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Journal of Primary Education Innovation and Research
Published by PT. Lontara Digitech Indonesia
ISSN : -     EISSN : 31089151     DOI : -
Core Subject : Education,
Education
Journal of Primary Education Innovation and Research (JPEIR) is a peer-reviewed journal that publishes high-quality scholarly articles in Indonesian or English, focusing on innovative practices, theoretical advances, and empirical research in the field of primary education. The journal aims to be a platform for academics, educators, researchers, and policy makers to disseminate knowledge and insights that support the continuous improvement and transformation of primary education systems. JPEIR emphasizes contributions that explore and evaluate educational innovations, curriculum developments, pedagogical strategies, learning outcomes, and policy impacts specifically within the context of primary education. The journal welcomes a variety of article types, including original research articles (with top priority), systematic reviews, conceptual papers, policy analyses, and case studies that address both local and global issues. The scope of JPEIR includes, but is not limited to, the following topics: Innovative teaching and learning practices in primary education Curriculum development and instructional design Educational technology integration at the primary level Assessment and evaluation in primary education Inclusive and equitable education practices Teacher education and professional development for primary educators Educational policy and leadership in primary schools Classroom management and student engagement strategies Cross-disciplinary and project-based learning models Research on early literacy, numeracy, and foundational learning skills JPEIR is committed to publishing cutting-edge research using diverse methodologies (quantitative, qualitative, or mixed-methods), offering insights and practical implications that advance primary education research and practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 37 Documents
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The CIRC Learning Model in Improving Elementary School Students’ Reading Skills Arfiansah Saparuddin; Ismah Damayanti
Journal of Primary Education Innovation and Research Vol. 1 No. 01 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

The low level of students’ reading ability has an impact on students’ difficulties in understanding reading texts. In reality, students’ reading comprehension ability remains low because students tend to feel bored quickly during the learning process. This study aims to determine the effect of implementing the Cooperative Integrated Reading and Composition learning model on reading comprehension ability. This model is used to improve students’ reading comprehension ability. This study employed a qualitative approach obtained through a literature review. Based on several literatures and studies conducted on the use of the CIRC learning model, there was an improvement in students’ reading comprehension ability. The use of the CIRC learning model can be considered highly successful in improving students’ reading comprehension ability.
The Effect of the Problem-Based Learning Model on Improving Elementary School Students’ Numeracy Skills: A Literature Review Ana Ramadani; St. Sri Susilawati
Journal of Primary Education Innovation and Research Vol. 1 No. 01 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

This study aims to determine the effectiveness of the Problem-Based Learning model in improving elementary school students’ numeracy skills. The research method used was descriptive qualitative with a literature review approach. The results of the study showed that the Problem-Based Learning model was proven effective in improving students’ numeracy skills. There was a significant difference between the literacy skills of students who used the Problem-Based Learning model and those who received conventional learning. The Problem-Based Learning model is designed to train students to solve problems critically and creatively, as well as to improve their numeracy skills. The findings of this study are supported by expert opinions stating that the Problem-Based Learning model is relevant for improving students’ literacy and numeracy skills. The results of this study can serve as a consideration for teachers and related parties in developing and implementing more effective learning models to improve students’ basic skills.
The Effect of Emotional Intelligence on Elementary School Students’ Mathematics Learning Outcomes: A Literature Review Andi Asmia Sary; Harni Bukran; Ratri Pramudita
Journal of Primary Education Innovation and Research Vol. 1 No. 01 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

Emotional intelligence in mathematics learning refers to the ability to control one’s own emotions, manage them, and express emotions toward others. Emotional intelligence is highly necessary for understanding the lessons delivered by the teacher. This study aims to determine whether there is a positive effect of emotional intelligence on mathematics learning outcomes. This study used a qualitative approach obtained through a literature review. Based on several literatures and studies conducted on emotional intelligence, there is a positive effect on students’ mathematics learning outcomes. Emotional intelligence can be considered to contribute to students’ mathematics learning outcomes
Welcoming a New Era of Education: The Implementation of the Merdeka Curriculum in Elementary Schools Arini Mulkisam; Fitrah Auliya
Journal of Primary Education Innovation and Research Vol. 1 No. 01 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

This article explores the challenges and opportunities in welcoming a new era of education through the implementation of the Merdeka Curriculum in elementary schools. The main focus is on curriculum flexibility, project-based learning, the development of 21st-century skills, community involvement, and formative assessment. This study employed a literature review method as the data collection technique by searching for related articles or journals. Through this approach, this article emphasizes the importance of transforming the learning paradigm toward equity, relevance, and students’ active participation. The concrete steps proposed strengthen collaboration among schools, parents, and local communities to create an inclusive and innovative educational environment. In conclusion, the implementation of the Merdeka Curriculum in elementary schools serves as a strong foundation for preparing future generations to face global challenges with confidence and relevant skills.
Literature Study: The Role of Social-Emotional Intelligence in Improving Academic Achievement Among Elementary School Students N Afiqah; Hikma Wati
Journal of Primary Education Innovation and Research Vol. 1 No. 01 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

Social-emotional intelligence is an individual’s ability to understand, manage, and utilize one’s own emotions as well as those of others. Various studies have shown that social-emotional intelligence plays an important role in improving the academic achievement of elementary school students. This study employed a literature review method by collecting and analyzing scientific journal articles from the last five years, books, and other relevant sources of information. The data were interpreted qualitatively to determine the relationship between social-emotional intelligence and the academic achievement of elementary school students. The review results showed that the majority of studies found a relationship between social-emotional intelligence and the academic achievement of elementary school students. These findings emphasize the importance of developing social-emotional intelligence among elementary school students as an effort to improve academic achievement. Practical implications include the need for interventions that focus on improving students’ emotional and social abilities in the school environment.
The Effectiveness of the Group Investigation-Type Cooperative Model Assisted by Folklore-Based Teaching Materials in Understanding Story Content Andi Muhammad Ridwan; Firdaus
Journal of Primary Education Innovation and Research Vol. 1 No. 2 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

This study aims to determine the effectiveness of the Group Investigation-type Cooperative Learning Model assisted by folklore-based teaching materials on the story content comprehension ability of third-grade students at SD Inpres 12/79 Iterrung. This study employed a One-Group Pretest-Posttest Design, with the population consisting of all third-grade students and a sample of 28 students selected using a saturated sampling technique. The instruments used included multiple-choice tests to measure students’ story content comprehension ability before and after the implementation of the learning model, a questionnaire to measure students’ responses, and an observation sheet to assess the implementation of learning. The data were analyzed descriptively and inferentially. The results of the analysis showed that the mean Pretest score was 44.29, while the mean Posttest score was 77.32. The average student response questionnaire score was 91.07%, and the implementation of learning was categorized as highly implemented. The Kolmogorov-Smirnov normality test indicated that the data were normally distributed, and Levene’s homogeneity test showed that the data were homogeneous. The results of the t-test showed that the calculated t-value (18.476) > the t-table value (1.70329), indicating that H0 was rejected and H1 was accepted. Therefore, it can be concluded that the Group Investigation-type Cooperative Learning Model assisted by folklorebased teaching materials is effective in improving the story content comprehension ability of third-grade students at SD Inpres 12/79 Iterrung.
The Effect of a Differentiated Learning Approach on the Interest in Learning IPAS among Fifth-Grade Students at SD Inpres 12/79 Lonrae Arnita; Muliadi; Asriadi
Journal of Primary Education Innovation and Research Vol. 1 No. 2 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

This study is a quantitative study with a correlational research design, which aims to describe the relationship between the differentiated learning approach and the interest in learning IPAS among fifth-grade students at SD Inpres 12/79 Lonrae, Tanete Riattang Timur District, Bone Regency. The population consisted of 29 fifth-grade students, selected using a saturated sampling technique. Data were collected using a questionnaire. The data analysis techniques employed were descriptive statistical analysis and inferential statistical analysis. Based on the results of the descriptive statistical analysis, the mean Pretest score was 51.9, which was categorized as poor, while the mean Posttest score was 81.03, which was categorized as good. The conclusion of this study indicates that there is an effect of implementing the differentiated learning approach on students’ interest in learning IPAS, as reflected in the difference between the mean Pretest and Posttest scores of students’ learning interest.
The Implementation of the Outdoor Learning Method to Improve IPAS Learning Outcomes among Fifth-Grade Students at SD Negeri 340 Pantai Timur, Wajo Regency Sitti Jauhar; Firdaus; Sahri Ramadana
Journal of Primary Education Innovation and Research Vol. 1 No. 2 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

This study is Classroom Action Research (CAR), which aims to determine how the implementation of the Outdoor Learning method can improve IPAS learning outcomes among fifth-grade students at SD Negeri 340 Pantai Timur. The subjects of this study were all fifth-grade students, totaling 15 students, and the fifth-grade homeroom teacher. The data collection techniques used in this study were observation and tests. The data analysis techniques included data reduction, data presentation, and conclusion drawing. The results showed that the percentage of teacher activity in Cycle I, Meeting I, was 57.14% (Poor), and in Meeting II, it was 61.90% (Fair). In Cycle II, the percentage of teacher activity reached 76.19% (Good) in Meeting I and increased to 90.41% (Good) in Meeting II. The percentage of student activity in Cycle I, Meeting I, was 57.14% (Poor), and in Meeting II, it was 61.90% (Fair). In Cycle II, the percentage of student activity reached 76.19% (Good) in Meeting I and increased to 90.41% (Good) in Meeting II. Students’ learning outcomes also showed a significant improvement. In Cycle I, the students’ mean score was 77, with a learning mastery percentage of 67% (Fair). In Cycle II, the students’ mean score was 84, with a learning mastery percentage of 87% (Good). In conclusion, the Outdoor Learning method can improve IPAS learning outcomes among fifth-grade students at SD Negeri 340 Pantai Timur, Wajo Regency
The Relationship Between the Use of Game-Based E-Learning and Interest in Learning IPAS among Fifth-Grade Students at SDN 261 Tarasu Andi Hardian Dwi Putra; Sitti Jauhar
Journal of Primary Education Innovation and Research Vol. 1 No. 2 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

This study analyzes the use of game-based e-learning and students’ interest in learning IPAS among fifth-grade students at SD Negeri 261 Tarasu. The purpose of this study was to determine whether there is a relationship between the use of game-based e-learning and the learning interest of fifth-grade students at SD Negeri 261 Tarasu. The approach used in this study was a quantitative approach with a correlational research design. The data sources in this study were 23 fifth-grade students at SD Negeri 261 Tarasu. The data collection techniques used were questionnaires and documentation. The data analysis techniques employed were descriptive statistical analysis and inferential statistical analysis. The results of the descriptive statistical analysis showed that the use of game-based e-learning obtained a mean score of 54.8 and a percentage of 81.97%, which was categorized as very good. Meanwhile, students’ interest in learning IPAS obtained a mean score of 67.2 and a percentage of 84.95%, which was categorized as very good. Based on the results of inferential statistics, rcount ≥ r-table (0.537 ≥ 0.413) at a significance level of 5%. Thus, H1 was accepted and H0 was rejected. In conclusion, there is a positive and significant relationship between the use of game-based e-learning and students’ interest in learning IPAS among fifth-grade students at SD Negeri 261 Tarasu, Kajuara District, Bone Regency, which is classified as moderate in the 0.40–0.599 category
Analysis of the Impact of Reward Provision on Science Learning Interest among Fifth-Grade Students at SDN 22 Jeppe’e, Tanete Riattang Barat District, Bone Regency Muliadi; Sudarto; Ajrun Karim
Journal of Primary Education Innovation and Research Vol. 1 No. 2 (2025): Journal of Primary Education Innovation and Research
Publisher : PT. Lontara Digitech Indonesia

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Abstract

This study is a descriptive qualitative study that aims to determine the impact of reward provision on science learning interest among fifthgrade students at SDN 22 Jeppe’e. The focus of this study includes an overview of science learning and the impact of reward provision on students’ learning interest. The subjects of the study were the teacher and fifth-grade students at SDN 22 Jeppe’e. Data collection techniques included interviews, observation, and questionnaires. The results showed that science learning was implemented well, with an average student questionnaire score of 95%. The rewards given by the teacher, including gestures, thumbs-up, objects, recognition, certificates of appreciation, and praise, were able to increase students’ learning interest, as indicated by focused attention, feelings of enjoyment, and willingness to actively engage in learning. The positive impact of reward provision was an increase in students’ motivation and participation. However, negative impacts were also found, such as the emergence of jealousy among students when reward provision was not managed fairly. Based on the results of the analysis, it can be concluded that reward provision has a positive effect on increasing science learning interest among fifth-grade students at SDN 22 Jeppe’e, Tanete Riattang Barat District, Bone Regency.

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