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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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From Passive to Interactive: How Teams Games Tournament Transforms Science Education for Fifth Graders Kadek Arya; Herlina Herlina; Asriani Asriani; Zulnuraini Zulnuraini; Putriwanti 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.v5i2.3582

Abstract

Low science (IPAS) outcomes in Indonesian elementary schools stem from teacher-centered methods, limiting student engagement and conceptual understanding, as evidenced by national assessments (54.3% competency rate) and PISA scores (383 vs. OECD 485). This study examines the pure Teams Games Tournament (TGT) cooperative model's effect on fifth-grade cognitive learning in light properties material under the Independent Curriculum. Employing a quantitative pre-experimental one-group pretest-posttest design, the study sampled 29 fifth-grade students at SD Inpres 1 Talise via purposive sampling. Instruments included a 20-item multiple-choice test (14 valid, Cronbach's Alpha 0.875), observation sheets, and interviews. TGT was implemented over three meetings, with data analyzed using Shapiro-Wilk normality, Paired Sample T-Test, and N-Gain via SPSS 27. Pretest mean was 40.64, rising to 67.48 posttest (p < 0.001, t = -9.01), with moderate N-Gain (0.4413). Implementation fidelity improved from 86% to 97%, though two students showed minimal gains due to group adaptation issues. Findings support Vygotsky's constructivism, aligning with prior TGT studies (e.g., Listiani et al., 2025), but highlight needs for media integration. Implications include low-cost active learning strategies; limitations involve small sample and no control group. Future research should use quasi-experiments for broader generalizability.
The Transformation of the Midah Archetype: The Dynamics of Femininity and the Process of Individuation in Tere Liye's Novels "Pulang" and "Novel Pergi" Irma Rismawati; Asep Nurjamin; Lucky Rahayu Nurjamin; Yustika Nurfajriah; Ari Kartini
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.v5i2.3583

Abstract

Female characters in contemporary Indonesian fiction have increasingly served as sites of complex psychological and symbolic meaning, yet their archetypal dimensions remain insufficiently theorized within the existing scholarship. This study employs a qualitative descriptive-interpretive design with content analysis to examine the character of Midah in Tere Liye's novels Pulang (2015) and Pergi (2018), drawing on Carl Gustav Jung's theory of archetypes and the collective unconscious as its theoretical framework. The analysis reveals that Midah embodies a triadic archetypal structure comprising The Great Mother — expressed through moral counsel, emotional constancy, and transcendental protection; the Anima — manifested through silent, healing mediation; and The Self — constituted through her symbolic positioning as the ultimate destination of the main character Bujang's individuation. Notably, Midah's archetypal identity evolves dynamically across both novels in correspondence with Bujang's advancing psychological development. These findings extend prior scholarship on female archetypes in Tere Liye's works and demonstrate that Midah represents a more spiritually autonomous and psychically complex maternal figure than those identified in previous studies or found in canonical Indonesian literary tradition. This study contributes to Indonesian literary psychology by establishing a replicable model for Jungian archetypal analysis of female characters and affirming that Jung's theoretical framework can be productively applied to contemporary Indonesian fiction while remaining attentive to its distinctive cultural and spiritual values.
Puzzle Media as an Instructional Intervention for Early Reading Development: Evidence from Third-Grade Students in Indonesia Miftanul Jannah; Azizah Azizah; Nuraini Nuraini; Yusdin bin M Gagaramusu; 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.v5i2.3589

Abstract

Low early reading proficiency among elementary school students remains a persistent challenge in Indonesian primary education, particularly with respect to oral reading dimensions such as pronunciation, intonation, voice clarity, and fluency. Puzzle media has emerged as a promising interactive instructional tool; however, empirical evidence of its effectiveness among third-grade students — a transitional learner cohort — remains limited. This study employed a quantitative quasi-experimental design with a pretest–posttest control group arrangement. The participants comprised 40 third-grade students at SDN Inpres 1 Lasoani, divided equally into an experimental class (n = 20) and a control class (n = 20) using a saturated sampling technique. Data were collected through a validated early reading performance test (reliability coefficient r = .87) assessing four reading aspects, and analysed using a Paired Sample T-Test following confirmed normality (Shapiro-Wilk) and homogeneity (Levene's) assumptions. The experimental class demonstrated a statistically significant improvement in reading skills, with mean scores increasing from 76.97 (pretest) to 96.22 (posttest), yielding t(37) = −2.155 and p = .038 (< .05). Gains were consistent across all four assessed reading dimensions. The findings confirm that puzzle media effectively improves holistic oral reading competencies in Grade 3 students, extending prior research predominantly focused on Grade 1 and Grade 2 learners. The results are interpretable through dual coding theory and support the integration of puzzle media as a structured reading intervention aligned with the Merdeka Belajar differentiated learning framework.
Conflict Resolution Skills of Fifth-Grade Primary School Students: A Dimensional Analysis Based on Crawford and Bodine's Framework Syahid Syahid; Ernawulan Syaodih; Wahyu Sopandi; Atep Sujana
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.v5i2.3593

Abstract

Conflict resolution skills are critical social-emotional competencies for primary school students, yet the dimensional profile of these skills in the Indonesian context remains insufficiently documented.  This study employed a quantitative descriptive survey design to examine the conflict resolution skills of 53 fifth-grade students at SDN 1 Karangreja and SDN 2 Karangreja, Karangreja District. Data were collected using a 54-item, four-point Likert scale questionnaire developed on the basis of Crawford and Bodine's (1996) six-dimensional framework, encompassing orientation, perception, emotional management, communication, creative thinking, and critical thinking skills. The instrument demonstrated satisfactory validity and high reliability (Cronbach's α = 0.87). Data were analysed using descriptive statistics.  All six dimensions fell within the Moderate mastery category. Communication skills recorded the highest mean score (57.02%), followed by orientation (56.39%), while emotional management yielded the lowest score (43.19%). These findings indicate that students possess foundational but incomplete conflict resolution competencies, with relational-communicative skills more developed than affective and higher-order cognitive capacities — a pattern that challenges a strictly linear reading of Crawford and Bodine's developmental sequence. The study contributes a theoretically grounded, empirically differentiated competency profile to the discourse on social-emotional learning in Indonesian primary education, with implications for curriculum design and targeted instructional intervention.
Digital Storytelling as a Dual-Domain Pedagogical Strategy: A Systematic Review of Its Effects on Speaking Skills and Emotional Literacy in Primary Education Imas Masrini; Ninah Hasanah; Lucky Rahayu Nurjamin
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.v5i2.3594

Abstract

Despite growing recognition of digital storytelling as a promising pedagogical approach, its simultaneous effects on speaking skills and emotional literacy in primary education remain insufficiently synthesized, particularly within the Indonesian schooling context. This systematic literature review examined 20 peer-reviewed international studies published between 2018 and 2025, retrieved from Scopus, Frontiers, and PubMed databases. Articles were selected through structured inclusion and exclusion criteria with inter-rater reliability confirmed at κ = .82, and data were analyzed using Braun and Clarke's six-phase thematic analysis framework. Results indicate that 80% of reviewed studies reported significant speaking skill improvements — with mean score gains of 25–45% — across articulation, fluency, narrative structure, and expressive intonation. Emotional awareness was the most consistently documented affective outcome, reported in 90% of studies. Unanticipated findings included incidental vocabulary acquisition through collaborative scriptwriting and reduced socially avoidant behavior. These outcomes affirm that digital storytelling simultaneously cultivates communicative competence and emotional intelligence, aligning with sociocultural learning theory and Goleman's emotional intelligence framework. The findings support integration of digital storytelling within Indonesia's Merdeka Curriculum, with teacher professional development and equitable digital infrastructure identified as critical enabling conditions. Future research should prioritize longitudinal experimental designs and AI-integrated storytelling frameworks.
The Implementation of Philosophical Values of the Merdeka Curriculum in Shaping Students’ Character in Islamic Religious Education At Primary Schools Linda Linda; Abu Mansur; Nyayu Soraya
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.v5i2.3597

Abstract

This study aims to analyze the implementation of philosophical values in the Merdeka Curriculum on the character formation of  students related to Islamic Religious Education (PAI) subjects in Elementary Schools in Pampangan District, Ogan Komering Ilir Regency. The merdeka curriculum is present as a new paradigm in the world of Indonesian education that emphasizes freedom of learning, character strengthening, and the holistic development of student potential. The subject of Islamic religious education (PAI) has a strategic role in the internalization of philosophical values originating from Islamic teaching and noble values. This research utilized a qualitative methodology, specifically a case study approach, with school principals, Islamic education teachers, and students from SD Negeri 1 Secondong, SD Negeri 1 Serimenang, SD Negeri 1 Pampangan and SD Negeri 2 Pampangan serving as the study’s subjects. This study employed interviews, observations, and documentation as data collection instruments, which were subsequently analyzed using Miles & Huberman’s theoretical framework. The research results show that the philosophical values of the Merdeka Curriculum, such as religious values, humanism, freedom and responsibility, and mutual cooperation, have been implemented Islamic Education (PAI) learning through lesson planning, contextual learning strategies, and teacher role models. The implementation of these values has a positive impact on the formation of student character, particularly in religious attitudes, discipline, responsibility, tolerance, and noble morals. However, there are still obstacles such as limited supporting facilities and differences in student background. Therefore, synergy is needed between schools, teacher, and parents to optimize the implementation of the philosophical values of the Merdeka Curriculum in Islamic Education (PAI) learning to strengthen the character of students in elementary schools.
A Content Analysis of Financial Literacy in Children’s Storybooks in the Indonesian Book Information System (SIBI) Kemendikbud Rizki Utami; Fitri Puji Rahmawati
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.v5i2.3602

Abstract

Financial literacy is an important skill that needs to be introduced from an early age so that children are able to manage their finances wisely in the future. Children's storybooks are a potential medium for installing the concept of financial literacy in a contextual manner that is appropriate for children's cognitive development. Current research focuses heavily on financial literacy in print books, teaching materials, and other media. Research on financial literacy in online media remains limited. The purpose of this study is to describe financial literacy and identify forms of financial literacy in children's storybooks for early readers at levels B1, B2, and B3 at SIBI Kemendikbud. This study uses a qualitative approach with content analysis. The data sources were two children's storybooks, namely Tiup! Tiup! (level B2) and Ini atau Itu? (level B3). The research instruments were compiled based on financial literacy indicators, which included earning money, saving, spending, donating, managing finances, and distinguishing between needs and wants. The results of the study show that the book Tiup! Tiup! emphasizes the aspects of saving, spending in a planned manner, and simple financial management, but does not yet show the process of earning money and donating. Meanwhile, the book Ini atau Itu? contains more diverse financial literacy indicators, including earning money through business and the ability to distinguish between needs and wants. Neither book explicitly includes the aspect of giving. These results underscore the importance of developing children's storybooks that not only present engaging narratives but also integrate financial literacy in a balanced way appropriate to the child's stage of development.
Does the Family Environment Matter? Examining Its Relationship with Elementary Students' Learning Motivation Nur Annisa; Azizah Azizah; Nuraini Nuraini; Yusdin bin M Gagaramusu; 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.v5i2.3608

Abstract

The family environment is widely recognized as a foundational determinant of children's learning motivation; however, empirical evidence from urban-periphery communities in Indonesia—particularly those characterized by trade-based parental occupations—remains limited.  This quantitative correlational study involved all 23 fifth-grade students at SD Negeri 20 Palu, Central Sulawesi, recruited through total sampling. Data were collected using two validated Likert-scale questionnaires measuring family environment and learning motivation, supplemented by semi-structured interviews with teachers, the school principal, and selected parents. Data were analyzed using descriptive statistics, the Kolmogorov-Smirnov normality test, Pearson product-moment correlation, and coefficient of determination analysis with SPSS 25.  The family environment yielded a mean score of 77.03 (good category), while learning motivation yielded a mean of 84.59 (high category). Pearson correlation analysis revealed a significant moderate positive relationship between the two variables (r = 0.561, p = 0.004). The coefficient of determination indicated that the family environment accounted for 31.5% of the variance in learning motivation.  These findings align with Self-Determination Theory and the bioecological model, confirming that parental attention, emotional support, and a conducive home learning atmosphere are meaningful predictors of student motivation. The remaining 68.5% of unexplained variance underscores the complementary roles of school-based and individual-level factors.
Integration of Artificial Intelligence (AI) in Indonesian Language Learning to Improve Elementary School Students' Narrative Writing Skills Ramdani Tanjung; Asep Nurjamin; Lina Nurwahidah; Lucky Rahayu Nurjamin; Ari Kartini
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.v5i2.3610

Abstract

In the era of digital transformation, the integration of Artificial Intelligence (AI) in Indonesian language learning offers a strategic opportunity to revolutionize literacy skills, particularly narrative writing skills at the elementary school level. This study aims to analyze the role, implications, and effectiveness of AI technology in facilitating the creative process of narrative writing, while identifying significant benefits and fundamental challenges in its implementation. The research method used is a Systematic Literature Review (SLR). The analysis was conducted on 25 reputable scientific articles, both national and international, published between 2021 and 2026. Data was synthesized using a thematic approach to map trends in the use of AI technology in pedagogical contexts. The study results show that the use of Natural Language Processing (NLP)-based AI and adaptive learning systems positively contribute to four main aspects: (1) strengthening narrative structure, (2) linguistic accuracy, (3) stimulating creative ideas, and (4) increasing student learning independence. In addition to cognitive aspects, AI integration has been shown to increase students' intrinsic motivation and self-efficacy in composing stories. However, this study uncovers critical challenges including teachers' digital literacy gaps, the risk of technology dependency on students, and ethical issues related to the originality of work and data security. The conclusion of this study confirms that AI is not a substitute for the role of educators, but rather a pedagogical augmentation tool. The integration of AI in the Indonesian Language curriculum must be carried out in a planned, ethical manner, and prioritize harmonious collaboration between technological intelligence and the teacher's human touch to maintain the depth of meaning in language learning.
Exploring Politeness Strategies Among Fifth-Grade Students: A Sociopragmatic Analysis of Classroom Interactions Darmawati Darmawati; Mohammad Tahir; Ulinsa Ulinsa
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.v5i2.3618

Abstract

This study investigated linguistic politeness among fifth-grade elementary students at SD Alkhairaat Solonsa through a sociopragmatic lens. Despite the importance of polite language in character formation, students often demonstrate inconsistent adherence to politeness norms in school interactions. This qualitative descriptive study employed purposive sampling to examine students' verbal interactions across various school contexts. Data were collected through naturalistic observation, audio recording, and field notes, then analyzed using Miles and Huberman's interactive model with Brown and Levinson's politeness framework. Results revealed two primary utterance forms: polite utterances employing negative and positive politeness strategies that maintain social harmony, and impolite utterances characterized by face-threatening acts lacking mitigation strategies. Polite language served critical functions including relationship maintenance, conflict avoidance, and respect demonstration. Impoliteness emerged from the interplay of internal factors (limited pragmatic competence, immature emotional regulation) and external factors (family communication patterns, peer influence, school culture). Students demonstrated contextual variability, employing polite strategies with teachers while exhibiting impoliteness with peers. Findings extend politeness theory by demonstrating Brown and Levinson's framework applicability to Indonesian elementary contexts, addressing a significant knowledge gap in primary education politeness research. Practically, results suggest fostering linguistic politeness requires integrated pedagogical approaches combining explicit instruction, teacher modeling, and emotional regulation development alongside linguistic repertoire expansion.

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