkably high need indicators, with students averaging 94.4% and teachers 90.4% across all dimensions. Students demonstrated universal preference for interactive, visually appealing media with immediate feedback mechanisms, while teachers emphasized sustained professional development needs and embedded assessment tools. These findings validate the critical necessity for integrating technological affordances, pedagogical frameworks, and authentic problem-solving contexts in character education. The study extends the TPACK framework to character education domains and provides evidence-based design specifications for developing innovative, stakeholder-centered learning media that addresses contemporary educational demands in elementary settings.
A CIPP Model Evaluation of Philanthropy-Based Non-Formal Education: Evidence from a Community Learning Center in Indonesia Biardini, Biardini; Setiana, Dafid 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.v5i1.2866

Abstract

Educational disparities persist among pre-prosperous communities in Indonesia, with 2.54 million adolescents lacking formal education access. This study evaluates philanthropy-based educational services at PKBM Binar to assess their effectiveness in enhancing educational access, quality, and program sustainability. Employing Stufflebeam's CIPP (Context, Input, Process, Product) evaluation model with a convergent mixed-methods design, data were collected from 68 participants across five stakeholder groups through questionnaires (Cronbach's α: 0.78-0.92), semi-structured interviews, observations, and document analysis over three months (September-November 2024). Quantitative findings revealed consistently high stakeholder satisfaction across all CIPP dimensions (mean scores: 4.50-4.68/5.0). Qualitative data confirmed program effectiveness in providing accessible, quality education while maintaining sustainability through volunteer educators, donor support, and collaborative governance. Unexpected findings included spontaneous peer mentoring systems and alumni community leadership emergence, suggesting multiplier effects beyond immediate beneficiaries. Results validate philanthropic education's viability in addressing educational inequities. The program successfully operationalizes giving, serving, and associating principles, though challenges in volunteer professional development, post-graduation support, and geographical outreach require strategic attention. Findings extend CIPP model applications while providing actionable insights for similar initiatives.
Principal Leadership and Learning Quality in Elementary Schools: A Quantitative Analysis of Multidimensional Leadership Effects in Indonesian Rural Context Yatini, Yatini; Supandi, Supandi; Nurkolis, Nurkolis
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.v5i1.2867

Abstract

Principal leadership plays a crucial role in creating conducive learning environments, yet significant variations in learning quality across elementary schools suggest inadequate understanding of leadership mechanisms in specific contexts. This quantitative study employed correlational survey design to examine principal leadership effects on learning quality in 26 public elementary schools in Tanggungharjo District, Indonesia. Data were collected from 137 teachers using validated questionnaires measuring five leadership dimensions (personality, managerial competence, academic supervision, social communication, and entrepreneurship/innovation) and learning quality indicators. Principal Component Analysis assessed dimensional structure, while Pearson correlation and simple linear regression analyzed variable relationships. Principal leadership demonstrated very strong positive correlation with learning quality (r = 0.893, p < 0.01), explaining 79.7% of learning quality variance. Dimensional analysis revealed academic supervision and entrepreneurship/innovation as strongest contributors (extraction values = 0.996), while managerial and social-communication dimensions showed relatively lower contributions. The regression equation (Y = 29.588 + 0.596X) confirmed significant positive influence (t = 22.994, p < 0.001).  Findings validate integrated transformational-instructional leadership frameworks, demonstrating that contemporary principal effectiveness requires simultaneously excelling as pedagogical supervisors and entrepreneurial innovators. Results emphasize urgent need for targeted leadership development interventions, particularly in schools where 45.99% of respondents perceived inadequate leadership quality, to strengthen academic supervision competencies and entrepreneurial mindsets for sustainable educational improvement.
Enhancing Science Learning Learning Outcomes Through Animated Video Media: Evidence from Indonesian Elementary Education Safitri, Maulida; Zain, Moh Irawan; Hakim, Mansur
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.v5i1.2874

Abstract

Elementary science education faces challenges in visualizing abstract concepts such as the water cycle. This study aimed to examine the effect of animated video learning media on fifth-grade students' IPAS learning outcomes. A quasi-experimental design with nonequivalent control group pretest-posttest was employed with 40 students at SD Negeri 15 Mataram, divided into an experimental group (n=22) using animated videos and a control group (n=18) using conventional methods. Data were collected through multiple-choice tests and analyzed using independent samples t-test. The experimental group achieved significantly higher posttest mean scores of 82.27 (SD=8.91) compared to the control group's 68.89 (SD=9.76), with t(38)=4.482, p<0.001, and mean difference of 13.38 points. Findings support the Cognitive Theory of Multimedia Learning, demonstrating that dual-channel presentation (visual and auditory) optimizes cognitive processing and knowledge construction. Animated videos facilitated visualization of dynamic water cycle processes difficult to observe directly, reduced cognitive load, and supported meaningful learning aligned with constructivist principles. Animated video media significantly enhanced IPAS learning outcomes on water cycle content, providing practical implications for technology integration in science education under the Kurikulum Merdeka framework.
Teacher Leadership and School Climate Effects on Learning Quality: An Indonesian Case Study Way, Marsalina; 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.v5i1.2875

Abstract

This study investigates the influence of teacher leadership and learning climate on learning quality at SMP Negeri 1 Sorong Regency, Indonesia. Employing a quantitative survey design, data were collected from 202 students through validated questionnaires (Cronbach's α > 0.80) and observational assessments of 41 teachers. Multiple linear regression analysis was used to examine both partial and simultaneous effects. Results revealed that teacher leadership significantly and positively influenced learning quality (β = 0.222, t = 3.962, p < 0.001), as did learning climate with substantially greater magnitude (β = 0.626, t = 11.113, p < 0.001). Simultaneously, both variables explained 63.9% of learning quality variance (R² = 0.639, F = 175.847, p < 0.001), with learning climate emerging as the dominant predictor. These findings demonstrate that while effective teacher leadership enhances learning quality through classroom management, motivational communication, and instructional guidance, learning climate exerts primary influence by providing psychologically safe, inclusive, and supportive environments essential for student engagement and achievement. The dominance of learning climate in Indonesia's multicultural educational context challenges Western-centric frameworks prioritizing leadership over environmental factors. Practical implications suggest educational stakeholders should prioritize climate enhancement initiatives while simultaneously strengthening teacher leadership capacities to optimize learning quality in diverse educational settings.
Integrating Solar Energy and Waste-to-Energy Systems for Urban Renewable Energy Development: A Case Study of Cilegon City, Indonesia Marlamsya, Rizky Ramadhan; Silviana , Silviana; Suedy, Sri Widodo Agung
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.v5i1.2876

Abstract

Indonesia's renewable energy penetration (12.3% in 2022) lags significantly behind 2030 targets (19-23%), with Cilegon City facing 1,167 unelectrified households and rising waste generation. This study assessed renewable energy development potential through LEAP-based electricity demand modeling (2023-2033) and technical-economic evaluation of solar photovoltaic and Refuse-Derived Fuel (RDF) systems. Meteorological and waste generation data informed engineering calculations and financial feasibility analysis. LEAP projections indicate residential electricity demand reaching 728.1 MWh per household by 2033, driven by 13.9% population growth. Off-grid solar PV systems demonstrate viability with Rp. 5,774/kWh levelized cost for unserved households. The proposed UPTD 3 Merak RDF facility shows strong economics: 22 tonnes/day capacity, 2-year payback, Rp. 12.5 billion NPV, and 3.01 benefit-cost ratio. Findings reveal that institutional rather than technical barriers impede deployment, highlighting needs for standardized subsidies, clarified jurisdictional frameworks, and municipal-utility partnerships. This research advances urban renewable energy planning by integrating bottom-up energy modeling with localized assessments, providing replicable frameworks for Indonesian cities pursuing energy transition and environmental sustainability goals.
Strategic Leadership for Character: Principal Approaches to Discipline Formation in Challenging Educational Contexts Nurmin, Nurmin; Widiyan, Agung Purwa
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.v5i1.2877

Abstract

School principals play a critical role in character education, yet limited research examines disciplinary character formation in remote, culturally diverse contexts. This study investigated principals' roles and strategies in fostering disciplinary character among students in Tambrauw Regency junior secondary schools and assessed the impacts of their leadership. A qualitative case study approach was employed at two schools: SMP Negeri 1 Sausapor and SMP YPK Maranatha Sausapor. Data were collected over three months through in-depth interviews with principals, vice principals, teachers, and students, complemented by non-participant observations and document analysis. Data were analyzed using Miles and Huberman's interactive model, with validity ensured through source, method, and time triangulation. Findings revealed that principals effectively performed multifaceted roles as educators, managers, supervisors, and exemplary models. Strategic approaches encompassed consistent personal modeling, habituation programs, balanced reinforcement systems, and culturally responsive collaboration with stakeholders. Quantifiable impacts included a 16-percentage-point reduction in student tardiness, 73% decrease in uniform violations, and establishment of positive school culture. Principals demonstrated cultural intelligence by integrating local Papuan customs with national educational standards. This study demonstrates that transformational leadership, when contextually adapted to honor indigenous values, effectively cultivates disciplinary character in remote multicultural settings, contributing empirical evidence to educational leadership discourse in underserved regions.
Foreign Language Anxiety in English Speaking Activities: A Mixed-Methods Study of Rural Indonesian School Students Sugandi, Florentinus; Nurhayati, Lusi; Yulia, Yuyun
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.v5i1.2890

Abstract

Foreign language anxiety significantly impedes English learning, particularly in under-resourced rural schools where students face limited exposure and inadequate learning resources. This study examined the nature and sources of English learning anxiety among junior high school students in a remote Indonesian school. An explanatory sequential mixed-methods design was employed with 36 eighth and ninth-grade students. Quantitative data were collected using the State-Trait Anxiety Inventory (STAI) to measure anxiety levels, while qualitative data from semi-structured interviews with 18 high-anxiety students and two teachers, combined with classroom observations, explored anxiety sources. The mean State Anxiety score of 69.5 indicated moderately high to high anxiety levels, particularly during speaking activities. Strong negative correlations emerged between anxiety and self-confidence (r = -0.866, p < 0.001). Thematic analysis identified three primary anxiety sources: fear of negative peer evaluation, insufficient preparation time, and perceived low ability relative to classmates. Both state and trait anxiety significantly impeded students' English engagement across contexts. Findings support Krashen's Affective Filter Hypothesis while extending it by demonstrating how both state and trait anxiety dimensions contribute to emotional barriers in language acquisition. Contextual factors specific to rural, under-resourced settings amplified anxiety beyond levels observed in advantaged environments. Results suggest anxiety reduction requires supportive classroom atmospheres, cooperative learning with adequate preparation, and explicit peer norms prohibiting ridicule.
Development of Artificial Intelligence–Assisted Whole Number Mathematics Teaching Materials Integrating Plug and Unplug Activities to Enhance Fifth-Grade Students’ Critical Thinking Skills Dewi, Yeni Kartika; Setyosari, Punaji; Rufiana, Intan Sari
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.v5i1.2892

Abstract

This study aimed to develop Artificial Intelligence (AI)–assisted mathematics teaching materials integrating plug and unplug activities on the topic of whole numbers (0–100,000) for fifth-grade elementary school students. The research employed a research and development (R&D) approach using a systematic instructional design model. The developed product combined digital plug-based activities using a Scratch application with simple AI features and unplug-based activities through concrete learning media. Data were collected through expert validation sheets, teacher and student practicality questionnaires, and pre-test and post-test instruments to measure effectiveness and students’ critical thinking skills. Data analysis was conducted using descriptive quantitative techniques. The results indicated that the teaching materials achieved a very high level of validity (89.13%), practicality (95.25%), and effectiveness (95.4%). In addition, students’ critical thinking skills reached a very high category, with an average achievement of 97.9%. These findings suggest that AI-assisted mathematics teaching materials integrating plug and unplug activities are feasible, practical, and effective in supporting critical thinking development among elementary school students. The study contributes to the integration of Artificial Intelligence, computational thinking, and student-centered learning in elementary mathematics education.
Digital Literacy in Primary School: A Systematic Review of Let’s Read Implementation (2019-2025) Wibowo, Arman Surya; 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.v5i1.2904

Abstract

This study aims to map research trends, methodological tendencies, and scholarly contributions related to literacy learning through the Let’s Read application in primary schools during the period 2019–2025. This review is motivated by the growing demand for effective digital literacy media to address low reading interest and limited text comprehension among elementary students. Employing a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 protocol, the study followed four stages: identification, screening, eligibility assessment, and thematic synthesis. Data were collected from multiple academic databases, including Google Scholar, Garuda, SINTA, DOAJ, ResearchGate, and ScienceDirect, resulting in 32 relevant articles that met the inclusion criteria. The findings reveal a clear shift in research trends from an initial focus on basic literacy skills toward the integration of multimodal features, motivational strategies, and affective dimensions in digital literacy learning. Methodologically, the reviewed studies were dominated by qualitative and experimental designs, with an increasing use of mixed-methods approaches in recent years. Substantively, the majority of studies reported positive effects of Let’s Read on students’ reading interest, comprehension, and engagement, supported by its interactive, visual, and narrative elements. This review fills the gap of a systematic synthesis focusing specifically on Let’s Read as a digital literacy tool in primary education and highlights the need for longitudinal studies, stronger family involvement, and cross-cultural investigations to optimize its implementation and impact.

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