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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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Cultivating Democratic Character And Diversity Appreciation In Elementary Instruction: Menumbuhkan Karakter Demokratis Dan Apresiasi Keberagaman Pada Instruksi Dasar Mulyadi; 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.v21i4.1160

Abstract

General Background Indonesia possesses vast cultural and religious variations requiring early integration within school curricula to foster societal harmony. Specific Background Sixth-grade lessons frequently rely heavily on conventional teacher explanations, causing students to become passive and hesitant to express personal opinions regarding tolerance. Knowledge Gap Although modern schools provide digital facilities like touch-screen technology, their optimization as collaborative media to build civic norms remains severely underutilized. Aims This study describes the integration of digital display panels with a cooperative thought-sharing model to foster respect for diverse backgrounds among twenty students. Results The implementation transformed passive listening into active visual collaboration, raising student participation rates from 38 percent to approximately 92 percent. Furthermore, conceptual understanding of tolerance and daily cultural awareness escalated from an initial 38 percent to 85 percent following the intervention. Novelty Combining structured paired discussions with large-scale digital screens bridges the gap between abstract civic concepts and tangible, participatory collaboration. Implications Educators should maximize available visual technologies paired with cooperative frameworks to make civic learning more inclusive and engaging. Highlights: The integration of an Interactive Flat Panel and Think-Pair-Share models raised active participation to 92 percent. Students' conceptual grasp of cultural and religious differences escalated to 85 percent post-intervention. Combining visual technology with collaborative stages resolved student hesitancy in expressing personal opinions. Keywords: Interactive Flat Panel, Think Pair Share, Civic Education, Cultural Tolerance, Cooperative Learning
Interactive Quizzes For Formative Assessment In Elementary Environmental Science: Kuis Interaktif Untuk Asesmen Formatif Pada Ilmu Pengetahuan Alam Dasar Nasiron; 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.v21i4.1161

Abstract

General Background Environmental science education necessitates concrete and engaging activities to help young learners comprehend ecological concepts. Specific Background Third-grade science instruction frequently relies on textbook memorization and teacher-centered explanations, leading to passive student engagement. Knowledge Gap There is a lack of integrated evaluation tools that simultaneously function as active, visual learning media for early elementary students. Aims This study investigates the application of interactive quizzes utilizing picture cards and point rewards to foster participation and conceptual mastery of environmental conservation. Results The implementation across two sessions with sixteen students demonstrated a substantial increase in verbal participation from 31 percent to 100 percent. Furthermore, the proportion of students achieving the targeted understanding score escalated from 38 percent to 100 percent, while dominant misconceptions regarding waste disposal dropped significantly from 44 percent to 6 percent. Novelty Integrating competitive, image-based evaluation transforms standard evaluation procedures into dynamic learning experiences that immediately correct student misconceptions in real time. Implications Elementary educators should adopt visual point-based evaluation as a dual-purpose pedagogical instrument to continuously measure comprehension while maintaining high student engagement. Highlights: Verbal participation among young learners escalated to a complete rate following the visual evaluation. Conceptual mastery regarding waste disposal improved significantly during the two study sessions. Point reward systems successfully corrected prior ecological misconceptions rapidly and effectively. Keywords: Conceptual Mastery, Picture Cards, Point Rewards, Ecological Misconceptions, Active Learning
Systematic Spelling Instruction Resolves Beginning Reading Difficulties In Primary Classrooms: Instruksi Mengeja Sistematis Mengatasi Kesulitan Membaca Permulaan Di Ruang Kelas Dasar Nur Aida; 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.v21i4.1180

Abstract

General Background Early literacy constitutes an essential foundational capability for young educational development. Specific Background Within first-grade environments, various learners struggle to recognize letter sounds and combine them into syllables and simple vocabulary. Knowledge Gap Conventional teaching heavily relies on random alphabet memorization rather than providing a graduated, structured approach to phonetic blending, leaving learners unable to construct words independently. Aims This implementation study applies a step-by-step phonetic framework supported by visual media and formative assessments to build decoding proficiency across diverse learner abilities. Results Following two structured sessions utilizing tactile letter and syllable cards alongside peer tutoring, active verbal participation surged from 33% to 89%. Furthermore, the proportion of learners accurately decoding at least five simple words grew from 44% to 89%, while overall fluency rubric scores progressed from 44% to 78%. Novelty The integration of tactile word media with rapid formative exit tickets establishes a highly manageable, scalable decoding structure explicitly tailored for early childhood education. Implications Educators must adopt graduated phonetic strategies and concrete visual aids to transition young learners from passive alphabet memorization to active vocabulary comprehension. Highlights: Conventional educational frameworks frequently prioritize random alphabet memorization over step-by-step syllable blending. Tactile letter cards establish a structured visual foundation for early literacy development. Rapid formative exit tickets accurately measure and guide graduated word recognition practice among diverse learners. Keywords: Phonetic Blending, Tactile Media, Formative Assessment, Early Literacy, First Grade Learners
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