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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 506 Documents
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Classroom Environment and Metacognitive Strategies to Support Beginning Reading Skills: A Systematic Literature Review Durroh, Lum’Atud; Raharjo, Tri Joko; Harianingsih, Harianingsih; Sumbali, Bambang; Widiarti, Nuni
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1360

Abstract

This study presents a systematic literature review examining the role of the classroom environment in developing beginning reading skills among primary school students. The review covers 20 national and international journal articles published between 2020 and 2025. The articles were selected based on predefined inclusion criteria (studies that explicitly investigated the influence of classroom environment on reading skills of primary school children, were empirical in nature, and were published in peer-reviewed journals) and exclusion criteria (articles that were non-empirical, were review or opinion papers, or addressed unrelated skills or age groups). Data were gathered through structured searches in Scopus, Web of Science, and Google Scholar databases using keywords such as “reading,” “classroom environment,” and “early literacy.” The search strategy involved combinations of these keywords to maximize retrieval of relevant articles. The findings reveal that both physical and non-physical aspects of the classroom environment, such as seating layout, lighting, social interaction, emotional support, and teacher-student relationships, are critical in enhancing students’ reading readiness, word recognition, fluency, and comprehension. Most articles report that well-organized classrooms with adequate reading resources, supportive emotional climates, and interactive learning settings foster increased student engagement and motivation. Additionally, approaches such as peer-assisted learning, multisensory methods, and differentiated instruction, when integrated into a conducive classroom environment, further support literacy development. Several studies also demonstrate measurable improvements in student performance after environmental modifications, including increased reading scores and more substantial interest in learning. This review offers insight into how classroom conditions significantly impact literacy outcomes and provides practical recommendations for educators to design learning spaces that encourage reading skill acquisition in the early grades. The findings may guide future research and inform teaching strategies to support foundational literacy in primary education.
Student Learning Motivation: An Experimental Study on the ROPES Learning Model in Islamic Religious Education Subjects? Mahardhika, Bimo; Azizah, Nurul; Saputra, M. Indra; Istihana, Istihana; Octafiona, Era
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1365

Abstract

This study aims to determine the effect of implementing the ROPES learning model on the learning motivation of students in Islamic Religious Education (PAI) for Grade XI at SMA Negeri 13 Bandar Lampung. The study employed a quantitative approach with a quasi-experimental, posttest-only control group design. The sample consisted of two classes randomly selected through simple random sampling: the experimental class, which used the ROPES learning model, and the control class, which used conventional learning methods. The ROPES model was implemented through five steps: Review, Overview, Presentation, Exercise, and Summary. Data were collected using a learning motivation questionnaire that had been tested for validity and reliability, yielding a reliability coefficient of 0.691. The post-test data were analyzed using normality and homogeneity tests, followed by an independent samples t-test. The analysis revealed a significance value (2-tailed) of 0.271 (> 0.05), indicating no significant difference in learning motivation between the experimental and control groups. In conclusion, the ROPES learning model does not have a significant effect on students’ learning motivation. Factors such as the implementation process, learner characteristics, or the limited duration of the intervention may have influenced these results. This study contributes to the development of learning models and the measurement of learning motivation and recommends further research under different conditions and with longer intervention periods.
An Analysis of In-House Training as a Managerial Strategy to Develop Professional Learning Communities in Primary Education Haeriah, Yayah; Yusuf, Heri; Nur, Lutfi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1370

Abstract

Improving the quality of education in primary schools requires continuous teacher professional development, of which the Learning Community program is believed to be effective. However, the effectiveness of Learning Communities is strongly influenced by managerial strategies, including integrating In-house Training (IHT). This study analyzes the importance of IHT managerial strategies in supporting the effectiveness and sustainability of Learning Community programs in primary schools. This research uses a qualitative method with a literature study research type. A descriptive-analytical approach was applied to analyze and synthesize information from various literature sources relevant to primary school managerial strategies, IHT, and Learning Community programs. The data collection technique was document review, and data analysis was conducted through content analysis and data synthesis. The results of the literature analysis show that IHT managerial strategies play an important role in building the foundation of Learning Communities, developing collaboration and facilitation skills, and introducing learning innovations. The effectiveness of IHT integration in Learning Communities depends on careful planning, strong school leadership, and a comprehensive managerial strategy. This literature review concludes that the IHT managerial strategy is crucial in empowering Learning Community programs in primary schools. Effective and well-integrated IHT implementation in Learning Communities, supported by strong management, has the potential to improve learning quality and teacher professionalism significantly.
Needs Analysis for the Development of an Assessment Rubric for Writing Explanatory Texts Among Grade 5 Primary School Students Rosmawati , Erma; Apriliya, Seni; Yusuf Muslihin, Heri
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1371

Abstract

This research is motivated by the unoptimal practice of writing assessments of explanatory text in grade V elementary school, which tends to be subjective and lacks specific feedback. This study aims to analyze the need to develop an assessment rubric for writing explanatory texts based on the characteristics of grade V students. The research method used is qualitative, with data collection through observation of assessment practices in the classroom, in-depth interviews with grade V teachers, and review of documentation related to writing assessment. The results showed that current assessment practices vary, use implicit criteria, and provide general feedback. Teachers acknowledge difficulties in assessing specific aspects of writing explanatory texts and need more objective instruments, such as rubrics. Analysis of curriculum documents and existing assessment instruments showed a lack of criteria specification for explanatory texts. The literature study supports the urgency of developing specific, clear, measurable, holistic, and practical rubrics and their potential as assessment and learning tools. This study concludes that there is a significant need to develop a writing assessment rubric for explanatory texts suitable for grade V to improve the objectivity of assessment, feedback effectiveness, and writing learning quality.
A Needs Analysis for the Development of a Canva-Based E-Module to Foster Critical Thinking Skills Among Elementary School Students Handayani, Rani; Yusuf Muslihin, Heri; Hidayat, Syarif
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1372

Abstract

The involvement of technology in the learning process can present its attraction for students in improving skills, one of which is critical thinking skills. This study aims to analyze the need to develop e-modules based on the Canva application to foster the critical thinking skills of elementary school students. The background of this research is based on the importance of critical thinking skills in the digital era, the potential of e-modules as an innovative learning resource, and the ease of use of Canva in creating visual materials. The research method used was a comprehensive literature study of scientific journal articles, books, conference proceedings, and other relevant sources. The results of the study identified the characteristics of effective e-modules to foster critical thinking skills, the potential of Canva application in fulfilling these characteristics (especially in visual aspects and ease of use), as well as challenges in its development and implementation in elementary schools (including the limitations of Canva's interactive features, the need for a mature instructional design, teacher availability and skills, technology access gaps, and effectiveness evaluation). This study concludes that the development of Canva-based e-modules has significant potential as an engaging learning resource. Still, their effectiveness in fostering critical thinking skills depends on proper instructional design and efforts to overcome various implementation challenges. Further empirical research is needed to validate the effectiveness of this approach in educational practice.
The Role of Indigenous Culture-Based Augmented Reality Media in Improving Cultural Understanding in Elementary Schools Hidayat, Arif Nur; Ganes Gunansyah; Ari Metalin Ika Puspita
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1373

Abstract

Cultural learning in elementary schools (SD) has an important role in building national identity and instilling local wisdom values from an early age. However, students' low interest in cultural learning is a challenge for educators. The development of digital technology, especially Augmented Reality (AR), offers innovative solutions in enhancing a more interactive and engaging learning experience. This research aims to explore the role of local Indonesian indigenous culture-based AR media, particularly related to Javanese cultural elements, in improving the cultural understanding of elementary school students. A qualitative method was employed, involving semi-structured interviews with three elementary school teachers from Taman, Buduran, and Candi Districts in Sidoarjo Regency. The findings indicate that teachers are aware of the importance of cultural learning but face challenges in making the content appealing to students. AR is perceived as a promising tool to increase engagement by visualizing cultural objects such as traditional houses, clothing, and folklore through interactive media. However, barriers such as limited digital infrastructure, insufficient teacher training, and lack of localized AR content remain significant obstacles. In conclusion, while AR technology has strong potential to enhance cultural learning in Indonesian elementary schools, its success depends on cross-sectoral collaboration in content development, ongoing teacher professional development, and improved access to supporting technologies.
An Experimental Study of the Team Assisted Individualization Model on Islamic Cultural History Learning Outcomes Nugraha, Hafizh Maulana; Sa’idy, Sa’idy; Azizah, Nurul; Ruswanto, Ruswanto; Susanti, Agus
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1374

Abstract

This study aims to investigate the effectiveness of the Team Assisted Individualization (TAI) instructional model in improving students’ learning outcomes in the subject of Islamic Cultural History at MTs Terpadu Labbaik Lahat. The research employed a quasi-experimental design involving experimental and control classes. Data were collected through a multiple-choice test developed based on learning outcome indicators, which was validated and tested for reliability, yielding a moderate Cronbach’s alpha of 0.692. Normality tests indicated that the data were not normally distributed; hence, the Mann-Whitney U test was applied to analyze differences between the two groups. The results revealed a statistically significant improvement in the experimental group’s learning outcomes compared to the control group (p = 0.010). These findings align with prior research demonstrating the positive impact of the TAI model across various subjects and educational levels. The study concludes that the TAI instructional model is an effective strategy for enhancing student achievement, particularly in contexts requiring a balance of cooperative and individualized learning approaches. Limitations concerning sample size and research context suggest further studies with larger and more diverse populations to generalize the findings more broadly.
Enhancing Mathematical Problem-Solving Skills through the Development of Mission-Based Puzzle Learning Media in Primary Education Rahmawati, Nita; Wahyudi, Wahyudi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1383

Abstract

This study aims to develop a mission-based puzzle learning media to enhance elementary school students' problem-solving skills, specifically in understanding the concept of fractions. Mathematics instruction often faces challenges in helping students grasp abstract concepts like fractions, which are considered more difficult than whole numbers. Mission-based puzzles are expected to offer an innovative solution to make learning more engaging and to improve students' critical thinking skills. The development model used in this research is ADDIE (Analysis, Design, Development, Implementation, Evaluation), supplemented by the simplified research and development stages of Borg and Gall as modified by Sukmadinata. The study began with a preliminary investigation, including classroom observations and interviews with teachers to identify the learning needs at SD Negeri Butuh 01. Based on this, a prototype of the mission-based puzzle media was designed with a Problem-Based Learning (PBL) approach. The prototype was validated by subject matter experts, media experts, and instructional design experts, and was tested with fifth-grade students. The results showed that the media effectively enhanced students' problem-solving skills in mathematics, with positive responses to its use. The "Mizzle Math" learning media was validated with excellent results (98%, 96%, and 98% for content, media, and design experts, respectively) and demonstrated a significant improvement in students' pretest and posttest scores, with the average posttest score reaching 80. The evaluation indicated that the mission-based puzzle media effectively teach fractions at SD Negeri Butuh 01 and offer an innovative alternative to enhance student engagement and understanding of mathematics.
Development of Wendok-Based Instructional Media Using Role Playing to Improve Fifth-Grade Students’ Speaking Skills Safaah, Sekar Maula; Airlanda, Gamaliel Septian
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1396

Abstract

This study aims to develop a learning medium called Wayang Enceng Gondok (Water Hyacinth Puppets) to enhance the speaking skills of fifth-grade elementary school students through storytelling based on the intrinsic elements of narrative texts. The research employs the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) within a Research and Development (R&D) approach. In the analysis phase, it was found that students faced difficulties in expressing ideas orally and showed low participation in speaking activities. The design phase produced a culturally grounded and environmentally friendly media prototype. During development, the prototype underwent validation by content experts, media experts, and learning experts. Validation results indicated that the media met high-quality standards and were deemed feasible for classroom use. Limited trials showed an increase in student engagement and confidence in speaking. These findings suggest that Wayang Enceng Gondok serves as an effective alternative for Indonesian language instruction, particularly in enhancing oral communication skills. The media fosters an enjoyable and contextual learning environment and promotes active student participation. This study recommends the integration of local culture-based media as a creative and adaptive innovation for primary education.
The Effect of Problem-Based Learning Model on Learning Motivation and Problem-Solving Skills of Fourth Grade Elementary School Students Prasetiawan, Fajar; Sofwan, Muhammad; Wulandari, Bunga Ayu
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1403

Abstract

This study aims to examine the effect of the Problem-Based Learning (PBL) model on (1) students’ learning motivation, (2) their problem-solving skills, and (3) the simultaneous influence of PBL on both variables in the context of Integrated Science and Social Studies (IPAS) for fourth-grade elementary students. A quantitative approach with a quasi-experimental design was employed, using a pretest-posttest non-equivalent control group design. The research was conducted at SDN 181/IX Berkah, involving 61 students divided into two classes: the experimental group received PBL instruction, while the control group used the STAD model. Data were collected through a learning motivation questionnaire and a problem-solving test developed based on Polya’s indicators. Instrument validity was confirmed through expert judgment, and reliability testing using Cronbach’s alpha yielded values of 0.82 for motivation and 0.79 for problem-solving. Data were analyzed using Kolmogorov–Smirnov for normality, Levene’s test for homogeneity, independent sample t-tests to test individual effects, and MANOVA to assess the simultaneous effect of the PBL model. The results revealed that the PBL model had a significant effect on learning motivation (p = .000), problem-solving ability (p = .000), and their simultaneous improvement (p = .000). These findings suggest that PBL is an effective instructional approach to enhance students’ cognitive and affective learning outcomes in IPAS learning

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