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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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Ethnopedagogy as an Integrative Framework for Developing Scientific Ethics and Character Integrity in Elementary Education: A Systematic Literature Review Juwanti, Juwanti; Suciptaningsih, Oktaviani Adhi; Mashfufah , Aynin; Anggraini, Ade Eka
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.v5i1.3111

Abstract

Elementary education requires innovative approaches that integrate character development with cultural values to address Society 5.0 challenges. This systematic literature review synthesizes empirical evidence on ethnopedagogy's contribution to developing scientific ethics and character integrity among elementary school students. Following PRISMA 2020 guidelines, we systematically searched seven databases (Scopus, ERIC, SAGE, DOAJ, Google Scholar, Garuda, Neliti) for peer-reviewed articles published between 2022-2025. Initial screening identified 280 articles, reduced to 30 high-quality studies through systematic selection using JBI and CASP quality appraisal tools. Thematic analysis synthesized findings across moral values, social competencies, academic integrity, pedagogical approaches, and community engagement dimensions. Ethnopedagogical approaches consistently cultivated moral values through culturally embedded learning experiences, enhanced social competencies via collaborative cultural practices, and developed academic integrity through rule-governed traditional activities. Discovery learning models based on local wisdom significantly increased students' curiosity, responsibility, and cultural understanding. Community involvement emerged as essential infrastructure, with active partnerships strengthening character development outcomes. However, urban-rural disparities and implementation variability indicate context-specific adaptation needs. Findings support ethnopedagogy as a comprehensive framework integrating affective dispositions and cognitive-behavioral competencies. The four-stage integrative model—cultural exploration, reflective internalization, contextual application, and character transformation—provides theoretically grounded guidance for culturally responsive character education. Future research should address methodological limitations through experimental designs, longitudinal investigations, and cross-cultural comparative studies to strengthen evidence-based implementation.
Building Character Values Through Cooperative Learning in Choir Activities: Evidence from Longitudinal Action Research Surya, Dhea Elvionita; Narawati, Tati; Budiman, Agus
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.v5i1.3115

Abstract

Choir activities in higher education predominantly emphasize technical musical aspects while overlooking their potential as comprehensive character education platforms. This study addresses the knowledge gap regarding specific mechanisms through which structured collaborative learning transforms character values in university choir contexts. This two-year qualitative action research employed Cooperative Learning interventions in student choir activities at IAKN Palangka Raya, Indonesia. Seven focal students exhibiting problematic behaviors were selected from 30 choir members. Data were collected through participatory observation, in-depth interviews, and documentation across two intervention cycles, then analyzed using qualitative descriptive methods with triangulation for validity. The systematic implementation of Cooperative Learning through small group practice, peer teaching, leadership rotation, and structured reflection successfully transformed student character values. Focal students progressed from chronic tardiness, minimal engagement, and individualistic attitudes to demonstrating sustained discipline (95%+ attendance), personal responsibility, cooperative commitment, and empathetic awareness. Musical competence improved concurrently, culminating in competitive achievements at city, provincial, and national levels. A novel finding revealed that character development temporally preceded musical improvement by 3-4 weeks, suggesting character values function as foundational infrastructure enabling optimal artistic learning. Cooperative Learning effectively cultivates multidimensional character development alongside musical competence in higher education choir settings. The findings position structured collaborative pedagogy as essential for realizing choir activities' full potential as holistic character education spaces.
Integrating Islamic Values and Scientific Knowledge Through Artificial Intelligence: Transforming Curriculum Design in the Society 5.0 Era Muliyanti, Fika Umul; Fajriyanti, Desti
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.v5i1.3129

Abstract

Contemporary Islamic education faces persistent challenges in integrating religious values with scientific knowledge, resulting in fragmented student development. This study examines how artificial intelligence, specifically Gemini AI, facilitates systematic curriculum integration within Islamic educational institutions in the digital era. Employing qualitative descriptive-analytical design, this research was conducted at MI Ma'arif NU 1 Pageraji, Indonesia, involving six Islamic education teachers. Data collection utilized triangulation methods including participatory observation, in-depth semi-structured interviews, and comprehensive document analysis. Thematic analysis following Creswell's framework identified integration patterns and implementation challenges. Findings reveal that AI-mediated curriculum development reduces teacher planning time by approximately 40% while producing more comprehensive integration schemes. The system automatically generates integration points connecting Islamic values with secular content across subject areas. However, all participating teachers expressed concerns regarding theological accuracy of AI-generated Islamic content, necessitating collaborative verification mechanisms. Teachers adapted 78% of AI suggestions to align with developmental levels and cultural contexts, demonstrating pedagogical agency. The research introduces a "co-creative integration model" where AI provides structural scaffolding while teachers contribute contextual wisdom and theological verification. This asymmetric integration acknowledges differential requirements for validating secular versus religious knowledge. Findings contribute practical pathways for resource-constrained institutions to implement integrated curricula through strategic technology adoption coupled with robust verification mechanisms.
Inquiry-Based Instruction Enhances Critical Thinking Skills in Elementary Social Studies Education Febrianti, Dina; Ratnasari
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.v5i1.3130

Abstract

Critical thinking skills remain underdeveloped in Indonesian elementary Social Studies education due to persistent teacher-centered pedagogical approaches that limit student engagement in analytical and evaluative reasoning processes. This study investigated the effect of inquiry-based instruction on fourth-grade students' critical thinking skills in Social Studies learning at SD Negeri Tepung Sari. A quasi-experimental one-group pretest-posttest design was employed with 29 fourth-grade students (ages 9-10) selected through purposive sampling. Participants engaged in four 90-minute inquiry-based learning sessions over two weeks, investigating authentic local social phenomena. Critical thinking skills were assessed using a researcher-developed essay instrument validated by expert review (Cronbach's α = 0.82) and aligned with Facione's five-dimension framework: interpretation, analysis, evaluation, inference, and explanation. Data were analyzed using descriptive statistics, paired-samples t-test, and normalized gain (N-Gain) calculations. The intervention produced statistically significant improvements in critical thinking performance (pretest M = 52.00, posttest M = 78.00; t = 17.50, p < .001) with medium effect size (N-Gain = 0.54). Categorical analysis revealed 89.7% of students achieved proficient or advanced levels post-intervention compared to 6.9% initially, while all five critical thinking dimensions demonstrated uniform gains of 8-9 percentage points. Inquiry-based instruction significantly enhances elementary students' critical thinking skills in Social Studies, validating constructivist pedagogy effectiveness in Indonesian educational contexts and supporting Merdeka Curriculum implementation.
Enacting Coding and Artificial Intelligence Education Policy in Elementary Schools Susanto, Edy; Sugiyanti, Wiwik; Arifin, Miftachul; Fathonah, Siti; 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.v5i1.3135

Abstract

The integration of coding and artificial intelligence (AI) education in elementary schools has emerged as a global policy priority, yet significant gaps persist between policy formulation and classroom implementation, particularly in developing countries. This qualitative collective case study examines how elementary schools in Grobogan District, Indonesia enact the national coding and AI education policy introduced through the Merdeka Curriculum. Drawing upon policy enactment theory, TPACK framework, and computational thinking concept, data were collected through in-depth interviews with teachers (n=8), principals (n=4), and students (n=12), classroom observations of six learning sessions, and document analysis. Four distinct implementation models emerged: integrated project-based plugged coding, hybrid unplugged-plugged activities, subject-integrated unplugged approaches, and introductory demonstrations. Policy enactment was incremental and contingent upon school leadership and "champion" teachers. Teachers' TPACK readiness varied considerably, with technological knowledge representing the primary constraint. Despite infrastructural limitations, schools developed creative local adaptation strategies. Students demonstrated emergent computational thinking elements through trial-and-error activities, collaborative debugging, and systematic problem decomposition. Successful policy implementation requires sustained teacher capacity building, instructional leadership, and district-level support systems beyond regulatory frameworks. These findings offer evidence-based recommendations for narrowing the policy-practice gap in coding and AI education within resource-constrained contexts.
Enhancing Science and Social Studies Learning Outcomes Through the Picture and Picture Cooperative Learning Model: A Classroom Action Research in Indonesian Elementary Education Mengkido, Kurniawati; Nashrullah, Nashrullah; Muslim AR, Muslim AR; Rahman, Abdul; Wahyuni, Sri
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.v5i1.3136

Abstract

Elementary students in IPAS (Integrated Science and Social Studies) often struggle with abstract concepts requiring visual representation and collaborative reasoning. The Picture and Picture cooperative learning model offers a pedagogical approach integrating visual scaffolding with structured group activities. This study examined the effectiveness of the Picture and Picture model in improving Grade V students' learning activities and outcomes in IPAS instruction at SD GKST Talabosa, Indonesia. A two-cycle Classroom Action Research design was employed with 12 fifth-grade students during the 2025/2026 academic year. Data were collected through achievement tests, structured observations of teacher and student activities, and field notes. Analysis combined quantitative measures of mastery levels with qualitative examination of instructional processes. Student engagement increased from adequate (69.23%-72.30%) in Cycle I to very good (81.53%-86.15%) in Cycle II. Teacher performance improved from good (68.42%-75.00%) to very good (76.00%-85.33%). Classical mastery advanced dramatically from 25% at baseline to 66.66% in Cycle I and 100% in Cycle II. Lower-achieving students demonstrated the greatest gains. The Picture and Picture model effectively enhances IPAS learning by combining dual-coding theory, constructivist principles, and social interdependence. The model provides an accessible, low-cost strategy particularly effective in resource-constrained settings, supporting both cognitive development and collaborative competence in elementary science education.
Phonological and Vocabulary Acquisition in Early Childhood: An Ethnography of Communication in a River-Based Multidialect Community Setyawati, Novi Suma; Fani, Armin; Nurdian, Novi
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.v5i1.3153

Abstract

This study examines phonological and vocabulary acquisition in early childhood within a multidialectal river-based community in South Kalimantan, Indonesia, where Dayak Bakumpai and Banjar dialects are used concurrently. Employing a qualitative ethnography of communication approach, the research was conducted over six months in Kuripan District, involving 20 children aged 4–6 years, along with 10 parents and 5 teachers selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and audio-visual documentation across home, school, and community contexts. Thematic analysis revealed that children demonstrated phonological flexibility, adjusting pronunciation and prosody according to interlocutor and context, while developing balanced productive vocabularies that expanded substantially across age groups (120/110 words at age four to 280/270 words at age six for Bakumpai/Banjar respectively). Sustained exposure to both dialects across multiple social domains supported concurrent acquisition of dual phonological systems and context-sensitive lexical deployment. Children exhibited early metalinguistic awareness, explicitly recognizing dialectal differences. The findings demonstrate that multidialectal acquisition constitutes a distinct developmental phenomenon requiring theoretical frameworks extending beyond monolingual-bilingual dichotomies. This study contributes to language acquisition theory by highlighting dialectal variation as a meaningful developmental condition and informs culturally responsive language education curricula honoring Indonesia's linguistic diversity.
Integrating Kayuh Baimbai Philosophy into Project-Based Learning: Strengthening Social-Emotional Skills of Elementary Students in a Floating Market Community Nurdian, Novi; Novi Suma Setyawati; Fani, Armin
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.v5i1.3154

Abstract

Social-emotional skills are critical for 21st-century elementary education, yet conventional teaching methods in Indonesia inadequately facilitate their development, particularly through integration of local cultural values. This study explored the implementation of project-based learning (PjBL) integrated with the Kayuh Baimbai philosophy—a local wisdom emphasizing cooperation and collective responsibility—to strengthen social-emotional skills among elementary students in the Pasar Terapung Lokbaintan area, South Kalimantan. A qualitative case study approach was employed, involving two elementary schools, with data collected through semi-structured interviews with principals and teachers, classroom observations, and documentary evidence. Purposive sampling selected participants meeting inclusion criteria. Data analysis followed Miles, Huberman, and Saldaña's framework, with trustworthiness ensured through triangulation and member checking. The culturally grounded PjBL approach effectively enhanced students' empathy, responsibility, and cooperative behaviors through authentic project activities. Students demonstrated spontaneous prosocial behaviors, sophisticated understanding of collaborative principles, and improved conflict resolution skills. Unexpectedly, the approach fostered student agency and distributed leadership. Implementation challenges included limited preparation time, insufficient contextual materials, and variable parental engagement. Integrating local cultural philosophy into PjBL provides an effective mechanism for strengthening elementary students' social-emotional competencies while preserving indigenous knowledge. The study extends sociocultural learning theory and offers actionable pedagogical strategies for resource-constrained settings.
Analysis of the Impact of Full Day School on the Character Development of Grade V Students of Al-Hidayah Islamic Elementary School Besusu Amrin, Farastiti Salsabila; Gagaramusu, Yusdin; Khairunnisa, Khairunnisa; Zulnuraini, Zulnuraini; Ammar Abdullah Joni Guci
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.v5i1.3175

Abstract

This study aims to analyze the impact of the Full Day School policy on the development of religious character among fifth-grade students at SD Islam Al-Hidayah Besusu. The implementation of Full Day School, which operates from 07.00 to 15.00, provides extended learning time that integrates academic activities with routine religious practices, including dhuha prayer, zuhur prayer in congregation, daily supplications, and Qur’an recitation. This qualitative descriptive research involved the principal, classroom teachers, parents, and seven fifth-grade students as informants. Data were collected through observation, in-depth interviews, and documentation, and analyzed using Miles and Huberman’s model consisting of data reduction, data display, and conclusion drawing. The findings reveal that Full Day School contributes positively to students’ religious character development. Students show increased discipline in performing worship, politeness, honesty, responsibility, and empathy toward peers. Daily routines and teacher modeling play a significant role in strengthening these values. Social activities such as class duties, teamwork, and maintaining cleanliness further enhance students’ sense of responsibility and cooperation. Although some challenges emerge, such as student fatigue due to long school hours, these do not diminish the overall positive impact when balanced with engaging learning methods and parental support at home. In conclusion, the Full Day School system effectively fosters religious character formation through structured routines, prolonged interaction with teachers, and consistent religious habituation, making it a strategic approach to strengthening student character in elementary education.
Character Building Through the Seven Habits of Great Indonesian Children: A Qualitative Case Study in Elementary Schools Implementing the Merdeka Curriculum Darojah, Ayuna Kurnia; Nisa, Ana Fitrotun; Pratomo, Wachid; Wardani, Kristi
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.v5i1.3209

Abstract

Indonesia's Independent Curriculum emphasizes character development through the Seven Habits of Great Indonesian Children, yet implementation effectiveness in elementary schools remains underexplored. This study analyzed character building through the seven habits program, examining implementation patterns, embedded character values, barriers, and stakeholder perspectives. A qualitative case study design was employed at Sidomukti State Elementary School, involving 35 fifth and sixth-grade students, three teachers, six parents, and three students for in-depth interviews. Data collection utilized questionnaires, semi-structured interviews, and systematic observations conducted between May and June 2025. Data analysis followed Miles et al.'s iterative procedures involving reduction, display, and conclusion drawing with inter-coder reliability exceeding 80%. Implementation varied significantly across habits, with community engagement demonstrating highest consistency (M=32.60) and early waking presenting greatest challenges (M=10.49). Each habit embedded distinct character values including discipline, honesty, spiritual devotion, cooperation, gratitude, and social responsibility. Four primary barriers emerged: insufficient parental capacity, pervasive technology interference disrupting sleep and social engagement, lack of formal curriculum integration, and limited educational resources. Unexpectedly, external accountability structures facilitated rather than undermined self-regulation development. Successful character formation through habit-based interventions requires comprehensive parenting education, formal curriculum integration, and whole-school technology governance policies addressing systemic barriers across multiple ecological levels.

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