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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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The Effect of Wordwall-Assisted Interactive Learning Media on Students' Learning Interest in Science and Social Studies Nurlita Aristya Suci; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Putriwanti Putriwanti
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.v5i1.3300

Abstract

Learning interest constitutes a critical affective factor influencing students' engagement and academic success in elementary education. However, IPAS (Integrated Science and Social Studies) instruction in many Indonesian elementary schools remains dominated by conventional, teacher-centered approaches that limit student participation and diminish learning interest. This study examined the effect of Wordwall-assisted interactive learning media on Grade III students' learning interest in IPAS at SD Inpres Lolu. Employing a pre-experimental one-group pretest-posttest design, the study involved 23 students selected through saturated sampling. Data were collected using a validated learning interest questionnaire (Cronbach's Alpha > 0.60) administered before and after the two-week Wordwall implementation. Analysis included descriptive statistics and paired-sample t-test following normality verification. Results demonstrated a significant increase in mean learning interest scores from 62.52 (pretest) to 80.04 (posttest), with a moderate N-gain value of 0.46. The paired-sample t-test confirmed statistical significance (p = 0.01 < 0.05), rejecting the null hypothesis. These findings indicate that Wordwall-based interactive media significantly enhance elementary students' learning interest in IPAS by transforming conventional instruction into engaging, game-based experiences. The study contributes empirical evidence supporting game-based learning integration in elementary science education, with implications for instructional practice and professional development. Future research should employ experimental designs with control groups and examine long-term effects on both affective and cognitive outcomes.
Reconceptualizing Traditional Ablution Instruction: CTL and TPACK Integration in Fiqh Curriculum Under Kurikulum Merdeka Asridayani Asridayani; Cantri Maesak; Rizal Nurzain; Fajriah Inayati
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.v5i1.3310

Abstract

This study examines the curriculum structure of Fiqh thaharah (ablution) instruction for Grade VII students in Madrasah Tsanawiyah (MTs) under Indonesia's Independent Curriculum (Kurikulum Merdeka). The research employed qualitative document analysis methodology, systematically examining official Learning Outcomes documents, approved textbooks, and teacher guidebooks for Phase D Fiqh instruction. Data were analyzed using manifest and latent content analysis frameworks, focusing on legal, cognitive, and spiritual dimensions of ablution pedagogy. Findings reveal that ablution instruction at MTs level represents a multidimensional pedagogical framework integrating three interconnected components: legal compliance through analytical engagement with jurisprudential postulates (istinbat al-ahkam), spiritual formation cultivating 'ubūdiyyah consciousness and noble character, and contemporary relevance through environmental fiqh addressing water conservation. The curriculum explicitly responds to students' dual developmental transition from mumayyiz to mukallaf status and from concrete to formal operational thinking, as theorized by Piaget. Unlike elementary instruction emphasizing procedural memorization, MTs curriculum prescribes innovative pedagogical strategies including Contextual Teaching and Learning (CTL) and Technological Pedagogical Content Knowledge (TPACK) integration. This research contributes a comprehensive theoretical framework demonstrating how classical Islamic jurisprudence can be pedagogically reconceptualized to address contemporary educational objectives while maintaining traditional integrity, offering evidence-based guidance for transformative fiqh education that cultivates critical reasoning and spiritual awareness.
Teacher and Student Perspectives on Smart TV-Based Instruction: Implications for Learning Motivation in Islamic Schools Faridah Faridah; Buhaerah Buhaerah; Abdullah Thahir; Sitti Jamilah Amin; Kaharuddin Kaharuddin
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.v5i1.3316

Abstract

The integration of digital technologies in education has prompted renewed interest in Smart TV as an instructional medium, yet limited research examines both teacher and student perspectives on its role in enhancing learning motivation within Islamic secondary education contexts. This qualitative descriptive-interpretive study explored perceptions of Smart TV utilization and its motivational impact at MTsN Pinrang, Indonesia. Data were collected through classroom observations, semi-structured interviews with five teachers and 20 students, and document analysis, then analyzed using reflexive thematic analysis. Findings revealed that teachers perceived Smart TVs as effective tools facilitating multimedia-rich, student-centered instruction and transforming their roles from knowledge transmitters to learning facilitators. Students reported heightened interest, enjoyment, and engagement, with motivational outcomes linked to Smart TV's support for autonomy, competence, and relatedness as theorized in Self-Determination Theory. However, implementation faced infrastructure limitations, increased teacher workload, and occasional cognitive overload among students. Smart TV-based instruction holds substantial potential to enhance learning motivation when aligned with evidence-based pedagogical design and supported by adequate infrastructure and teacher professional development. The study contributes theoretical insights by integrating Cognitive Theory of Multimedia Learning and Self-Determination Theory within Islamic education contexts, while highlighting that technology effectiveness depends on systemic institutional readiness rather than mere technological adoption.
The Use of Educational Comics to Enhance Learning Interest in Pancasila Education at the Primary School Level Erina Safira Ramadhani; Sukartono Sukartono
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.v5i1.3317

Abstract

Pancasila Education in Indonesian elementary schools faces pedagogical challenges characterized by teacher-centered instruction and low student learning interest, particularly in teaching abstract concepts such as rights and obligations. This quantitative study employed an ex post facto design to examine the relationship between educational comic media and fourth-grade students' learning interest in Pancasila Education. Data were collected from 68 students at SD Negeri 16 Purwodadi using validated questionnaires measuring educational comics characteristics and learning interest dimensions. Simple linear regression analysis was conducted to test the hypothesis at α = 0.05 significance level. Statistical analysis revealed that educational comic media significantly influenced student learning interest (β = 0.359, t = 3.129, p = 0.003), explaining 12.9% of variance in learning interest. The regression model demonstrated statistical significance (F = 9.789, p = 0.003), confirming that comics positively predict student engagement.  The findings support cognitive developmental theory and multimedia learning principles, demonstrating that visual narratives effectively transform abstract citizenship concepts into concrete, accessible learning experiences. Educational comics facilitate meaningful learning through multimodal presentation combining visual, textual, and narrative elements that align with elementary students' cognitive characteristics. These results suggest that comics serve as valuable complementary pedagogical tools when strategically integrated within student-centered instructional frameworks, contributing to enhanced engagement in value-based education.
Transformational Leadership and Organizational Climate as Predictors of Positive Discipline Culture in Indonesian Elementary Schools Rani Setyawati; 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.v5i1.3319

Abstract

Positive discipline has become a key priority in elementary education as schools shift from punitive practices toward restorative approaches. However, implementation varies widely across schools and is likely shaped by leadership and organizational conditions. This quantitative ex post facto study examined the extent to which principals' transformational leadership and school organizational climate predict positive discipline culture in Indonesian public elementary schools. Participants were 130 teachers from 20 public elementary schools in Tanggungharjo District, Grobogan Regency, selected using proportionate stratified random sampling. Data were collected through validated Likert-scale questionnaires measuring transformational leadership, organizational climate, and positive discipline culture. Pearson correlation and hierarchical regression analyses were conducted. Results showed that transformational leadership was strongly associated with positive discipline culture (r = 0.761, p < .01) and explained 57.9% of its variance. Organizational climate was also positively associated with positive discipline culture (r = 0.674, p < .01) and explained 45.5% of its variance. In the multiple regression model, both variables jointly explained 70.0% of the variance in positive discipline culture, with leadership showing a larger standardized contribution (β = 0.567) than climate (β = 0.398). These findings indicate that strengthening transformational leadership practices and improving school climate may be strategic levers for embedding positive discipline as sustainable school culture.
Needs Analysis for Digital Virtuecard Media Development in History Education: Supporting Nation and Character Building Among Digital Native Students Fitria Rita Laurent; Farida R. Wargadalem; 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.v5i1.3326

Abstract

The erosion of national character among digital native university students presents a critical challenge for Indonesian higher education. History education, particularly courses grounded in local historiography, holds significant potential as a vehicle for character formation; however, the absence of culturally contextual digital learning media constrains this potential. This study reports the needs analysis phase of a developmental research project employing the Hannafin and Peck model combined with the Tessmer formative evaluation model. A mixed-methods design was applied, involving 82 third-semester students and the course lecturers of the History of the Palembang Darussalam Sultanate, History Education Study Program, Sriwijaya University. Data were collected through questionnaires, structured observation, and semi-structured interviews, and analyzed using descriptive percentage analysis and the Miles and Huberman interactive model. All needs analysis aspects registered high to very high scores. The highest student scores were recorded for the implementation of digital media as a learning resource (86.67%) and the need for value-laden digital content (85.50%). Lecturers rated the availability of digital media resources at 100%, yet simultaneously reported very high obstacles in media development (86.67%). The findings establish a robust empirical basis for developing digital virtuecard media integrating virtue values from the Palembang Darussalam Sultanate's history with interactive, audiovisual design to strengthen students' national character competencies.
Enhancing EFL Students’ Learning Motivation through Digital Game-Based Learning: A Classroom Action Research Study Hastuti Rahmah; Ari Purnawa
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.v5i1.3336

Abstract

Learning motivation plays a crucial role in successful English as a Foreign Language (EFL) learning; however, many secondary school students experience low motivation due to limited engagement in conventional instructional practices. This study investigates the use of digital game-based learning to enhance students' motivation in an EFL classroom through a mixed-method Classroom Action Research design. The intervention was implemented across three iterative instructional cycles involving eighth-grade students at a junior secondary school. Quantitative data were collected using a learning motivation questionnaire, while qualitative data were obtained through classroom observations and semi-structured interviews. The findings indicate a consistent improvement in students' learning motivation, accompanied by increased engagement, confidence, and active participation throughout the cycles. The novelty of this study lies in its integration of digital game-based learning within a cyclical Classroom Action Research framework to capture the dynamic development of EFL learners' motivation over time, rather than measuring it at a single point in time. The results provide empirical evidence that digital game-based learning can serve as a sustainable pedagogical strategy for fostering motivated and engaged EFL learners in authentic classroom contexts, with practical implications for secondary-level English instruction.
Culturally Responsive Traditional Games: A Constructivist Approach to Enhancing Elementary Science Motivation Ni Luh Anggun Raya Damayanti; Muhammad Aqil; Surahman Wilade; Rizal Rizal; Ryan Andhika Pratama
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.v5i1.3339

Abstract

This study investigated the effectiveness of traditional educational games in enhancing learning motivation among fourth-grade students in Natural and Social Sciences (IPAS) instruction. Employing a pre-experimental one-group pretest-posttest design, the research involved 13 students at SD Inpres 2 Balinggi, Central Sulawesi, Indonesia, during the 2025/2026 academic year. Learning motivation was measured using a validated 15-item questionnaire administered before and after implementing traditional game-based instruction on the "Forces Around Us" topic. Data analysis utilized descriptive statistics, Shapiro-Wilk normality testing, and normalized gain (N-Gain) calculations. Results demonstrated consistent improvement across all participants, with mean motivation scores increasing from 66.15 (pretest) to 73.15 (posttest), yielding an N-Gain of 0.79, indicating high pedagogical effectiveness. The uniform 7-point increase, while preventing standard inferential testing due to zero variance, provided compelling evidence of intervention impact. These findings support constructivist frameworks and culturally responsive pedagogy theories, demonstrating that traditional games effectively transform abstract scientific concepts into concrete learning experiences through culturally grounded activities. The study contributes empirical evidence that traditional educational games serve as accessible, low-cost interventions capable of significantly enhancing student motivation in integrated science instruction, particularly valuable for resource-constrained educational settings while challenging deficit perspectives on traditional pedagogical practices.
Effects of Computer Animation on Elementary Students' Understanding of Physical State Changes Nuraini Nuraini; Masfufah Masfufah
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.v5i1.3340

Abstract

Computer animation has emerged as a promising educational tool, yet its effectiveness in resource-constrained Indonesian elementary schools remains underexplored, particularly for teaching abstract scientific concepts. This study examined whether computer animation learning media significantly affects third-grade students' learning outcomes in understanding changes in object forms. A quasi-experimental design with nonequivalent control groups was employed, involving 30 third-grade students at SDN 12 Palu, Indonesia. The experimental group (n=15) received animation-based instruction via Google Meet, while the control group (n=15) received conventional image-based instruction via WhatsApp. A validated 15-item achievement test (α=0.87) was administered as pretest and posttest. Data were analyzed using independent samples t-test. Although the experimental group achieved higher posttest scores (M=86.67, SD=11.75) compared to the control group (M=72.67, SD=17.92), the difference was not statistically significant (t(28)=2.53, p=0.17). Both groups demonstrated improved learning outcomes, with mean gains of 28.67 and 10.00 points respectively. The null findings suggest that animation's theoretical advantages did not materialize under pandemic-constrained online delivery conditions. Implementation quality, technological infrastructure limitations, and online delivery mediation likely offset potential cognitive benefits. Results underscore the importance of optimal implementation conditions for educational technology effectiveness in developing country contexts.
Enhancing Students’ Procedural Writing Skills through Chain Writing Technique: A Classroom Action Research Serihartati Serihartati; Ari Purnawan
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.v5i1.3342

Abstract

Writing procedural texts remains a challenging task for English as a Foreign Language (EFL) learners, particularly at the junior high school level, due to difficulties in organizing ideas, applying appropriate language features, and maintaining engagement in the writing process. While collaborative writing strategies have been widely studied, limited research has examined the use of the chain writing technique within a Classroom Action Research (CAR) framework to address genre-specific writing problems in authentic classroom contexts. This study aimed to enhance EFL students' procedural writing skills by implementing the chain writing technique using a CAR design. Conducted with 32 eighth-grade students at an Indonesian junior high school, the research involved two instructional cycles: planning, action, observation, and reflection. A mixed-methods approach was employed, combining writing tests with classroom observations, questionnaires, and interviews. The findings indicate substantial improvement in students' procedural writing performance across cycles, along with increased engagement, collaboration, and confidence in writing activities. The study highlights the effectiveness of chain writing as a collaborative strategy and demonstrates the added value of CAR in enabling iterative instructional refinement based on students' learning responses. The novelty of this study lies in integrating the chain writing technique into a cyclical CAR framework to improve procedural writing as a specific genre in a junior high school EFL context.

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