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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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Effort to Improve Reading Comprehension Skills Through the Know Want Learned Model in Elementary School Student Rahma Maesaroh; Arsyi Rizqia Amalia; Luthfi Hamdani Maula
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3551

Abstract

Reading comprehension is a fundamental skill in elementary education, yet many students struggle to grasp textual meaning. Initial observations in this study revealed a low classical completion rate of only 34% among Grade V students, primarily due to the dominance of passive conventional teaching methods. This study aims to describe the learning process and evaluate the improvement of reading comprehension skills through the implementation of the Know-Want-Learned (KWL) model. A Classroom Action Research (CAR) design was employed across two cycles, each consisting of planning, action, observation, and reflection. The research involved 5th-grade students, with data gathered via observation sheets, interviews, field notes, and comprehension tests. Results showed a significant upward trend in student performance and engagement. While Cycle I addressed initial instructional challenges, Cycle II demonstrated substantial progress where students successfully exceeded the 75% classical completeness threshold. By systematically activating prior knowledge (Know), establishing clear reading purposes (Want), and reflecting on acquired information (Learned), students became more engaged and critical in analyzing texts. The findings reveal that the KWL model not only improves comprehension scores specifically in identifying main ideas and summarizing but also enhances student motivation. In conclusion, the KWL model is a highly effective strategy for bridging the literacy gap in elementary education. This research implies that teachers should adopt structured, student-centered reading strategies like KWL to foster deeper cognitive engagement and transition away from monotonous traditional instruction, thereby significantly improving the quality of language learning.
Problem-Based Learning Assisted by Jellyfish Game Media to Improve Student Learning Activity in Natural and Social Sciences Haswin Haswin; Sinta Satria Dewi Pendit; Sisriawan Lapasere; Abdul Rahman; Putriwanti
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3554

Abstract

Low student learning activity in elementary science education remains a persistent challenge, particularly within Indonesia's newly implemented Independent Curriculum. This study addressed this problem by integrating Problem-Based Learning (PBL) with Jellyfish game media to improve student learning activity in Natural and Social Sciences (IPAS).  A Classroom Action Research (CAR) design following Kemmis and McTaggart's cyclical model—comprising planning, acting, observing, and reflecting—was conducted across two cycles with 24 fourth-grade students at SD Inpres Tipo, Palu City. Data were collected through validated observation sheets (inter-rater κ = 0.82), tests, interviews, and documentation, and analyzed using quantitative scoring and Miles et al.'s qualitative framework. Mean learning activity scores increased progressively from 45.41 (low) in the pre-cycle to 64.06 (moderate) in Cycle I and 86.77 (very good) in Cycle II, representing a total gain of 41.36 points. The most pronounced gain was observed in group discussion involvement. These findings demonstrate that game-assisted PBL effectively transforms passive student behavior into active, collaborative engagement, consistent with constructivist theory and the ICAP framework. The Jellyfish game functioned as a structural scaffold that redistributed participatory roles within learning groups, a novel contribution to game-based learning literature.
Academic Supervision Evaluation Practices in Primary Schools: A Case Study of Developmental Leadership Sri Iin Andriyati; Harjito Harjito; Maryanto Maryanto
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3555

Abstract

Academic supervision evaluation plays a crucial role in ensuring the effectiveness of supervisory practices and teacher professional development in primary schools, yet implementation challenges persist globally. This study examined how academic supervision evaluation is implemented by the principal at SD Negeri 1 Plosoharjo, focusing on evaluation mechanisms, guiding principles, and utilization of results for teacher development. A qualitative descriptive case study was conducted with six participants (one principal and five teachers) selected through purposive sampling. Data were collected through in-depth interviews, non-participant observations, and document analysis, then analyzed using systematic data reduction, display, and conclusion drawing. Trustworthiness was ensured through triangulation and member checking. Findings revealed that supervision evaluation was implemented systematically through five interconnected components: observation analysis, document review, individualized feedback, reflective dialogue, and follow-up planning. The evaluation process was characterized by objectivity, transparency, dialogue, and teacher agency. An unexpected finding emerged regarding teachers' active participation in interpreting evaluation results and proposing improvement strategies. Evaluation results were utilized as foundations for targeted professional development activities including coaching, workshops, and collaborative learning. Reflective and continuous evaluation of academic supervision contributes to developing reflective learning cultures and enhancing instructional quality and teacher professionalism in primary schools. The study provides empirical evidence for supervision models that balance accountability with developmental purposes.
How Teachers Enact Differentiated Learning Evaluation: Pedagogical Competence in a Merdeka Curriculum Pioneer School Dewi Marya Susanti; Harjito Harjito; Maryanto Maryanto
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3556

Abstract

This study examined how teachers at SD Negeri 3 Krangganharjo, a Pioneer School implementing the Merdeka Curriculum in Grobogan Regency, enact pedagogical competence in differentiated learning evaluation. A descriptive qualitative design was employed, with data collected over five months (June–November 2025) through semi-structured interviews, passive participatory classroom observation, and document analysis. Participants comprised the school principal, classroom teachers of Grades IV–VI, and students from the same levels. Instrument validity was established through expert content review, and intercoder reliability yielded κ = 0.82. Data analysis followed Miles and Huberman's interactive model; trustworthiness was ensured via source, technique, and time triangulation. Four interrelated findings emerged: (1) teachers deployed varied product-based assessment formats aligned with students' strengths and preferences; (2) task complexity was tiered according to readiness profiles; (3) evaluation was embedded continuously within instruction rather than confined to summative endpoints; and (4) individualized, growth-oriented feedback was consistently provided. An unexpected finding revealed that students demonstrated metacognitive awareness of differentiated evaluation as equitable rather than discriminatory. These practices reflect an enabling institutional culture in which evaluation autonomy, bounded by learning objectives, supports student-centered, inclusive assessment. The study contributes an empirically grounded framework for understanding differentiated evaluation competence within Merdeka Curriculum implementation.
Jigsaw Learning Model Assisted by Puzzle Media to Improve Collaboration Skills of Fourth-Grade Elementary School Students Dewi Puji Lestari; Astri Sutisnawati; Rifky Aditya Ramadhan
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3557

Abstract

Low collaborative engagement among elementary students remains a persistent challenge in 21st-century classrooms, where policy frameworks increasingly mandate collaboration as a core graduate competency. This study investigated whether the application of the jigsaw learning model assisted by puzzle media could improve the collaboration skills of fourth-grade students at SDN Cemerlang, Sukabumi, Indonesia.  A Classroom Action Research (CAR) design following the Kemmis and McTaggart spiral model was employed across two instructional cycles with 36 students of class IVB (2025/2026 academic year). Collaboration skills were assessed using a validated questionnaire covering five indicators: cooperation, flexibility, responsibility, compromise, and communication, scored against a four-category rubric. The mean collaboration score improved from 75.5% (Fair) in Cycle I to 82.8% (Good) in Cycle II. All five indicators surpassed the 80% success threshold by the end of Cycle II, with the Compromise indicator recording the largest gain (+7.8 percentage points). These findings confirm that the structured interdependence embedded in the jigsaw model, enriched by the concrete and motivating nature of puzzle media, effectively cultivates multidimensional collaborative competence. The integrated approach offers a replicable, low-resource strategy for developing 21st-century collaboration skills at the elementary level.
Audio-Visual Media as an Instructional Innovation to Increase Learning Interest in Indonesian Language Sajma Sajma; Herlina Herlina; Sisriawan Lapasere; Zulnuraini Zulnuraini; Kasmawati Kasmawati
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3559

Abstract

Low student learning interest remains a persistent challenge in Indonesian language instruction at the elementary level, often resulting from overreliance on lecture-based delivery and inadequate use of engaging instructional media. This study employed a two-cycle Classroom Action Research (CAR) design to examine the effectiveness of audio-visual media in increasing the learning interest of 28 fifth-grade students at SD Inpres 2 Besusu, Palu. Data were collected using a validated Likert-scale learning interest questionnaire (Cronbach's α = 0.81), teacher and student activity observation sheets, and documentation. Quantitative data were analyzed by calculating percentage scores against established category criteria, while qualitative data were processed through reduction, display, and conclusion-drawing stages. In Cycle I, the mean learning interest reached 61.86% (fair–good category), with only 14.29% of students achieving the very good level. Following reflective refinements to media content and teacher facilitation strategies, Cycle II yielded a mean of 83.09% (very good category), with 85.71% of students reaching the highest category—a 21.23 percentage-point increase. These findings demonstrate that iteratively designed audio-visual media, supported by facilitative teaching, effectively transforms passive learning behavior into active engagement in Indonesian language classrooms. This study contributes process-oriented evidence for the role of multimedia learning principles in elementary literacy education and offers a replicable intervention model for teachers seeking to increase student learning interest.
Effectiveness of Local Legend-Based Audio-Visual Media on Improving Elementary School Students' Literacy in Rural Areas Ajeng Ratna Permana; Agus Hamdani; Deasy Aditya Damayanti; Yustika Nur Fajriah
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3563

Abstract

Rural elementary students in Indonesia face persistent literacy barriers compounded by limited access to culturally relevant instructional materials. This study investigates the effectiveness of local legend-based audio-visual media in reinforcing literacy skills among primary school students in rural areas. A descriptive mixed-methods design was employed, involving a purposive sample of 40 Grade IV and V students and four classroom teachers at two elementary schools in Blubur Limbangan District, Garut Regency. Data were collected through a validated literacy achievement test (CVR = 0.87; α = 0.84), participatory observation across eight learning sessions, and semi-structured teacher interviews. Quantitative data were analyzed descriptively; qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014). Results showed that 42.5% of students achieved "Good" to "Very Good" literacy scores post-intervention. Students demonstrated stronger gains in literal comprehension (mean = 78.4) than in inferential (mean = 61.2) or evaluative tasks (mean = 58.7). An unanticipated spillover into spontaneous oral narrative retelling was also documented. These findings affirm that the convergence of culturally familiar content with multimodal delivery amplifies literacy engagement, particularly at the literal comprehension tier. Local legend-based audio-visual media offers a viable, context-sensitive strategy for addressing the literacy gap in resource-constrained rural educational settings.
Excellence in Education and Strategic Promotion in Strengthening the Image of SDN Ekologi Kahuripan Pajajaran through 7P Integration Rika Aryanti; Danny Meirawan; Taufani C Kurniatun; Eka Prihatin
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3564

Abstract

Abstract This study aims to analyze the strengthening of school image through the integration of the marketing mix of educational services (7P) by linking program excellence and strategic promotion. The study was carried out at SDN Ecology Kahuripan Pajajaran, Purwakarta Regency, West Java, Indonesia. The approach used is qualitative descriptive with a case study design with phenomenological elements. Primary data was obtained from school principals, teachers, education staff, students, and parents/committee representatives; Secondary data comes from school profiles, vision-mission, program archives, and promotional media. Data collection was carried out through semi-structured interviews, observation of learning activities and the physical environment, as well as documentation; The research instrument includes interview guidelines, observation sheets, and document checklists. Data analysis uses the Miles and Huberman interactive model (reduction, presentation, verification), while the validity of the data is maintained through triangulation of sources, member checking, and peer debriefing. The findings show that all elements of the 7P are mutually reinforcing: ecological character programs as a differentiation (product), BOS-based non-levied education (price), large land as a natural laboratory (place), digital promotion and parent networking (promotion), leadership and example of teachers as brand agents (people), consistent branding process (process), and physical evidence of facilities and student work (physical evidence). It was concluded that the image of the school was formed mainly from the consistency of the service experience, not just promotion. The implication is that image management needs to be positioned as an integrated service system. It is recommended to strengthen periodic evaluations, website optimization, and facility sustainability strategies as well as non-levy funding mitigation. continuously in school.
Integrating Morowali Local Wisdom into Multiliteracy Pedagogy: An Intervention Study on Elementary Descriptive Writing Putry Damayanti; Syamsuddin Syamsuddin; Yunidar Yunidar
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3569

Abstract

Elementary students frequently struggle with descriptive text writing due to decontextualized instruction disconnected from their cultural experiences. This study examined the effectiveness of a multiliteracy approach infused with local wisdom on fifth-grade students' descriptive writing abilities. A quasi-experimental design with nonequivalent control groups was employed, involving 25 fifth-grade students at SDN 2 Bungku, Morowali Regency, Indonesia. The experimental group (n=13) received multiliteracy instruction integrated with Morowali local wisdom, while the control group (n=12) received multiliteracy instruction without cultural contextualization. Descriptive writing ability was assessed using a validated analytical rubric (α=0.87) encompassing content, organization, vocabulary, language use, and mechanics. Data were analyzed using independent samples t-test and Cohen's d effect size. The experimental group achieved significantly higher posttest scores (M=84.16, SD=3.98) compared to the control group (M=72.96, SD=4.29), t(48)=-10.54, p<0.001. Cohen's d of 2.71 indicated an exceptionally large treatment effect. Integrating local wisdom into multiliteracy pedagogy creates synergistic benefits by providing culturally familiar contexts that facilitate idea generation and reduce cognitive load, enabling students to leverage experiential knowledge as compositional resources. Local wisdom-infused multiliteracy approaches substantially enhance elementary students' descriptive writing abilities, offering a culturally responsive pedagogical framework for Indonesian language instruction.
Local Wisdom Integration in Digital Science and Social Studies Teaching Materials: An ADDIE-Based Flipbook Development for Fifth-Grade Elementary Learners Fira Astuti Sukardi; Yusdin B M Gagaramusu; Surahman Wilade; Zulnuraini Zulnuraini; Danti Indriastuti Purnamasari
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3575

Abstract

Integrated science and social studies (IPAS) instruction in Indonesian elementary schools frequently remains textbook-centered and disconnected from students' local contexts, limiting engagement and conceptual understanding. The integration of local wisdom into digital teaching materials represents a promising yet underexplored approach to addressing this gap, particularly within the framework of the Merdeka Curriculum. This study employed a Research and Development (R&D) design guided by the ADDIE model to develop a local wisdom-based IPAS flipbook for fifth-grade students at SDN 10 Palu, Central Sulawesi, Indonesia. The participants comprised 23 students, one classroom teacher, and one media expert. Data were collected through media expert validation sheets (22 items; CVR = 0.99) and student response questionnaires (24 items; Cronbach's α = 0.87), both using a four-point Likert scale. The developed flipbook — titled Petualangan di Lembah Palu — integrates endemic Central Sulawesi flora and fauna with culturally grounded narratives. Expert validation yielded a score of 92.9% (very valid), and student practicality responses reached 98.4% (very practical) across dimensions of visual attractiveness, ease of use, content comprehension, and learning motivation. These results indicate that a systematically designed, culturally contextualized digital flipbook can achieve high feasibility standards for elementary IPAS learning. The study offers a replicable model for developing locally grounded digital instructional materials aligned with the Merdeka Curriculum. Future research should examine the flipbook's effectiveness on learning outcomes through experimental designs and extend implementation to diverse school contexts.

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