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Journal Innovative Practices in Education (JIPE)
Published by CV putra publisher
ISSN : -     EISSN : 31234585     DOI : https://doi.org/10.58540/jipe.v1i2.1381
Core Subject : Education,
Education
Innovative Practices in Education (IPE) Journal is an international journal that focuses on innovative practices, new approaches, and breakthroughs in education. The journal aims to publish research, theoretical studies, and evidence-based practices that offer innovative solutions to educational challenges at local and global levels. This journal is designed to be a global platform for academics, educators, and education practitioners to share their ideas, experiments, and research that drive innovation in education. JIPE pays special attention to creative approaches that are able to answer the challenges arising from globalization, technology, and socio-cultural dynamics. The objectives are to: Inspire educators to apply relevant and engaging learning methods, provide research-based guidance for education policy makers and open a space for academic discussion on how education can continue to develop according to the needs of the times. With a focus on innovative practices, IPE is expected to be an important reference for researchers and practitioners who want to integrate innovation into education systems in various contexts.
Arjuna Subject : -
Articles 3 Documents
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Search results for , issue "Vol. 1 No. 3 (2026): August" : 3 Documents clear
The Effect of Think Pair Share (TPS) Cooperative Learning on Students’ Conceptual Understanding in IPAS Learning at SDN 28 Tarisa Putri; Joni Albar; Kasihani Lestari
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 3 (2026): August
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i3.1612

Abstract

This study investigates how the Think Pair Share (TPS) cooperative learning strategy influences students’ conceptual understanding in IPAS learning at the elementary level. Conceptual understanding is essential in enabling learners to interpret knowledge meaningfully and apply it across contexts. Nevertheless, classroom practices often remain teacher-centered, limiting student engagement and resulting in suboptimal learning outcomes. A quantitative approach was adopted using a pre-experimental one-group pretest-posttest design. The participants were 23 fifth-grade students of SDN 28 Kelakik in the 2024/2025 academic year, selected through purposive sampling. Data collection involved achievement tests (pretest and posttest), supported by questionnaires, observations, and documentation. The data were analyzed using a paired sample t-test with SPSS version 26. The findings indicate a notable improvement in students’ conceptual understanding, reflected by an increase in the average score from 64.70 in the pretest to 77.26 in the posttest. Statistical testing revealed a significance value of 0.000 (< 0.05), confirming that the TPS model has a meaningful impact. These results align with previous studies highlighting the effectiveness of TPS in fostering critical thinking and collaborative learning. Hence, TPS can be considered a practical instructional strategy for enhancing conceptual understanding in elementary IPAS learning.
Enhancing Pupils’ Interest In Reading In Indonesian Language Lessons Through Teachers’ Creativity In Year 4 At SDN 10 Mahikam Yeni Yuliana; Aprima Tirsa; Indria Susilawati
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 3 (2026): August
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i3.1645

Abstract

The low reading interest of primary school pupils remains a persistent issue that affects their learning outcomes, particularly in Indonesian language learning. Reading skills serve as a fundamental foundation that determines pupils’ academic success. One strategic solution to address this problem is through teachers’ creativity in designing instruction. Creative teachers are able to create interactive, enjoyable, and experience-based learning environments that foster pupils’ motivation to read. This study aims to improve students’ reading interest through the implementation of creative teaching strategies in Year 4 at SDN 10 Mahakam. The method used was Classroom Action Research (CAR) based on the Kemmis and McTaggart spiral model, conducted in two cycles comprising planning, action, observation, and reflection. The research subjects were 14 students with varying reading abilities. The results showed an increase in learning implementation from 2.54 to 3.47 and in students’ reading interest from 2.47 to 3.57. It can be concluded that the application of creative teaching strategies effectively improves learning implementation and reading interest whilst fostering an independent reading culture in the classroom.
The Effect Of Using Loose Parts Learning Materials On The Mathematical Skills Of Year 2 Pupils At SD Negeri 09 Sayan Ratu Nurhaliza; Ahmad Khoiri; M. Akip
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 3 (2026): August
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i3.1635

Abstract

The purpose of this study was to determine whether the application of loose part learning media can improve students' numeracy skills in mathematics learning. This study employed a quantitative method using a One-Group Pre-Posttest design with a sample comprising 16 Year 2 students. Data were collected through validity tests (trial questions) and reliability (α = 0.7), then analysed using the Wilcoxon test with SPSS 21. The results showed a significant increase (Sig. 0.001 < 0.05), with the post-test mean (66.56) higher than the pre-test mean (52.19). This finding demonstrates that loose parts are effective in improving students’ numeracy skills. Consequently, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It can therefore be concluded that there is a difference in the average learning outcomes between the pre-test and post-test, indicating a significant change following the intervention. This confirms that there is an effect of using loose parts as a learning medium on the numeracy skills of Year 2 pupils at SDN 09 Sayan.

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