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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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Local Wisdom in History Teaching: The Role of Passura' Toraja in Building Cultural Identity Rampun, Gina Julyesta; Najamuddin, Najamuddin; Ahmadin, Ahmadin
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.v5i1.3212

Abstract

History education in secondary schools often relies on rote memorization of chronological facts, creating disconnection between students and their local historical realities. This study investigates how Passura' Toraja, traditional visual symbolism embedded in Toraja material culture, can be integrated into history learning to create culturally-grounded educational experiences. Employing qualitative descriptive design, this research examined integration practices at SMAN 5 Tana Toraja through classroom observations, semi-structured interviews with three history teachers, 35 students, and two cultural experts, and document analysis over three months. Data were analyzed using reflexive thematic analysis. Four key dimensions emerged: teachers possessed comprehensive cultural understanding enhanced through community collaboration; pedagogical integration occurred through multiple strategies including visual media, group discussions, and project-based learning; students demonstrated heightened engagement (91%) and strengthened cultural identity; and implementation success depended on facilitating factors such as teacher cultural competence while navigating constraints including limited instructional time. Findings demonstrate that Passura' functions as foundational framework for reconceptualizing history education, supporting culturally responsive pedagogy theory and place-based education scholarship. The research contributes practical models for integrating indigenous visual symbols into formal curriculum while addressing assessment challenges and sustainability concerns. Results indicate that culturally-grounded history education simultaneously advances academic objectives and cultural preservation, challenging dichotomies between academic rigor and cultural responsiveness in pluralistic educational contexts.
Enhancing Elementary Students' Learning Interest Through Teams Games Tournament with Monopoly Media : A Quasi-Experimental Study in Science and Social studies Atmajanti, Azzahra Nabilla; Rahman, Abdul; Dewi Pendit, Sinta Satria; Azizah, Azizah; Purnamasari, Danti Indriastuti
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.v5i1.3213

Abstract

This quasi-experimental study examined the effect of the Teams Games Tournament (TGT) learning model supported by monopoly learning media on fourth-grade students' learning interest in IPAS (Science and Social studies) subjects. Forty-four students at MI Muhammadiyah Al-Haq Palu were purposively selected based on low learning interest indicators and randomly assigned to experimental (n=22) and control (n=22) groups. The experimental group received TGT instruction with monopoly games, while the control group experienced conventional lecture-based teaching. A validated 20-item Guttman scale questionnaire measured learning interest before and after the two-session intervention. Data analysis employed paired samples t-tests, independent samples t-tests, normalized gain calculations, and Cohen's d effect size. Results revealed significant learning interest improvements in both groups (p < 0.001), with the experimental group demonstrating substantially greater gains (mean increase = 1.36, N-gain = 0.37) compared to the control group (mean increase = 0.91, N-gain = 0.18). The independent samples t-test confirmed significant differences between groups (p < 0.001, t = 3.954), with a large effect size (Cohen's d = 0.82). These findings indicate that TGT supported by monopoly media significantly and practically enhances elementary students' learning interest, offering educators an accessible, evidence-based strategy for improving affective outcomes in integrated science education.
Enhancing Conceptual Mastery in Elementary Science Through RADEC-Ethnoscience Integration: A Pre-Experimental Study Surindani, Yuan Oemar; Sopandi, Wahyu; Riyana, Cepi
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.v5i1.3215

Abstract

Elementary students frequently struggle with abstract scientific concepts due to traditional pedagogical approaches lacking contextual relevance and cultural meaningfulness. This pre-experimental study employed a one-group pretest-posttest design involving 30 fifth-grade students at SDN 162 Warung Jambu who studied ecosystem harmony through the RADEC (Read, Answer, Discuss, Explain, Create) learning model integrated with an ethnoscience approach. Data were collected using a validated conceptual mastery instrument measuring Bloom's six cognitive levels, analyzed through descriptive statistics, normalized gain calculations, and paired-sample t-tests. The intervention produced significant improvements, with average scores increasing from 58.67% (moderate category) to 84.33% (very high category), yielding an N-Gain of 0.62 (moderate category) and highly significant statistical results (t = 21.89, p < 0.001). Students achieving the Minimum Completion Criteria increased from 26.67% to 93.33%. The most substantial gains emerged at higher-order thinking levels: analyzing (31.00% improvement) and evaluating (28.00% improvement), demonstrating the model's effectiveness in developing sophisticated scientific reasoning.  The integration of RADEC and ethnoscience systematically develops conceptual mastery by connecting scientific principles with local cultural knowledge and traditional practices, facilitating deep, contextual understanding. This culturally responsive approach simultaneously achieves cognitive rigor and educational equity, challenging conventional assumptions about elementary students' cognitive capacities while honoring indigenous knowledge systems within formal science education.
The Effectiveness of Animated Videos and Quizizz on Learning Outcomes in Natural and Social Sciences Among Fourth-Grade Elementary Students Reva, Reva; Rahman, Abdul; Nuraini, Nuraini; Nashrullah, Nashrullah; Purbarani, Dyah Aini
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.v5i1.3218

Abstract

This study investigates the effectiveness of animated videos and Quizizz on student learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade elementary students. A quasi-experimental design with nonequivalent control group pretest-posttest was employed, involving 40 students at SD Negeri 8 Mamboro divided into experimental (n=20) and control (n=20) groups. The experimental group received instruction through animated videos and Quizizz, while the control group continued with conventional methods over three weeks. Data were collected using validated achievement tests (Cronbach's α = 0.767) and analyzed through Mann-Whitney U and Wilcoxon Signed-Rank tests. Results revealed significant differences between groups, with the experimental group achieving superior posttest performance (M = 76.75, SD = 11.154) compared to controls (M = 65.00, SD = 15.728), confirmed by Mann-Whitney U test (U = 104.000, p = 0.009). Normalized gain analysis demonstrated moderate effectiveness for the experimental group (N-Gain = 0.4876) versus low effectiveness for controls (N-Gain = 0.2688). Completion rates improved substantially from 5% to 60% in the experimental group, compared to 10% to 25% in controls. These findings support cognitive theory of multimedia learning and self-determination theory, demonstrating that integrated implementation of animated videos and Quizizz significantly enhances elementary science learning outcomes through dual-channel information processing and gamified assessment that sustains motivation and engagement.
Fostering Environmental Awareness Through Poster Media: A Case Study at SD Inpres 3 Talise Yusup, Gustina M; Azizah, Azizah; Khairunnisa, Khairunnisa; 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.v5i1.3219

Abstract

Environmental awareness among elementary students remains inadequate despite its critical importance for sustainable development. This qualitative case study investigated poster media implementation to foster environmental awareness at SD Inpres 3 Talise, examining implementation processes, behavioral changes, and obstacles encountered by educators. Twenty-four students from grades III, IV, and V, three homeroom teachers, and the school principal participated. Data were collected through systematic observations, semi-structured interviews, and documentary evidence, analyzed using the Miles and Huberman framework with triangulation for validity. Results revealed that strategically positioned posters combined with peer modeling effectively enhanced environmental awareness, with fifth-grade students demonstrating autonomous environmental behaviors, fourth-grade students showing consistent conduct requiring occasional reinforcement, and third-grade students displaying gradual improvements with substantial teacher guidance. Unexpected findings included spontaneous peer mentoring dynamics and location-dependent poster effectiveness. Seven implementation obstacles emerged: inconsistent student attention, attitude-behavior gaps, novelty effects, suboptimal placement, resource limitations, inadequate pedagogical integration, and limited teacher understanding of visual media pedagogy. Findings align with Mayer's Cognitive Theory of Multimedia Learning, Bandura's Social Learning Theory, and Ajzen's Theory of Planned Behavior, demonstrating that posters function optimally as pedagogically integrated tools requiring strategic placement, content refreshment, and instructional reinforcement rather than passive displays. This study contributes practical insights for implementing cost-effective visual media interventions in resource-constrained educational settings.
Identifying Reading Delays Among Early-Grade Students in Civics Learning: Evidence from a Descriptive Qualitative Study in Indonesia Evilia, Ika Maya; Wardani, Kristi; Pratomo, Wachid
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.v5i1.3222

Abstract

Reading delay in subject-specific instructional contexts remains an underexplored phenomenon in early literacy research, particularly within Civics learning. This study aimed to analyze the causal factors underlying reading delays among second-grade elementary school students and to identify effective teacher strategies to address them. A descriptive qualitative design was employed, with three purposively selected second-grade students at Al Madina Elementary School, Purworejo, Indonesia, serving as research subjects. Data were collected through structured observation, structured interviews, and documentation over two months and analyzed using Miles et al.'s inductive thematic analysis framework. The findings reveal a dual-factor structure: all three subjects exhibited letter-recognition deficits, while differing in primary causal pathways—intellectual (slow learner profile) or environmental (absent parental support, low motivation). Two unexpected findings emerged: one subject's motivational withdrawal proved relationally contingent rather than dispositionally fixed, and another expressed social shame about reading inability—an affective barrier not previously documented in Civics-specific research. The teacher implemented a four-week scaffolded intervention progressing from phonological drills to manipulative letter-card tasks, which increased on-task engagement across all subjects. This study contributes subject-specific qualitative evidence of reading delay within Civics instruction and highlights curriculum textbook design as a structural barrier warranting further scholarly attention.
Building Student Discipline Through Classroom Management Strategies: A Qualitative Study in Indonesian Elementary Schools Renita, Renita; Gagaramusu, Yusdin Bin M; Hariana, Kadek; Rizal, Rizal; Purnamasari, Danti Indriastuti; Wilade, 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.v5i1.3223

Abstract

The decline in student discipline in elementary schools, exacerbated by globalization and technological advancement, necessitates effective classroom management strategies that foster intrinsic behavioral regulation rather than external compliance. This study examined classroom management strategies employed by fourth-grade teachers at SDN Bambalemo to cultivate student discipline and identified factors influencing their implementation. A qualitative descriptive design was employed, with data collected through systematic observations, in-depth interviews with four teachers (coded A1-A4), and documentation analysis. Data were analyzed using Miles and Huberman's interactive model, incorporating triangulation to ensure validity. Three primary strategies emerged: creating positive learning climates through warm teacher-student relationships and consistent modeling; organizing adaptive learning spaces that promote cooperation and ownership; and managing interactive teaching-learning processes through two-way communication and constructive feedback. Internal factors—including teacher personality, professional awareness, motivation, and growth mindset—and external factors—encompassing family support, school regulations, and community environments—significantly influenced strategy effectiveness. An unexpected finding revealed students spontaneously maintained classroom tidiness, indicating internalized responsibility. Student discipline develops through ecological processes involving habituation, role modeling, and multi-stakeholder collaboration rather than authoritarian control. The findings challenge punitive approaches while supporting relationship-based pedagogies that foster self-regulation, providing empirical foundations for character-based classroom management in elementary education.
Implementation of the Independent Curriculum in Elementary Education: A Case Study of Fourth-Grade Teaching Practices in Indonesia Tolodo, Nurma Yuntika; Nashrullah, Nashrullah; Lapasere, Sisriawan; Zulnuraini, Zulnuraini; Rahmawati, Dyah; Wilade, 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.v5i1.3224

Abstract

The Independent Curriculum represents Indonesia's response to pandemic-induced learning disruptions, emphasizing learner-centered pedagogy and differentiated instruction. However, implementation at specific grade levels, particularly fourth grade as a critical transition point, remains insufficiently documented. This study examined Independent Curriculum implementation in fourth grade at SD Inpres 1 Tondo, focusing on learning planning, instructional implementation, and assessment practices. A qualitative descriptive case study was conducted over three months (August-October 2025) with one purposively selected fourth-grade teacher. Data were collected through non-participant classroom observations, semi-structured interviews, and document analysis of teaching modules and assessment instruments. Data analysis employed Miles et al.'s interactive model involving data reduction, display, and conclusion drawing. Findings revealed comprehensive teacher understanding of curriculum principles and systematic learning planning incorporating diagnostic assessments and differentiated strategies. Implementation demonstrated student-centered approaches and varied media utilization. However, persistent challenges emerged including limited student engagement during transition periods, inadequate infrastructure constraining material distribution, textbook variation complicating delivery, insufficient family support, and assessment complexity in holistic evaluation. Teacher adaptation of standardized instruments reflected contextual responsiveness but raised standardization concerns. Independent Curriculum implementation quality depends on dynamic interactions among teacher competence, institutional resources, family involvement, and systemic support. Successful realization requires comprehensive ecosystem approaches addressing professional development, infrastructure investment, parent engagement, and assessment literacy simultaneously.
The Humanistic Paradigm in Deep Learning: A Philosophical Analysis of Teachers' Roles in Fostering Meaningful Understanding Dafiska, Retna Hani; Khoeriyah, Hanipah; Jenuri, Jenuri
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.v5i1.3225

Abstract

Deep learning implementation in elementary schools requires philosophical grounding to foster meaningful understanding. This study analyzes deep learning through the humanistic paradigm lens, focusing on teachers' roles in cultivating students' meaningful understanding within the Independent Curriculum context. A descriptive qualitative design was employed involving three fourth-grade teachers from a public elementary school. Data were collected through semi-structured interviews, non-participatory classroom observations over six weeks, and document analysis. Data analysis followed Miles et al.'s interactive model with triangulation, member checking, and peer debriefing ensuring trustworthiness. Findings reveal that teachers function as facilitators creating psychologically supportive environments through contextual questioning, collaborative inquiry, and reflective practices. Students demonstrated multidimensional engagement (behavioral, emotional, and cognitive) constructing understanding through personalized language and peer interaction. Teacher-student relationships exhibited empathy, unconditional positive regard, and authenticity. An unexpected finding showed discrepancies between students' written assessment performance and oral conceptual demonstration, suggesting conventional assessments inadequately capture meaningful learning. Results validate humanistic learning theory, demonstrating that affective and relational dimensions are integral to conceptual understanding. The synergistic relationship between emotional safety and cognitive engagement challenges purely cognitive learning models. Findings necessitate reconceptualizing teacher professional development to address empathic presence and assessment systems to honor multiple demonstration modalities, addressing critical equity concerns for diverse learners.
Teacher Competence in Implementing Prezi-Assisted PowerPoint Media: A Case Study in Rural Elementary Education Lestari, Fia Regina; Rizal, Rizal; Asriani, Asriani; Herlina, Herlina; Nazimuddin AL Kamil, Muhammad; Wilade, 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.v5i1.3236

Abstract

This study examined teachers' abilities to implement Prezi-assisted PowerPoint media in elementary classroom instruction within a rural school context. Despite technological availability, effective integration of interactive multimedia remains challenging, particularly in resource-limited settings where infrastructural and capacity constraints impede implementation. A qualitative descriptive case study was conducted at SD Inpres 1 Kaluku Tinggu, Central Sulawesi, Indonesia, involving a Grade V teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, then analyzed using Miles and Huberman's framework involving data reduction, display, and verification. Findings revealed that the teacher demonstrated strong competence in instructional planning, classroom implementation, and formative assessment. Prezi-assisted PowerPoint significantly enhanced student engagement, with documented increases in student-initiated questions (47 versus 12 in conventional lessons) and participation rates. The teacher exhibited self-directed professional development, pedagogical reasoning, and adaptive strategies to overcome infrastructural challenges including limited internet connectivity and time constraints. The study confirms that effective technology integration depends primarily on teacher readiness and pedagogical skills rather than solely on infrastructural availability. Theoretically, findings extend multimedia learning and constructivist theories to authentic elementary contexts with resource constraints. Practically, results underscore the necessity for continuous professional development emphasizing pedagogical technology integration and institutional support systems addressing both technical and attitudinal barriers to sustainable innovation.

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