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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 659 Documents
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Applying Stake's Countenance Evaluation Model to Community-Based Tourism Governance: A Case Study of Pokdarwis in Pontianak City, Indonesia Sohirah Sohirah; Iis Prasetyo
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.v5i1.2847

Abstract

Community-based tourism governance in Indonesian desa wisata (tourism villages) remains underexplored, particularly regarding the organizational effectiveness of Kelompok Sadar Wisata (Pokdarwis) following national recognition. This study evaluates Pokdarwis governance at Kampong Melayu BML Tourism Village, Pontianak City — a top-50 finalist in the 2022 Anugerah Desa Wisata Indonesia (ADWI) — using Stake's (1975) Countenance Evaluation Model. Data were collected from 20 Pokdarwis members via structured questionnaires and from eight informants through semi-structured interviews, supplemented by observation and document review. Factor analysis was applied across the three Countenance dimensions: antecedents, transactions, and outcomes. Findings reveal a systematic perception–reality divergence across all three dimensions. While members self-reported 90–100% program achievement, independent observation confirmed average attainment of 70–80%. Community participation (70%) and economic impact (70%) were the weakest indicators, and vendor non-compliance with capacity-building commitments was identified as a critical governance gap. These results demonstrate that structural organizational readiness does not guarantee substantive governance effectiveness, and that member self-reports systematically overestimate program outcomes. The study contributes a novel application of the Countenance Model to community-based tourism governance evaluation, with implications for post-award audit policy in Indonesia's national desa wisata program.
Internship Program Implementation and Learner Independence in Community-Based Equivalency Education: A Quantitative Assessment Dewi Pandji Merput Sari; Iis Prasetyo
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.v5i1.2848

Abstract

Independence (kemandirian) is a critical developmental outcome in non-formal equivalency education, yet empirical evidence on how structured internship programs cultivate this capacity among community-based learners remains limited. This study employed a quantitative survey design with census sampling (n = 31 Paket B learners) at PKBM CEFA Learning Center – Sekolah Alam CEFA, Kampar Regency, Riau. A validated 26-item Likert-scale questionnaire measured seven independence indicators — responsibility, initiative, self-confidence, problem-solving, perseverance, creativity, and non-dependence on others — across three program phases. Data were analyzed using descriptive statistics and a paired-samples t-test. Pre-internship independence scores were consistently low (overall M = 2.44), while post-internship scores rose substantially (overall M = 3.35). A paired-samples t-test confirmed the improvement was statistically significant (p = 0.000). Initiative and creativity registered the largest gains, whereas non-dependence on others showed the smallest increase despite its relatively higher baseline. Findings indicate that the internship program effectively enhanced multidimensional independence, consistent with Experiential Learning Theory, Self-Determination Theory, and Situated Learning Theory. The study contributes the first empirical evidence of internship effectiveness at the PKBM level in Indonesia, offering a framework for designing experience-based non-formal education programs that systematically foster learner autonomy.
The Influence of Organizational Culture and Work Motivation on Teacher Discipline in Public Elementary Schools Yolanda Verosika; Nurkolis Nurkolis; Ngurah Ayu Nyoman
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.v5i1.2878

Abstract

This study aimed to analyze the influence of organizational culture and work motivation on teacher discipline in public elementary schools in Purwodadi District, Grobogan Regency. The research employed a quantitative approach with an explanatory survey design. The population consisted of 487 teachers, with a sample of 220 respondents selected through proportional random sampling. Data were collected using structured questionnaires with a Likert scale and analyzed using multiple linear regression with the assistance of IBM SPSS Statistics version 30. Hypothesis testing was conducted through partial tests (t-test), simultaneous tests (F-test), coefficient of determination (R²), and analysis of relative and effective contributions. The results showed that organizational culture and work motivation each had a positive and significant effect on teacher discipline. Simultaneously, both variables also demonstrated a significant influence on teacher discipline. The coefficient of determination indicated that most variations in teacher discipline could be explained by organizational culture and work motivation. Analysis of relative and effective contributions revealed that organizational culture provided a slightly more dominant contribution compared to work motivation, although both variables played important roles in shaping disciplined work behavior. These findings suggest that improving teacher discipline requires strengthening organizational culture alongside enhancing teachers’ work motivation. The integration of organizational and individual factors is essential in developing sustainable discipline and supporting the improvement of educational quality in elementary schools.
The Influence of Academic Supervision and Positive School Culture on Learning Quality in Indonesian Elementary Schools Finda Pramesti; Nurkolis Nurkolis; Ngurah Ayu Nyoman
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.v5i1.2879

Abstract

Learning quality in primary schools refers to the effectiveness of instructional processes in facilitating meaningful, student-centered learning that supports students' cognitive, affective, and psychomotor development. It is shaped not only by teachers' individual competence but also by systemic factors within the school environment. Despite growing recognition of academic supervision and school culture as key drivers of instructional quality, their combined influence at the elementary level remains underexplored. This study employed a quantitative ex post facto design to examine the partial and simultaneous effects of academic supervision (X₁) and positive school culture (X₂) on learning quality (Y) in 60 public elementary schools in Purwodadi District, Grobogan Regency. A sample of 220 teachers was selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires (Cronbach's α ≥ 0.962) and analyzed using multiple linear regression with SPSS version 30. Results indicate that academic supervision (β = 0.485, p < 0.001) and positive school culture (β = 0.479, p < 0.001) each exert positive and significant partial effects on learning quality. Simultaneously, both variables explain 55.1% of the variance in learning quality (R² = 0.551, F = 71.911, p < 0.001), with near-equal effective contributions of 27.7% and 27.4%, respectively. These findings suggest that sustainable improvement in elementary school learning quality requires the simultaneous strengthening of instructional supervision and the cultivation of a positive school culture as co-equal institutional factors supporting effective teaching and learning processes.
A Narrative Review of Elementary Students' Difficulties in Identifying Main Ideas and Supporting Ideas in Indonesian Reading Instruction Sindra Kirani; Rahayu Condro Murti; Fery Muhamad Firdaus; Cepi Safruddin Abdul Jabar
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.v5i1.2880

Abstract

The ability to identify main ideas and supporting ideas in paragraphs is a foundational reading comprehension competency in elementary education; however, Indonesian students consistently demonstrate low mastery of this skill, as reflected in national and international literacy assessments. This study employed a narrative literature review design, systematically searching the Google Scholar database and screening a final corpus of 22 peer-reviewed studies published between 2020 and 2025. Data were analyzed through a three-stage qualitative process comprising extraction, comparative analysis, and interpretive synthesis. The review identified three principal themes: (1) difficulties were pervasive across Grades 4–6, with 64.3% of studies documenting a persistent positional misconception about paragraph structure; (2) contributing factors were classified as internal (limited conceptual mastery, low reading motivation, metacognitive deficits) and external (low teacher instructional creativity, absence of engaging media); and (3) supporting idea difficulties were explicitly addressed in only 22.7% of reviewed studies, revealing a significant research asymmetry. These findings indicate that paragraph comprehension must be reconceptualized as a dual and interdependent competency. Problem-Based Learning, mind mapping, and multimodal media demonstrated consistent effectiveness in improving outcomes. This study contributes a holistic literacy framework that integrates main idea and supporting idea instruction, addressing a gap that prior reviews have not adequately theorized.
The Implementation of SWOT Analysis in Managing Academic Quality in Public Elementary Schools in Toroh District Himawan Eko Purnomo; Harjito Harjito; Maryanto Maryanto
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.v5i1.2941

Abstract

This study investigates the implementation of SWOT analysis as a strategic management tool for academic quality improvement in public elementary schools in Toroh District, Grobogan Regency, Indonesia. Despite growing scholarship on SWOT applications in educational settings, its systematic use in academic quality management across multiple schools at the district level remains underexplored. Employing a qualitative descriptive approach with a multi-site case study design, data were collected from six school principals and twelve classroom teachers through semi-structured interviews, structured observations, and document analysis. Findings reveal that SWOT analysis effectively surfaced three primary internal strengths — teacher competence, principal leadership, and structured academic programs — alongside three persistent weaknesses: limited learning facilities, inconsistent instructional methods, and restricted professional development access. Externally, government educational support and community involvement were identified as key opportunities, while rapid policy change and inter-institutional competition constituted principal threats. Importantly, an informal peer-mentoring network operating outside formal structures was identified as an unrecognized latent strength. SWOT-based strategy formulation aligned internal capacities with external opportunities; however, a notable gap between strategic intent and operational specificity was observed in the WT quadrant. These findings reframe SWOT analysis as an organizational learning catalyst rather than a static diagnostic tool, offering theoretical and practical implications for evidence-based school improvement planning.
The Influence of Principal Transformational Leadership and the Utilization of the Ruang GTK Platform on Teachers' Pedagogical Competence Agus Hery Susanto; Widya Kusumaningsih; Joko Sulianto
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.v5i1.2946

Abstract

Teachers' pedagogical competence is a critical determinant of instructional quality, yet its development remains uneven across Indonesian elementary schools. This study investigates the influence of principal transformational leadership and the utilization of the Ruang GTK platform on teachers' pedagogical competence. A quantitative survey design was employed, involving 98 elementary school teachers in Karangrayung District, Grobogan Regency, selected through proportionate stratified random sampling. Data were collected using validated questionnaire instruments (Cronbach's α > 0.84) and analyzed through multiple linear regression using SPSS. The results indicate that transformational leadership (β = 0.487, p < 0.001) and Ruang GTK platform utilization (β = 0.421, p < 0.001) each exerted significant positive influences on pedagogical competence. The combined model explained 50.0% of the variance in pedagogical competence (R² = 0.500, F(2, 95) = 47.83, p < 0.001). These findings establish that transformational leadership and digital platform utilization are functionally interdependent predictors of pedagogical competence, with leadership emerging as the stronger predictor. School principals and policymakers are encouraged to integrate transformational leadership practices with structured facilitation of Ruang GTK platform use—particularly its collaborative and performance management modules—to optimize teacher professional development.
The Role of School Supervisors in Supporting the Flagship Character Education Development Program at Elementary School Tulus Bintoro; Nur Khoiri; Widya Kusumaningsih
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.v5i1.3018

Abstract

This study examined the role of school supervisors in assisting the implementation of the flagship character education development program at SD Negeri 1 Depok, Grobogan Regency, during the 2025/2026 academic year. Despite growing recognition of supervisory functions in school quality improvement, empirical evidence on how supervisors operate within structured, government-mandated character education programs at the elementary level remains limited. This study employed a qualitative case study design. Data were collected through semi-structured interviews, classroom observations, and document analysis involving five participants — one school supervisor, one principal, and three teachers — and analyzed using Miles et al.'s (2014) interactive model. Four themes emerged: systematic program planning, collaborative supervisory assistance, structured follow-up actions, and positive impact on students' character development. An unexpected finding was the emergence of peer-to-peer character reinforcement among students, suggesting that sustained supervisory engagement may facilitate value internalization beyond the teacher–student dyad. These findings demonstrate that supervisory assistance, when conducted collaboratively and continuously, constitutes a transformative institutional mechanism for character education. The study contributes to educational supervision scholarship and offers practical guidance for supervisors and policymakers in strengthening elementary character education programs.
The Influence of Supervisory Roles and Teachers’ Professional Competence on Learning Quality in Elementary Schools in Gubug District Heru Ekwanto; Widya Kusumaningsih; Joko Sulianto
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.v5i1.3042

Abstract

Learning quality in elementary schools is shaped by multiple professional factors, yet the combined influence of supervisory roles and teachers' professional competence remains empirically understudied, particularly in the Indonesian context. This study examines the partial and simultaneous effects of these two variables on learning quality at elementary schools in Gubug District, Grobogan Regency, Central Java, Indonesia. A quantitative correlational survey design was employed, with 92 teachers selected through proportionate stratified random sampling. Data were collected using validated Likert-scale questionnaires measuring supervisory roles, professional competence, and learning quality, and were analyzed using multiple linear regression. The results indicate that supervisory roles significantly and positively influence learning quality (β = 0.472, R² = 0.275, p < 0.001), as does teachers' professional competence (β = 0.418, R² = 0.251, p < 0.001). Simultaneously, both variables account for 47.7% of the variance in learning quality (R² = 0.477, F(2,89) = 42.76, p < 0.001), with supervisory roles emerging as the slightly stronger predictor. These findings advance a dual-determinant framework of instructional quality, underscoring that sustainable improvements in elementary school learning require the synergistic integration of developmental supervision and continuous teacher professional development.
The Effect of Principals’ Instructional Leadership and Teacher Learning Communities on Learning Quality in Elementary Schools Ratna Kusuma Ningrum; Widya Kusumaningsih; Joko Sulianto
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.v5i1.3043

Abstract

Learning quality in primary schools is shaped by multiple institutional factors, yet the combined influence of principals' instructional leadership and teacher learning communities remains empirically underexplored, particularly in Indonesian elementary school contexts. This study employed a quantitative correlational survey design involving 92 teachers selected through proportional random sampling from public elementary schools in Gubug District, Grobogan Regency, Central Java, Indonesia. Data were collected using three validated questionnaires measuring instructional leadership, learning community activities, and learning quality, and were analysed through multiple linear regression. Results indicate that instructional leadership significantly predicts learning quality (β = 0.512, R² = 0.279, p < 0.001), as does learning community activities (β = 0.467, R² = 0.247, p < 0.001). Crucially, their simultaneous effect accounts for 46.8% of the variance in learning quality (F(2,89) = 41.93, p < 0.001), substantially exceeding either variable's independent contribution. These findings demonstrate that instructional leadership and professional learning communities operate synergistically rather than additively, positioning principal-led direction as a structural precondition for productive teacher collaboration. Schools seeking to improve instructional quality should therefore develop both components in an integrated and sustained manner.

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