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Jurnal Inovasi dan Riset Pendidikan Dasar
Published by PT. Intelektiva Global Nusantara
ISSN : -     EISSN : 31250157     DOI : https://doi.org/10.64421/jirpd
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Jurnal Inovasi dan Riset Pendidikan Dasar merupakan jurnal ilmiah akses terbuka dan peer-reviewed yang diterbitkan oleh PT. Intelektiva Global Nusantara sejak tahun 2025 dan terbit tiga kali dalam setahun, yaitu pada bulan Januari, Mei, dan September. Jurnal ini mempublikasikan artikel hasil penelitian empiris, kajian konseptual, dan tinjauan pustaka yang berfokus pada pendidikan sekolah dasar, meliputi pembelajaran dan instruksi, psikologi pendidikan anak, pengembangan profesional guru, inovasi pendidikan dasar, teknologi pendidikan, serta kebijakan dan pengembangan sekolah dasar. Jurnal ini menerima kontribusi dari akademisi, peneliti, praktisi, dan pembuat kebijakan untuk mendukung pengembangan ilmu dan praktik pendidikan dasar di tingkat nasional maupun internasional.
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Articles 23 Documents
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Uncovering Common Errors in Gerunds and Infinitives among EFL Students Haris Hamdani; Venti Mawarni; Nurhasanah Nurhasanah
Jurnal Inovasi dan Riset Pendidikan Dasar Vol. 1 No. 2 (2026): Jurnal Inovasi dan Riset Pendidikan Dasar
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/jirpd.v1i2.97

Abstract

This study aimed to uncover common errors in the use of gerunds and infinitives among EFL students in sentence construction and paragraph writing. This study involved 40 EFL undergraduate students and employed a qualitative descriptive design using writing tasks and semi-structured interviews as the primary instruments for data collection. The findings revealed that students frequently made errors related to the misuse of gerunds and infinitives. The most dominant error was the incorrect use of infinitives after verbs that require gerunds, followed by the use of “to + verb-ing” structures and inappropriate use of base verbs in contexts requiring specific verb complementation patterns These recurring errors indicated that students tended to overgeneralize grammar rules and relied on simplified sentence structures when they were uncertain about the correct forms. The interview results further showed that students experienced confusion because different verbs require different grammatical patterns, while some verbs can be followed by both gerunds and infinitives with changes in meaning. Students also reported difficulties in creating varied and natural sentence structures while maintaining grammatical accuracy. To overcome these problems, most participants relied on memorization strategies, grammar notes, online examples, and peer discussions. However, these strategies were not always effective in developing deeper grammatical understanding and automatic language use. The study concluded that the complexity of English verb complementation patterns, limited contextualized grammar practice, and insufficient communicative writing activities contributed significantly to students’ grammatical difficulties. Therefore, the study recommends that English lecturers provide more interactive and contextualized grammar instruction through varied exercises, collaborative activities, and detailed corrective feedback. In addition, students should increase their exposure to authentic English materials to strengthen their understanding and practical use of gerunds and infinitives in writing activities. Theoretically, this study contributes to the growing body of research on English grammatical acquisition by providing empirical evidence that learners’ errors are strongly influenced by rule overgeneralization and incomplete mastery of verb complementation patterns. The findings also extend Error Analysis research by integrating qualitative insights from student interviews, offering a more comprehensive understanding of the cognitive and instructional factors underlying learners’ difficulties with gerunds and infinitives.  
The Use of Interactive Multimedia Learning Media to Enhance Concept Understanding for Visual Learners at SDIT Attaqwa Nurul Fahmi Ahmad Fauzi; Bramianto Setiawan; Misbah Misbah; Julia Anis Handayani; Sifa Fauziah
Jurnal Inovasi dan Riset Pendidikan Dasar Vol. 1 No. 2 (2026): Jurnal Inovasi dan Riset Pendidikan Dasar
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/jirpd.v1i2.109

Abstract

The integration of educational technology is essential for accommodating students’ cognitive preferences and enhancing conceptual understanding in elementary education. This study examined the effectiveness of interactive multimedia in improving conceptual understanding among visual learners at SDIT Attaqwa Nurul Fahmi. A quantitative quasi-experimental design with a non-equivalent control group was employed. Sixty fifth-grade students identified as visual learners using the VARK questionnaire were equally assigned to experimental and control groups. Data were collected through validated conceptual diagnostic pre- and post-tests. An independent-samples t-test revealed a significant difference in post-test scores (p < .001). N-Gain analysis showed greater improvement in the experimental group (g = 0.66; moderate–high) than in the control group (g = 0.21; low). These findings demonstrate that interactive multimedia effectively enhances conceptual understanding through visual representations and optimized information processing, supporting inclusive, differentiated, and meaningful learning in elementary education.
Evaluating the Implementation of a Tahfizh-Based Merdeka Curriculum Using the CIPP Model Rahman Hadi
Jurnal Inovasi dan Riset Pendidikan Dasar Vol. 1 No. 3 (2026): Jurnal Inovasi dan Riset Pendidikan Dasar
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/jirpd.v1i3.101

Abstract

This study evaluates the implementation of a Tahfizh-based Merdeka Curriculum using the CIPP (Context, Input, Process, Product) evaluation model. The study employed a qualitative descriptive-evaluative approach and was conducted from January to March 2026 at an Islamic junior secondary school in Mataram, Indonesia. Six participants were purposively selected based on their direct involvement in curriculum and Tahfizh program implementation, consisting of the principal, vice principal for curriculum affairs, two academic subject teachers, one Tahfizh teacher, and one Tahfizh coordinator. Data were collected through curriculum and school document analysis, semi-structured interviews, and direct observations. The interview guide and observation indicators were developed based on the four CIPP dimensions. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings indicate strong alignment between the school's institutional vision and the Tahfizh-based curriculum orientation. The Input evaluation shows relatively adequate human resources, particularly teacher qualifications and Qur'anic competence, but identifies weaknesses in curriculum documentation, learning resources, and facilities. The Process evaluation demonstrates that Tahfizh activities are implemented systematically through memorization, murāja'ah, ziyādah, and related assessment activities, while student-centered academic learning and assessment practices remain inconsistent. The Product evaluation indicates promising outcomes in Qur'anic memorization and character development, particularly discipline and responsibility, whereas academic outcomes are not yet documented through a sufficiently systematic school-wide monitoring mechanism. The study recommends strengthening curriculum documentation, teacher professional development, student-centered academic learning, learning resources, and integrated assessment systems to achieve a more balanced integration of Tahfizh, character formation, and academic learning.

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