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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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Implementation of the Project-Based Learning Model to Enhance Collaborative Skills of Elementary School Students Listiana, Dicky; Puspita, Ari Metalin Ika; Setyowati, Raden Roro Nanik; Istiq'faroh, Nurul; Gunansyah, Ganes
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1218

Abstract

This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model in developing collaborative skills among elementary school students. The research is guided by the question: How effective is the Project-Based Learning model in enhancing elementary students’ collaborative skills? A systematic literature review (SLR) was conducted, examining 15 peer-reviewed articles published between 2021 and 2024. Analysis revealed that 86.7% of the reviewed studies reported that PjBL significantly improves students' communication, teamwork, and shared responsibility. Key success factors include the design of contextual projects, structured learning stages, and supportive learning environments. Identified challenges include limited instructional time, group management difficulties, and varying student competencies. Recommended strategies to overcome these issues include scaffolding techniques, improved group dynamics, and comprehensive assessment tools. Furthermore, the integration of PjBL with local cultural values and alignment with the Merdeka Curriculum further supports its effectiveness in fostering collaboration. In conclusion, PjBL is a promising model for developing collaborative skills in elementary education settings.
Building Children's Self-Efficacy Through Extracurricular Activities in Elementary Schools Mayasari, Dian Puspita; Julianto, Julianto; Wiryanto, Wiryanto
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1219

Abstract

This study aims to analyze the role of extracurricular activities in developing self-efficacy among elementary school children through a systematic literature review. The objective is to explore how participation in various extracurricular programs enhances students' academic, social, and emotional competencies, with the hypothesis that extracurricular engagement positively correlates with higher self-efficacy. A total of 25 peer-reviewed journal articles published between 2013 and 2023 were selected through database searches using keywords related to self-efficacy, extracurricular activities, and elementary education. Studies involved children aged 6–12 years from diverse geographic and demographic contexts. Thematic synthesis was employed to identify key patterns and findings. The results indicate that involvement in activities such as sports, arts, music, and scouting significantly contributes to the development of self-efficacy through mastery experiences, vicarious learning, and social support from peers and mentors. Furthermore, the findings confirm the initial hypothesis, showing a reciprocal relationship between extracurricular participation and self-efficacy—each reinforcing the other. A unique contribution of this study lies in its focus on elementary-aged children and its implications for educational practices in the Indonesian context. These findings imply that schools should intentionally design and implement extracurricular programs to support students' personal growth and psychological well-being. Future research is encouraged to examine moderating variables, such as gender, socio-economic background, and type of activity, that may influence the strength of these relationships.
Servant Leadership Model in Educational Design Subekti, Ita; Hariyati, Nunuk; Hendratno, Hendratno
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1220

Abstract

This study examines the application of the servant leadership model in educational settings and its impact on school quality, teacher performance, and organizational culture. A systematic literature review was conducted, analyzing 15 articles selected from an initial pool of 201 studies using the PRISMA approach to ensure validity and relevance. The analysis reveals that servant leadership has a significant role in creating a supportive educational environment, enhancing teacher motivation, and strengthening organizational commitment. However, challenges in implementation persist, primarily due to limited understanding and insufficient training among educational leaders. To address these challenges, the study recommends the development of targeted training programs and mentorship initiatives for school principals to promote effective servant leadership practices. This review emphasizes the importance of incorporating servant leadership principles into leadership development programs to enhance their impact on educational outcomes. The paper cites 15 references but does not include tables, graphs, or supplementary appendices. Future research is recommended to explore practical models of servant leadership training in various educational contexts, aiming to support sustainable school improvement.
Integrating Ethnomathematics of Zero Waste Culture Based ESD to Enhance Students' Creative Thinking and Sustainability Consciousness Solihin, Annas; Mariana, Neni; Wiryanto, Wiryanto; Rahmawati, Ika; Suryanti, Suryanti
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1221

Abstract

This study explores the integration of Ethnomathematics within the Zero Waste cultural framework, grounded in Education for Sustainable Development (ESD), to enhance students' creative thinking skills and sustainability awareness. Conducted in several elementary and middle schools in Surabaya, Indonesia, the research employed an Inquiry-Based Learning (IBL) model combined with cognitive, affective, and behavioral questionnaires and tests. The findings indicate that embedding local cultural elements in mathematics learning significantly improves students' understanding of sustainable practices, particularly in waste management, recycling, and resource planning. Observations revealed that students demonstrated greater enthusiasm, creativity, and critical thinking when engaging with mathematical concepts contextualized in real-world environmental issues. Additionally, the application of Zero Waste principles in traditional market settings allowed students to connect mathematical theories such as geometry, data analysis, and spatial planning to everyday sustainability challenges. The study concludes that the ethnomathematics approach not only fosters academic achievement but also cultivates responsible environmental behavior. However, the scope was limited to specific cultural and geographic contexts, suggesting the need for further research across diverse settings. This research contributes to the growing body of knowledge emphasizing the importance of culturally responsive pedagogy in sustainability education and recommends expanding such models to broader educational environments.
Utilization of Digital Learning Media in Arts and Culture Education in Indonesian Schools Abroad Afiah, Nur; Dayu, Dian Permatasari Kusuma; Istiq'faroh, Nurul
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1223

Abstract

This study explores the utilization of digital learning media in arts and culture education within the context of Indonesian schools abroad (Sekolah Indonesia Luar Negeri/SILN). Through a systematic literature review, the research investigates how digital tools can support the preservation and promotion of Indonesian cultural identity while enhancing student engagement and creativity. The findings reveal that digital media, including interactive multimedia platforms and virtual learning environments, play a significant role in making arts and culture education more accessible, interactive, and relevant for students living in multicultural environments. Benefits include increased student motivation, collaborative learning opportunities, and the development of critical digital skills. However, the study also identifies several challenges, such as limited technological infrastructure, uneven access to digital resources, and insufficient teacher training in integrating technology into culturally rich curricula. The research highlights the need for a more comprehensive approach that includes professional development for educators, curriculum adaptation, and investment in digital infrastructure. While the study is limited by its reliance on secondary sources, it provides valuable insights into the potential and limitations of digital media in global cultural education. These findings contribute to the ongoing discourse on digital transformation in education and offer practical recommendations to enhance the implementation of digital learning in arts and culture, particularly in international school settings.
Integration of Ethnopedagogy in the P5 Module Based on Besutan Art as a Medium for Preserving Jombang Culture Anggraeni, Kiki Hapsari; Hendratno, Hendratno; Sukartiningsih, Wahyu
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1224

Abstract

This study aims to explore and develop a Pancasila Student Profile (P5) learning module based on Kesenian Besutan, a traditional art form from Jombang, through the integration of ethnopedagogical principles. Using a mixed methods approach, the research combines qualitative data from interviews with cultural practitioners, classroom observations, and document analysis with quantitative data from expert validation of the developed module. The goal is to preserve local culture while simultaneously cultivating students’ character in line with Pancasila values. The qualitative findings revealed that Besutan carries deep historical and philosophical meaning related to the Indonesian struggle for independence and local wisdom, making it a strong foundation for cultural-based learning. Quantitative validation from education experts and cultural figures resulted in an average score of 91.67, indicating the module is "highly feasible" for classroom implementation. The module encourages student engagement through contextual learning, collaborative projects, and critical reflection, structured in four main phases: introduction, contextualization, action, and reflection. This research contributes to the growing body of knowledge on ethnopedagogical-based curriculum development and highlights the potential of local art forms in promoting cultural literacy and civic responsibility. The study recommends broader trials and government support to integrate such culturally rich modules into primary education for sustainable cultural preservation and character building.
Integration of Environmental Sustainability Learning and Critical Thinking: Educational Strategies to Foster Awareness and Solutions for Global Sustainable Development Islamah, Dina; Suprapto , Nadi; Suryanti, Suryanti; Julianto, Julianto
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1225

Abstract

This study aims to describe the implementation of integrated Environmental Sustainability learning and critical reasoning skills among first-grade elementary school students. A qualitative descriptive method was employed, involving 31 students and their classroom teacher at a private elementary school in West Surabaya. Data collection techniques included observation and documentation during a seven-week learning process in the second semester of the 2024–2025 academic year. The learning design was aligned with the International Baccalaureate (IB) curriculum, particularly within the “Sharing the Planet” unit. Activities involved KWL-Charts, multimedia-based exploration of natural resources, field trips to model sustainable communities, and classroom-based environmental observations. Students engaged in problem identification, solution analysis, and decision-making regarding environmental issues, emphasizing 3R actions (Reduce, Reuse, Recycle) through project-based learning. Findings revealed that 87% of students demonstrated increased critical reasoning skills in proposing environmental solutions, and 92% showed improved understanding of sustainability concepts. The activities directly supported SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action). This study concludes that integrating Environmental Sustainability learning with critical reasoning skills can effectively foster ecological awareness and empower young learners to actively contribute to global sustainable development goals (SDGs) from an early age.
Profile of Students' Speaking Skills in Ludruk Extracurricular Activities at Elementary School Windarti, Wiwik; Hendratno, Hendratno; Istiq'faroh, Nurul; Sabri, Indar
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1226

Abstract

Speaking skills are crucial for elementary school students as they shape their ability to communicate effectively and build self-confidence. However, conventional learning methods often do not provide sufficient opportunities for students to develop their speaking abilities in an engaging and interactive manner. This study examines the role of ludruk, a traditional Javanese theatrical performance, in enhancing students’ speaking skills at SDN Gunungsari, Mojokerto Regency. A qualitative descriptive approach was used, with data collected through observations, interviews, and documentation. The study involved 20 students over a period of three months. The findings indicate that students participating in ludruk extracurricular activities demonstrated significant improvements in their speaking abilities. Initially, many students lacked fluency and hesitated when speaking, but consistent exposure to dialogue rehearsals helped them develop greater coherence and articulation. Intonation and expression, which were initially flat and monotonous, became more dynamic as students learned to adjust their vocal modulation according to the emotions of their performances. Confidence was another key area of improvement, as students gradually overcame stage anxiety and became more comfortable speaking in front of an audience. Beyond linguistic benefits, ludruk also served as a cultural learning tool, helping students appreciate Javanese traditions while enhancing their communication skills. Challenges, such as initial reluctance and time constraints, were encountered during the study. Nonetheless, the findings highlight ludruk as an effective method for integrating language learning with performing arts, making speaking practice both enjoyable and meaningful for students.
Exploring Ethnopedagogy Through The “Manten Tebu” Dance to Enhance Character Education in Elementary School Students Fitri, Hidayatul; Puspita, Ari Metalin Ika; Mariana, Neni
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1227

Abstract

This study explores the implementation of ethnopedagogy through the traditional dance “Manten Tebu” as a medium for character education in elementary schools. Inspired by the local ritual “Buka Giling” from PG Lestari in Patianrowo, Nganjuk, the “Manten Tebu” dance represents cultural values that are deeply rooted in the local community’s traditions. Using a qualitative descriptive approach with ethnographic methods, this research involved cultural experts, dance trainers, teachers, and elementary students. Data were collected through participatory observation, in-depth interviews, and document analysis. The study reveals that the dance serves not only as a cultural expression but also as an effective learning tool for internalizing character values such as religiosity, discipline, cooperation, mutual assistance (gotong royong), and responsibility. These values are reflected in the symbolic movements of the dance and the collaborative learning process. Students engage actively and meaningfully while simultaneously developing a deeper understanding of their cultural identity. Furthermore, the integration of local wisdom into the curriculum supports the preservation of cultural heritage amidst the challenges of globalization. This research contributes to the discourse on culturally responsive education and highlights the importance of developing pedagogical strategies that are rooted in local culture. The findings suggest that ethnopedagogy can be a powerful approach to strengthening character education while maintaining the relevance of traditional values in modern educational contexts.
Profiling Cultural Literacy Among Elementary Students Through the Local Wisdom of the "Siraman Sedudo " Tradition in Nganjuk Rahayu, Titik Ayu Sri; Subrata, Heru; Hendratno, Hendratno
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1228

Abstract

This study explores the cultural literacy of fifth-grade students regarding the Siraman Sedudo tradition in Nganjuk Regency, East Java, using a qualitative descriptive approach. The research aims to uncover students’ understanding, attitudes, and involvement in preserving this local wisdom rooted in ancestral heritage. Data were collected through semi-structured interviews with a cultural figure, questionnaires distributed to 21 students of SDN 2 Werungotok (selected using purposive sampling), and relevant literature studies. The research was conducted between January and March 2023. The findings reveal that while most students are aware of the Siraman Sedudo ceremony and express pride in its uniqueness, their understanding tends to be superficial, focusing mainly on factual aspects such as the time of the event. In-depth knowledge regarding its historical significance, symbolic meanings, and spiritual values remains limited. The study also finds a gap between students’ positive attitudes and their actual involvement in cultural preservation, often due to restricted access and lack of school-based cultural programs. Furthermore, social media emerged as a dominant source of information, albeit without sufficient context or educational framing. The research highlights the importance of integrating local cultural content into school curricula through project-based learning, narrative engagement, and collaboration with local communities. It concludes that education should serve as a dynamic platform for revitalizing cultural traditions, fostering active student participation, and ensuring intergenerational transmission of heritage. Recommendations for future studies and educational practices are discussed.

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