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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 667 Documents
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Teachers' Efforts in Addressing Students' Misconceptions on Force and Its Effects in Elementary Science and Social Studies Ari Astuti; Yun Ratna Lagandesa; Sisriawan Lapasere; Zulnuraini Zulnuraini; Ryan Andhika Pratama
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.v5i2.3653

Abstract

Misconceptions in elementary science learning—particularly in the concept of force and motion—remain a persistent obstacle to achieving meaningful conceptual understanding. Despite growing research on misconception identification, little is known about how teachers actively address these misconceptions within the Science and Social Studies (Ilmu Pengetahuan Alam dan Sosial/IPAS) framework under the Merdeka Curriculum. This study employed a qualitative descriptive design involving one fourth-grade teacher and 23 students at SD Inpres 3 Talise, Palu City. Data were collected through structured classroom observations across five lessons, a semi-structured teacher interview, a validated ten-item Likert-scale student questionnaire (α = .87), and documentation review, and were analyzed using the Miles et al. (2014) framework. Three dominant misconceptions were identified: force as push-only, object mass as the sole determinant of mobility, and force as requiring visible contact. The teacher employed five integrated strategies—diagnostic questioning, concrete demonstrations, collaborative discussion, immediate corrective feedback, and concept reinforcement—supplemented by adaptive video use for abstract concepts. Student perceptions were strongly positive (83.37%). These findings align with conceptual change theory and underscore the centrality of adaptive pedagogical content knowledge in effective misconception remediation. This study contributes empirical documentation of responsive teacher practice within an underrepresented curriculum context and provides practical guidance for elementary science teacher development.  
Challenges in Implementing Differentiated Learning Under the Kurikulum Merdeka: A Qualitative Study of Elementary School Teachers Glorya Pashya Koela; Yun Ratna Lagandesa; Sisriawan Lapasere; Rizal; Rangga Putera Boroallo
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.v5i2.3655

Abstract

Despite the increasing adoption of differentiated learning under Indonesia's Kurikulum Merdeka, the practical challenges faced by elementary school teachers in implementing this approach—particularly within resource-constrained public school settings—remain insufficiently documented. This study employed a descriptive qualitative design to investigate the challenges, adaptive strategies, and student outcomes associated with differentiated learning implementation at SD Inpres 3 Talise, Palu City, Central Sulawesi. Data were collected through semi-structured interviews, structured classroom observations, and document analysis involving six purposively selected classroom teachers during the 2025/2026 academic year. Data analysis followed the interactive model of Miles et al. (2014), with trustworthiness established through methodological triangulation and member checking. Three principal challenges were identified: limited instructional time (cited by all six participants), large class sizes, and low levels of student self-directed learning. Teachers employed three primary adaptive strategies: digital platform use, collegial collaboration, and reliance on institutional support. A notable finding was the near-absence of formally differentiated assessment rubrics, revealing a significant assessment-instruction alignment gap. These findings extend the international literature by identifying student self-directedness as an internally generated pedagogical constraint that is underexplored in differentiation frameworks. The study underscores the need for professional development programs targeting assessment differentiation and calls for structural reforms to support sustainable differentiated instruction in Indonesian elementary education.
Differentiated Learning in the Independent Curriculum: A Qualitative Analysis of Implementation Patterns and Challenges in Indonesian Elementary Education Nurwahida Nurwahida; Yun Ratna Lagandesa; Sisriawan Lapasere; Rizal Rizal; Rangga Putera Boroallo
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.v5i2.3656

Abstract

Differentiated learning is a central instructional approach promoted by Indonesia's Independent Curriculum (Kurikulum Merdeka) to address the diverse learning needs, readiness levels, and profiles of elementary school students. Despite its theoretical importance, the extent to which differentiated learning is implemented in practice remains poorly understood in specific school contexts. This study employed a descriptive qualitative design to examine the implementation of differentiated learning in grade IV at SD Inpres 3 Talise, Palu City, during the 2025/2026 academic year. Data were collected through classroom observations, semi-structured interviews, student questionnaires, and document analysis, and were analyzed using Miles and Huberman's interactive model. Findings reveal that process differentiation was the most consistently applied form, while content and product differentiation were largely absent and inconsistent. The composite student questionnaire score of 33.38% indicated a low level of perceived implementation. An unexpected finding showed that teachers spontaneously created inclusive and psychologically safe learning environments, suggesting an emergent environmental differentiation disposition. These findings reflect a theory–practice gap consistent with international literature and underscore the need for structured, practice-oriented professional development targeting content design and diversified assessment products to advance comprehensive differentiated learning under the Independent Curriculum.
Improving Science Learning for Grade IV Using Virtual Reality Media on Student Learning Outcomes at SD Inpres 1 Tanamodindi Nur Aini; Juraid Abdul Latief; Rizal Rizal; 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.v5i2.3657

Abstract

Reading literacy is a foundational competency that underpins academic achievement and broader social participation, yet Indonesian elementary students continue to perform below international benchmarks, with low reading interest compounding deficits in learning comprehension. This qualitative descriptive study examined the implementation of a reading literacy programme and its associations with learning interest and comprehension among 28 fifth-grade students at SD Negeri 8 Palu during the 2024/2025 academic year. Data were collected through structured observation, semi-structured interviews, validated questionnaires, and documentation, and analysed using Miles and Huberman's interactive model. Results indicated that the programme was implemented consistently through daily fifteen-minute pre-class reading routines, classroom reading corner utilisation, and teacher-facilitated retelling activities. Students demonstrated high learning interest (M = 30.2/32; 94.4%) and high learning comprehension (M = 28.5/32; 89.1%) across all measured indicators. Notably, an affective–cognitive gap was observed: learning interest scores outpaced comprehension scores, with main idea identification emerging as the weakest comprehension sub-skill. These findings suggest that habituation-based literacy programmes effectively build motivational engagement but require integration of explicit comprehension strategy instruction to generate proportional cognitive gains. The study contributes contextual evidence from Central Sulawesi and advances a theoretically significant argument for coupling reading routines with targeted strategy scaffolding in Indonesian elementary literacy education.
Integrating Local Culture Into 3D Learning Media: Development of A Mora’a-Based Pop-Up Book For Elementary Science and Social Studies Andini Aulia Salsabila; Muhammad Aqil; Surahman Wilade; Rizal Rizal; Ryan Andhika Pratama
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.v5i2.3660

Abstract

The integration of local culture into learning media is increasingly recognized as a strategy to make elementary education more meaningful and contextually relevant. However, many instructional materials used in Science and Social Studies (IPAS) learning remain abstract and minimally connected to students’ cultural environments. This study aimed to develop a Mora’a-based pop-up book as a three-dimensional (3D) learning medium and to examine its validity, practicality, and potential contribution to improving elementary students’ IPAS learning outcomes. The study employed a research and development design using the ADDIE model, limited to the stages of analysis, design, development, and implementation. The product was validated by media and content experts, followed by limited and field trials involving fourth-grade students. Data were collected through validation sheets, response questionnaires, observations, and pretest–posttest assessments. The expert validation results indicated that the pop-up book met the criteria of high validity in terms of content, visual design, and usability. Student and teacher responses showed that the media was practical and engaging for classroom use. Learning outcome data demonstrated an improvement in students’ posttest scores compared to pretest results after using the Mora’a-based pop-up book. These findings suggest that integrating local cultural values into interactive 3D learning media can support more meaningful IPAS learning while simultaneously fostering students’ appreciation of their cultural heritage. The study contributes to the development of culturally responsive and visually engaging instructional media for primary education.
School Management Transformation Toward Digital Learning in Basic Education Athiyyah Muanifah; Mohammad Syahidul Haq
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.v5i2.3662

Abstract

The ever-changing digital world impacts processes of learning. This study explores the possible school administration roles in digital technologies integration while maintaining values in the 5.0 Industrial Revolution period. Using a qualitative approach, the author employs a literature review and interviews a few school administrators to collect and analyze the data and information pertaining to the acquisition of technology, the training and education of teachers, and the resolution of problems relating to the technology, the equipment, the teaching resources, and the technological infrastructure. The data reveals that school administrators should be proactive in the areas of technology management, the systematization of structures and processes, the organization of administrative training and educational activities, and the creation of a school environment that emphasizes innovative technology. To be effective, educational systems, and the values that guide them, must evolve. The author asserts that in order to digital transformation in education sustain, cross-sector partnerships must be made to elaborate imbalanced access to technology and systems of data-drive evaluation to all stakeholders.
Development of SUMADAYA HTML5-Based Learning Media to Improve Science and Social Studies Learning Outcomes for Fourth-Grade Elementary Students Ana Shuhbatul Husnia; Galih Mahardika Christian Putra
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.v5i2.3666

Abstract

Despite constructivist pedagogical ideals, elementary science and social studies (IPAS) instruction remains predominantly teacher-centered with minimal technology integration and absent local wisdom contextualization, evidenced by 69% of students failing to meet learning achievement criteria. Employing ADDIE-based Research and Development methodology, this study developed and evaluated SUMADAYA HTML5-based learning media featuring culturally-inspired interactive galleries and traditional Sunda Manda game-inspired layouts. Twenty-six fourth-grade students participated in small-scale (n=6) and large-scale (n=20) trials. Mixed-methods data collection encompassed expert validation (media and content specialists), implementation observations, and pre-post achievement assessments, analyzed through Shapiro-Wilk normality tests, paired sample t-tests, and N-gain effect size calculations. Expert validation yielded 95% feasibility scores across technical and pedagogical dimensions. Paired sample t-tests confirmed statistically significant pre-post differences (p=0.00). N-gain analyses revealed moderate effectiveness (small group: 0.614; large group: 0.659), with large-scale implementation demonstrating slightly higher improvement, suggesting scalability potential. Results affirm Vygotskian social constructivist principles, wherein culturally-grounded technological scaffolding facilitates knowledge construction within proximal development zones. Moderate rather than high effectiveness reflects authentic constructivist learning processes requiring sustained engagement for deep conceptual mastery.

Page 67 of 67 | Total Record : 667

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