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All Journal Indonesian Journal of Education Methods Development
Kemil Wachidah
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo
Education

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Development of AR (Augmented Reality) Puzzle Media to Improve the Social and Emotional Competence of Students with Autism Spectrum Disorder in Primary School : Pengembangan Media Puzzle AR (Augmented Reality) untuk Meningkatkan Kompetensi Sosial Emosional Siswa Autism Spectrum Disorder di Sekolah Dasar Ayu Nur Roudhotul Jannah; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.1091

Abstract

General Background: Inclusive primary education requires learning approaches that accommodate the social and emotional needs of students with Autism Spectrum Disorder (ASD). Specific Background: Students with ASD may experience difficulties in social interaction, emotional regulation, communication, and understanding social situations, while conventional teacher-centered learning may limit their engagement. Knowledge Gap: Previous Augmented Reality research has largely focused on cognitive learning outcomes, while studies addressing social-emotional development among students with ASD, particularly in Indonesian inclusive primary schools, remain limited. Aims: This study develops and examines AR Puzzle media for supporting the social-emotional competence of fourth-grade students with ASD in an inclusive primary school. Results: Using Design-Based Research supported by a One-Subject Experiment with an A-B-A design, the study developed an AR Puzzle integrated with Pendidikan Pancasila content on rights and responsibilities. The media combines physical puzzle activities, visual scenes, three-dimensional AR animations, group collaboration, discussion, and reflection. The limited trial showed higher observation scores during the intervention phase than the initial baseline, with the second baseline remaining above the initial baseline. The media supported student attention, engagement, conceptual understanding, and social-emotional activities. Novelty: The study integrates AR Puzzle with the CASEL social-emotional framework for ASD learning in an Indonesian inclusive primary school context. Implications: AR Puzzle provides a concrete, visual, interactive, and contextual learning medium that can support inclusive learning while allowing further development of visual characters and learning scenarios. Key Findings Highlights Intervention scores remained above the initial baseline during the A-B-A trial. Visual scenes and group activities supported attention, engagement, and social-emotional learning. Expert feedback identified the need for more varied three-dimensional character expressions. Keywords : Augmented Reality, Autism Spectrum Disorder, Social Emotional Competence, Inclusive Education, Educational Media
Malang Mask Puppet Dance Cultivates Social Emotional Competence In Elementary Education: Tari Wayang Topeng Malangan Menumbuhkan Kompetensi Sosial Emosional Pada Pendidikan Dasar Haidar Amalia; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 2 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i2.1103

Abstract

General Background: The period of middle childhood represents a critical developmental stage for shaping interpersonal interactions and behavioral regulation. Specific Background: Non-cognitive skills significantly determine long-term individual success, requiring structured pedagogical interventions to address apathy, egoism, and aggressive tendencies in school environments. Knowledge Gap: Although indigenous arts exist within extracurricular programs, they are typically reserved for competitive events involving select individuals rather than systematically integrated as inclusive character-building modules for all learners. Aims: This quantitative research investigates the application of a local traditional performance to cultivate psychological and interpersonal skills among fifth-grade students at SDN Kebakalan. Results: Following a pre-experimental one-group pretest-posttest design involving 29 participants, the analytical data demonstrated an average score progression from 67.03 to 76.10, marking a significant 9.07-point advancement. Novelty: This study directly translates the indigenous M5 philosophical framework—comprising physical readiness, courage, self-control, stability, and mastery—into the modern Collaborative for Academic, Social, and Emotional Learning (CASEL) parameters. Implications: Integrating regional cultural heritage into mainstream curricula provides educators with a practical, highly engaging strategy to build student empathy, teamwork, and responsible decision-making within inclusive classroom settings. Highlights: Traditional performance arts seamlessly translate into self-regulation and peer collaboration. Group choreography practices successfully resolve interpersonal conflicts and build empathy. Inclusive cultural modules advance behavioral assessment scores across student populations. Keywords: Character Building, Cultural Heritage, Collaborative Learning, Self Regulation, Traditional Pedagogy
Developing Assemblr Edu 3D Media to Improve Science Learning Outcomes for Children with Intellectual Disabilities in Inclusive Elementary Schools: Pengembangan Media Assemblr Edu 3D untuk Meningkatkan Hasil Belajar IPA Anak Disabilitas Intelektual di Sekolah Dasar Inklusif Zuhriyyah ‘Amirotuz Zahidah; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.1111

Abstract

General Background: Science learning in elementary schools requires concrete and meaningful learning experiences, particularly for students with intellectual disabilities who may experience difficulties understanding abstract concepts. Specific Background: The five-senses topic requires clear visual representations and learning activities that correspond to students’ characteristics and everyday experiences. Knowledge Gap: Previous studies have demonstrated the use of Augmented Reality and Assemblr Edu in learning, but limited research has focused on developing Assemblr Edu 3D media for teaching the five senses to students with intellectual disabilities in inclusive elementary schools. Aims: This study aimed to develop Assemblr Edu 3D learning media for the five-senses topic and examine its feasibility and use for supporting science learning among students with intellectual disabilities. Results: Using Design Based Research, the study involved problem identification, prototype development, iterative testing and improvement, and reflection. The research involved one third-grade student with intellectual disabilities at SDN Bulusidokare. Data were collected through observation, interviews, and documentation. Expert validation resulted in an overall feasibility score of 86.5%, consisting of 83% for media feasibility and 90% for material suitability. The limited trial indicated greater student attention, engagement, and understanding during learning activities. Novelty: The developed learning product integrates simple visual presentation, interactive three-dimensional objects, contextual illustrations, and audio narration specifically adapted to the learning characteristics of a student with intellectual disabilities. Implications: The findings indicate that Assemblr Edu 3D provides a feasible technology-based learning option for presenting abstract five-senses concepts more concretely and interactively in inclusive elementary education. Key Findings Highlights Feasibility validation reached 86.5%, categorized as feasible. One learner demonstrated greater attention, participation, and understanding during the limited trial. Interactive visualizations and audio supported concrete presentation of five-senses concepts. Keywords : Assemblr Edu, Augmented Reality, Intellectual Disabilities, Science Education, Five Senses
Sports Teaching Aids Optimize Locomotor Development In Primary Schools: Alat Peraga Olahraga Mengoptimalkan Perkembangan Lokomotor Di Sekolah Dasar Iwan; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1135

Abstract

General Background Physical education plays a pivotal role in developing fundamental motor capabilities for young learners. Specific Background Third-grade students at SD Negeri 01 Ujung Gunung Udik encounter significant difficulties executing basic movements, such as jumping and running, with adequate coordination and self-confidence. Knowledge Gap Traditional instructional methods remain overly verbal and teacher-centered, lacking concrete practical media to maintain learner focus and prevent early boredom. Aims This study seeks to optimize coordination and elevate active participation through the deployment of circuit-based practical activities. Results Following a two-meeting intervention involving thirty participants, the average movement evaluation score escalated from 65 to 85. Additionally, active learner participation surged from 40 percent to 90 percent, while concentration levels during dynamic exercises rose from 45 percent to 75 percent. Novelty The integration of concrete visual targets, including hula hoops and cones, within a structured circuit framework shifts instruction from monotonous verbal delivery to a dynamic, student-centered practical experience. Implications Utilizing simple equipment offers a low-cost, inclusive, and highly engaging pedagogical strategy to maximize fundamental physical literacy in early education settings. Highlights: The application of circuit-based visual targets raised average evaluation scores from 65 to 85. Active learner participation surged significantly from 40 percent to 90 percent during practical sessions. Concrete activity markers successfully elevated student concentration and reduced boredom during dynamic exercises. Keywords: Locomotor Movement, Sports Equipment, Circuit Training, Active Participation, Motor Coordination
SQ3R Method Optimizes Reading Comprehension Outcomes In Elementary Language Education: Metode SQ3R Mengoptimalkan Hasil Membaca Pemahaman Pada Pendidikan Bahasa Dasar Jasmi Reni Putri; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1137

Abstract

General Background Reading comprehension constitutes a fundamental linguistic skill critical for acquiring diverse academic knowledge in primary education. Specific Background Fourth-grade students at SDN 05 Air Dingin exhibit significant difficulties in identifying main ideas, extracting essential information, and summarizing texts coherently. Knowledge Gap Many students engage in passive, rapid reading without a structured cognitive framework to actively process, retain, and review textual information. Aims This classroom action research aims to optimize active reading engagement and narrative summarization using the structured Survey, Question, Read, Recite, and Review framework. Results Conducted across two cycles involving twenty-one students, the intervention increased learner activity from 66.67 percent to 87.30 percent. Correspondingly, reading comprehension mastery surged from 61.90 percent in the initial cycle to 90.48 percent, with average evaluation scores rising from 71.41 to 87.14. Novelty Integrating student-generated questions and iterative review mechanisms within the reading process transforms learners from passive text consumers into active information processors. Implications The deployment of the SQ3R methodology provides primary educators with a highly structured, systematic pedagogical strategy to resolve comprehension deficits and maximize elementary literacy. Highlights: The deployment of the structured reading framework increased learner activity from 66.67 percent to 87.30 percent. Reading comprehension mastery surged significantly from 61.90 percent to 90.48 percent across two cycles. Generating questions and reviewing content actively transformed students from passive consumers into critical readers. Keywords: Reading Comprehension, Language Education, Action Research, Active Reading, Elementary Literacy
Discovery And Cooperative Learning Optimize Prefix Application In Elementary Education: Pembelajaran Penemuan Dan Kooperatif Mengoptimalkan Penerapan Awalan Pada Pendidikan Dasar Jasri Mulia Nasution; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1139

Abstract

General Background Mastering morphological structures constitutes a fundamental linguistic skill in elementary language education. Specific Background Grade IV students frequently experience difficulties applying the Indonesian prefix me- (meN-) accurately due to complex morphophonemic rules, particularly the contextual deletion of specific initial consonants. Knowledge Gap Traditional grammar instruction often fails to provide interactive frameworks that allow young learners to systematically discover and correct these complex morphological patterns. Aims This classroom implementation investigates the integration of guided discovery, cooperative learning, and contextual digital word games to optimize structural accuracy in prefix application. Results Following an intervention involving twenty-one students, the class achieved an average final score of 84.79, with 90.5 percent of participants successfully meeting the targeted mastery criterion. The ability to identify root words recorded the highest performance metric at 3.81 out of 4.00, although creative sentence construction remained below the desired threshold at 2.90. Novelty Fusing digital gamification with peer-assisted discovery learning uniquely shifts morphophonemic instruction from passive rote memorization to active, contextualized pattern recognition. Implications Deploying this multimodal pedagogical strategy provides educators with a highly engaging framework to secure foundational morphological competence, though supplementary open-ended tasks are necessary to fully foster linguistic creativity. Highlights: The integration of digital gamification and peer collaboration raised the average morphological mastery score to 84.79. Over 90 percent of participating learners successfully met the established academic proficiency criterion for structural accuracy. While root word identification achieved peak metrics, creative sentence construction requires further open-ended instructional support. Keywords: Discovery Learning, Cooperative Learning, Morphological Competence, Elementary Education, Digital Gamification
Visualizing Geometric Volume Using Video And Concrete Aids In Primary Mathematics: Memvisualisasikan Volume Geometri Menggunakan Video Dan Alat Konkret Pada Matematika Dasar Jonni; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1142

Abstract

General Background Understanding spatial geometry constitutes a fundamental competency in primary mathematics, bridging the gap between concrete objects and abstract mathematical concepts. Specific Background Fifth-grade students struggle with spatial reasoning regarding solid geometry, often memorizing formulas without conceptualizing volume as the physical space occupied by unit cubes, leading to frequent confusion between area and volume. Knowledge Gap Conventional mathematical instruction frequently bypasses the crucial intermediate step of concrete manipulation, immediately transitioning from abstract formulas to calculation, which causes persistent procedural and conceptual errors. Aims This study seeks to optimize conceptual understanding of cube and rectangular-prism volume by integrating dynamic video visualizations with the physical manipulation of unit cubes. Results Implemented over two sessions with fifteen participants, the pedagogical intervention significantly increased active verbal participation from 33 percent to 80 percent. Furthermore, the ability to accurately calculate volume and explain spatial concepts correctly surged from a baseline of less than half the class to 87 percent mastery. Novelty Sequencing instruction from dynamic visual representations directly into tactile unit-cube manipulation uniquely transitions learners from passive rule memorization to active, evidence-based mathematical reasoning. Implications Deploying this multimodal pedagogical sequence provides primary educators with a highly constructive framework to resolve spatial misconceptions and solidify foundational geometric competencies in elementary mathematics. Highlights: Integrating video visualizations with physical unit cubes elevated correct volume calculation rates from 40 percent to 87 percent. The pedagogical sequence significantly increased active verbal participation, shifting classroom dynamics from 5 to 12 actively engaged students. Physical manipulation successfully eliminated common misconceptions regarding the distinction between surface area and spatial volume. Keywords: Solid Geometry, Unit Cubes, Concrete Aids, Elementary Mathematics, Mathematical Reasoning
Interactive Scratch Games For Fostering Computational Thinking In Elementary Informatics: Permainan Scratch Interaktif Untuk Menumbuhkan Pemikiran Komputasional Pada Informatika Sekolah Dasar Juli Manahara Gultom; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1155

Abstract

General Background Computational thinking and basic programming logic are essential components of modern primary education informatics. Specific Background Elementary students frequently perceive coding concepts as highly abstract and difficult when instructions are delivered solely through theoretical explanations without practical application. Knowledge Gap Traditional pedagogical approaches lack immediate visual feedback mechanisms required to sustain young learners' motivation during complex algorithmic problem-solving tasks. Aims This study investigates the application of game-based project learning using the visual block programming environment Scratch to stimulate learning interest among fifth-grade students. Results The implementation of pair programming and guided debugging activities resulted in an 85 percent increase in student engagement and active participation. Learners successfully constructed movement and scoring variables by manipulating colored blocks and receiving immediate system responses. Novelty This research demonstrates that transforming isolated coding exercises into collaborative, interactive gaming missions significantly demystifies computational complexity for early-stage learners. Implications Informatics curricula should integrate visual programming tools and peer collaboration to establish concrete, project-oriented computing education in elementary schools. Highlights: The visual block programming environment stimulated an 85 percent active participation rate among fifth-grade learners. Pair programming application successfully reduced technical barriers during complex algorithm structuring and debugging sessions. Immediate system feedback accelerated learner comprehension regarding the correlation between algorithmic instructions and object movements. Keywords: Visual Programming Environment, Primary Education Informatics, Game Based Learning, Computational Thinking, Pair Programming
Concrete Teaching Aids For Three Dimensional Geometry Comprehension In Elementary Education: Alat Peraga Konkret Untuk Pemahaman Geometri Tiga Dimensi Pada Pendidikan Dasar Lili Suryani; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1156

Abstract

General Background Mathematics education requires visual and kinesthetic experiences to facilitate the comprehensive recognition of spatial object structures. Specific Background Students frequently experience cognitive barriers in identifying the components of three-dimensional figures due to theoretical, textbook-centered instructional methods. Knowledge Gap The application of low-cost manipulative media integrated with structured observation sheets to resolve curved surface misconceptions remains rarely explored in depth. Aims This teaching implementation report describes the utilization of physical models made from recycled materials to bridge spatial abstraction for fifth-grade learners. Results The exploration of concrete objects enabled students to calculate vertices and edges precisely, allowing them to compare characteristics among figures with high accuracy. Observations also indicated that angular objects were mastered faster than curved shapes like cylinders and cones, which required further instructional demonstration. Novelty The integration of simple physical manipulation and group discussion offers an inclusive learning route that directly resolves geometric abstraction barriers. Implications These findings recommend educators to construct instructional scenarios involving manipulative activities to establish meaningful spatial concept retention. Highlights: The utilization of recycled materials facilitated direct spatial structure visualization for learners. Vertex and edge identification became highly accurate through manipulative classroom activities. Curved shapes necessitated additional instructional guidance compared to angular objects. Keywords: Recycled Materials, Three Dimensional Figures, Observation Worksheets, Spatial Visualization, Manipulative Activities
Role Playing Application For Concrete Civic Mutual Cooperation Comprehension In Primary Education: Aplikasi Bermain Peran Untuk Pemahaman Gotong Royong Kewarganegaraan Konkret Pada Pendidikan Dasar Maneria Dakhi; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1158

Abstract

General Background Civic education in elementary schools aims to instill fundamental social values, including solidarity and mutual cooperation, into young learners. Specific Background Fifth-grade students in disadvantaged areas frequently perceive mutual cooperation strictly as a memorized theoretical concept, severely lacking active participation and direct practice. Knowledge Gap Although civic education emphasizes character building, practical pedagogical approaches that transition abstract social values into concrete, participatory experiences remain insufficiently applied in primary classrooms. Aims This teaching implementation report evaluates the role-playing method's application in enhancing fifth-grade students' comprehension and affective awareness of mutual cooperation. Results A 70-minute classroom implementation involving twenty-one students divided into heterogeneous groups demonstrated significant improvements in active engagement. Assigning specific roles—such as group coordinators, cleaners, and reporters—enabled students to conduct school cleaning simulations using safe tools effectively. The observation results indicated average scores of 85 for both active participation and teamwork, while conceptual understanding through structured reflection achieved an average score of 75. Novelty Integrating explicit role cards and safe physical tools transforms traditional rote civic learning into an experiential, egalitarian, and highly participatory civic exercise. Implications Primary educators should consistently embed structured role-playing simulations within civic curricula to actualize abstract social values and foster authentic collaborative skills among students. Highlights: The role-playing application shifted civic learning from rote memorization to active student participation. Students demonstrated strong teamwork capabilities by executing specific assigned roles during the simulation. Explicit role cards and structured reflection significantly improved cognitive understanding of mutual cooperation. Keywords: Civic Education, Role Playing, Mutual Cooperation, Active Participation, Experiential Learning
Co-Authors Ayu Nur Roudhotul Jannah Haidar Amalia Iwan Jasmi Reni Putri Jasri Mulia Nasution Jonni Juli Manahara Gultom Lili Suryani Maneria Dakhi Mulyadi Nasiron Nur Aida Zuhriyyah ‘Amirotuz Zahidah