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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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Enhancing Descriptive Text Writing Through SQ5R Strategy and Audio-Visual Media: A Classroom Action Research Masriyani Masriyani; Mohammad Tahir; Syamsuddin Syamsuddin
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.v5i2.3619

Abstract

This study aims to describe the application of the SQ5R strategy based on audio-visual media in learning to write descriptive texts in grade V of SDN Solonsa. The background of this study is the low ability of students to write descriptive texts in a coherent, interesting, and in accordance with good language rules. The research method used is classroom action research (CAR) which is carried out in two cycles, each consisting of planning, action implementation, observation, and reflection. The subjects of the study were 24 grade V students of SDN Solonsa. Data were collected through observation, interviews, writing tests, and documentation. The results showed that the application of the SQ5R strategy (Survey, Question, Read, Reflect, Recite, Review) based on audio-visual media can improve students' ability to write descriptive texts. In cycle I, the average writing score of students reached 72 with a learning completeness of 66.7%, while in cycle II it increased to an average of 86 with a learning completeness of 91.7%. Audio-visual media helps students understand objects concretely, while the SQ5R steps guide students to think systematically in the writing process. Thus, it can be concluded that the implementation of the SQ5R strategy based on audio-visual media is effective in improving the descriptive text writing skills of fifth-grade students at Solonsa Elementary School. This strategy can be recommended as an alternative for engaging and meaningful writing learning in elementary schools.
Transforming Mathematics Learning through Storytelling and Digital Comic Models in Explaining Elementary School Students' Problem-Solving Abilities Azarine Shufaira Mulya Rahman; Rusnilawati Rusnilawati
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.v5i2.3622

Abstract

Mathematical problem-solving ability remains critically underdeveloped among elementary school students, largely due to the dominance of conventional, media-poor instruction that fails to make abstract concepts contextually accessible. This study examined the effectiveness of a storytelling learning model supported by digital comic media in improving the mathematical problem-solving ability of fourth-grade students. A quasi-experimental design with a Nonequivalent Control Group was employed involving 54 students (27 experimental, 27 control) at an elementary school in Klaten Regency, Central Java, Indonesia. Data were collected through pre-test and post-test essay instruments aligned with Polya's four-stage problem-solving framework (validity r > 0.381; Cronbach's α = 0.984) and analyzed using independent t-tests, dependent t-tests, and the Normalized Gain (N-Gain) index. The experimental group achieved a post-test mean of 84.9 and an N-Gain of 0.89 (high category), compared to 71.1 and 0.38 (moderate) in the control group, with a statistically significant between-group difference (p = 0.001). These findings demonstrate that the purposeful integration of narrative-based pedagogy and multimodal digital media, grounded in Dual Coding Theory and constructivist principles, creates a learning environment that substantially outperforms conventional instruction in fostering structured, meaningful mathematical problem-solving at the elementary level.
Enhancing Conceptual Understanding and Participation in Integrated Science–Social Studies Through Contextual Teaching and Learning Diah Sakina; Nashrullah Nashrullah; Muslim AR Muslim AR; Yusdin Bin M Gagaramusu; Mas'adi Mas'adi; Surahma Wilade
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.v5i2.3623

Abstract

Effective implementation of Indonesia's Merdeka Curriculum requires instructional approaches that connect academic content to students' real-life contexts, yet primary classrooms frequently remain dominated by teacher-centered, rote-based instruction. This study examines whether the Contextual Teaching and Learning (CTL) model can meaningfully improve the quality of Integrated Science and Social Studies (IPAS) instruction at the primary level. A Classroom Action Research design following Kemmis and McTaggart's cyclical model was conducted across two cycles with 26 Grade IV students at SDN 3 Sojol, Donggala Regency, Indonesia. Data were collected through validated written tests (KR-20 = 0.78), structured observation sheets (17 teacher indicators; 13 student indicators), and semi-structured interviews, analyzed using both quantitative mastery criteria and Miles and Huberman's qualitative framework. Classical learning mastery improved from 65.4% in Cycle I to 88.5% in Cycle II, surpassing the 85% criterion. Teacher activity scores progressed from 2.86 (Good) to 3.71 (Very Good), and student participation rates increased across all 13 behavioral and cognitive indicators. Unexpectedly, a subset of behaviorally passive students consistently achieved above-average test scores, indicating a discrepancy between observable participation and cognitive engagement. The findings affirm that systematic, iterative CTL implementation transforms IPAS learning toward meaningful, student-centered inquiry. The study contributes process-level evidence demonstrating that CTL effectiveness requires the reflective alignment of all seven components, not merely the introduction of real-world materials. Challenges in equitable group participation and time management remain areas for ongoing pedagogical development.
Problem-Based Learning with a Deep Learning Orientation in Elementary Science and Social Studies: Fostering Conceptual Understanding and Student Engagement in Grade IV Rini Ramadan; Rizal Rizal; Pahriadi Pahriadi; Nashrullah Nashrullah; Muhammad Nazimuddin AL Kamil; Surahman Wilade
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.v5i2.3624

Abstract

Conventional, teacher-centered instruction in Indonesian elementary classrooms frequently results in surface-level understanding and limited student engagement, particularly in Integrated Science and Social Studies (IPAS). Addressing this gap, this study examined the implementation of a Problem-Based Learning (PBL) model oriented toward a Deep Learning approach—encompassing mindful, meaningful, and joyful learning—in Grade IV IPAS instruction. A Classroom Action Research design was employed across two cycles involving 20 fourth-grade students at SDN Lahuafu, Morowali Regency, during the 2025/2026 academic year. Data were collected through structured classroom observations, semi-structured interviews, a 23-item Likert-scale questionnaire (α = 0.87), and learning outcome tests, and analyzed using Miles and Huberman's interactive model alongside descriptive statistics. Findings indicate that students progressed from passive reception to active contextual reasoning, demonstrating the capacity to analyze and justify conceptual distinctions in real-life contexts. The student response questionnaire yielded an aggregate score of 91% ("Very Good"), with narrow score distribution (103–106) across all participants. These outcomes confirm that PBL, when deliberately oriented toward Deep Learning principles, promotes conceptual depth, collaborative inquiry, and positive affective engagement in primary learners. The findings offer evidence-based guidance for implementing student-centered, inquiry-driven IPAS instruction aligned with the Merdeka Curriculum.
Transformational School Leadership and Quality Management Practices: Insights from a Public Primary School in Indonesia Ilmi Firrizkiyah; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Roberto Rolly Bulalong
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.v5i2.3626

Abstract

Transformational leadership has been widely recognized as a key driver of school improvement; however, limited research has examined how it is operationalized within school quality management processes, particularly at the primary education level in public school contexts. This study employed a qualitative case study design, supplemented by descriptive survey data, to investigate how a principal's transformational leadership contributes to the implementation of school quality management at SD Negeri 1 Pembina Kintom, Indonesia. Data were collected from 16 participants through semi-structured interviews, observations, document analysis, and a validated perception questionnaire (Cronbach's α = 0.87–0.84), and were analyzed using Miles and Huberman's interactive model alongside descriptive frequency analysis. The principal demonstrated strong transformational leadership across all four dimensions: idealized influence (97.00%), inspirational motivation (70.83%), intellectual stimulation (70.00%), and individualized consideration (69.58%). School quality management was consistently rated high across input (62.50%), process (72.91%), and output–outcome (69.60%) components. Cross-analysis revealed that specific leadership dimensions systematically animated corresponding quality management components. Conclusion Transformational leadership functioned not merely alongside quality management but as its operational mechanism, providing practical guidance for principals and policymakers seeking sustainable school improvement.
The Role of TikTok Content Translation in the Development of Social Media Language among Students in Primary Education Rahma Ilyas; Wina Dwi Puspitasari; Nanda Yuliana
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

Abstract

The development of social media, especially TikTok, has created a new space for primary education students to interact and develop language practices, including through exposure to foreign-language content presented with translations. This situation raises the question of how the translation of TikTok content plays a role in the development of social media language among primary school students. This study aims to analyze the role of English–Indonesian TikTok content translation in understanding messages, user responses, and its contribution to the formation of vocabulary and language styles used by students. The research employs a qualitative method with a case study approach. Data were obtained from several English-language TikTok videos with Indonesian translations, translation texts, and user comments reflecting their responses and interpretations of the content. Data were collected through documentation and analyzed using content analysis and thematic analysis to identify patterns of meaning and emerging language dynamics. The results indicate that accurate and contextual translation helps students understand humor, motivation, and emotional expression, while also fostering the emergence of new vocabulary and expressions in Indonesian that are widely adopted in digital spaces. Translation also plays a role in shaping a relaxed and creative language style that aligns with students' daily lives. These findings suggest that TikTok content translation not only bridges languages but also has practical implications for the development of language literacy and digital literacy at the primary education level.
Teams Games Tournament with Traditional Marble Game as Instructional Media: Improving Science and Social Studies Learning Outcomes in Indonesian Primary Education Dhea Febrianti; Juraid Abdul Latief; Rizal Rizal; Nashrullah Nashrullah; Roberto Rolly Bulalong; Surahman Wilade
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.v5i2.3632

Abstract

Low student engagement and unsatisfactory learning outcomes in Integrated Science and Social Studies (IPAS) remain persistent challenges in Indonesian elementary classrooms. This study investigates the effect of the Teams Games Tournament (TGT) cooperative learning model assisted by a traditional marble game on the IPAS learning outcomes of fourth-grade students. A quantitative pre-experimental design with a one-group pretest–posttest format was employed. Twenty-eight students from Class IV-A at SD Negeri 24 Palu, Indonesia, participated in the study. Data were collected through a 17-item validated multiple-choice achievement test (α = .905) and classroom observation sheets. Descriptive statistics, normalized gain (N-Gain) analysis, and a paired sample t-test were used to analyze the data. The mean score increased significantly from 50.98 (pretest) to 83.29 (posttest). The mean N-Gain of 0.633 indicated moderate learning improvement. The paired t-test confirmed a statistically significant difference (t(27) = 10.77, p < .001). Classroom observations showed student activity rising from 79% to 95% across two meetings. These findings demonstrate that integrating TGT with culturally familiar game-based media creates an engaging, cooperative learning environment that meaningfully enhances elementary students' cognitive achievement in IPAS, offering a low-cost and contextually relevant instructional alternative for resource-limited settings.
Development and Usability Evaluation of an Elective Course Recommendation System Based on Student Interests and Abilities Mochammad Yussack Saputra; Sukirman Sukirman; Dias Aziz Pramudita
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.v5i2.3643

Abstract

Elective course selection is a critical academic decision in higher education; however, students frequently rely on peer conformity rather than systematic self-assessment, resulting in competency–course mismatches and suboptimal academic outcomes. Existing decision support systems have addressed this problem algorithmically, yet few have integrated psychological interest profiling within a usability-evaluated web-based platform. This study employed a Research and Development (R&D) design with the waterfall development model across four phases: needs analysis, system design, implementation, and testing. A web-based elective course recommendation system — integrating a psychological interest assessment as the recommendation engine — was developed using PHP, MySQL, Laravel, and Bootstrap. Usability was evaluated by 10 purposively selected students using the System Usability Scale (SUS), and data validity was assessed through Pearson correlation analysis. The system achieved a mean SUS score of 81.3, classifying it within the "Good to Excellent" category (Grade B). All 10 SUS items returned Pearson correlation coefficients exceeding the critical r-table value of 0.576, confirming full instrument validity. These findings demonstrate that a psychologically grounded, web-based recommendation system can attain above-benchmark usability, supporting its potential as a scalable academic advising supplement. The study contributes an empirically validated model integrating psychological profiling with usability-centered system design — an approach underexplored in prior educational recommender systems literature.
Discourse Construction on the Appointment of SPPG Employees to PPPK in Online Media Reporting: A Critical Discourse Analysis of Teun A. van Dijk's Model Ramdan Gumilar; Deasy Aditya Damayanti; Ninah Hasanah; Agus Ha; 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.v5i2.3646

Abstract

Online media plays a crucial role in conveying and explaining public policy to the public. This study aims to examine how Liputan6.com presents the discourse on the appointment of Nutrition Fulfillment Service Unit (SPPG) employees to Government Employees with Work Agreements (PPPK) in the Free Nutritional Meal Program (MBG). This study uses a descriptive qualitative approach with Teun A. van Dijk's Critical Discourse Analysis method, which includes analysis of text structure, social cognition, and social context. The research data consists of a Liputan6.com news text entitled "The Uproar Over SPPG Employees Being Appointed as PPPK, Here's the BGN's Explanation" published in January 2026. The results show that in the text dimension, the news placed the official clarification from the National Nutrition Agency (BGN) as the main focus through informative and explanatory news structures and language choices. In the social cognition dimension, the media presented the government's institutional perspective as the primary reference in understanding the policy. Meanwhile, in the social context, the news served to clarify the regulatory boundaries between state officials and volunteers. This study concludes that online media plays a role as a mediator of policy information that contributes to building public understanding in a targeted and contextual manner.

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