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Project Based Learning in Elementary Descriptive Writing: Pembelajaran Berbasis Proyek dalam Penulisan Deskriptif di Sekolah Dasar Indahyati, Silvia; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.938

General background: Writing skills are essential competencies in elementary education, yet many students struggle to express ideas clearly through descriptive texts. Specific background: Conventional approaches in Indonesian language classes often limit students’ creativity and engagement. Knowledge gap: Few studies have explored the structured implementation of Project Based Learning (PjBL) for descriptive writing at the elementary level. Aims: This study aimed to analyze the implementation of PjBL in teaching descriptive text writing to fourth-grade students at SDN Sukorejo 4, Pasuruan. Results: Using a qualitative case study design, data were collected through observation, interviews, and documentation with teachers and students. The PjBL model was implemented through six structured phases: identifying phenomena, formulating core questions, designing project plans, arranging project schedules, monitoring progress, testing outcomes, and conducting evaluations. All phases were successfully executed and supported student engagement in descriptive writing. Novelty: The study highlights how PjBL fosters creativity, critical thinking, and collaborative learning in elementary language education. Implications: Findings suggest that structured PjBL strategies can serve as an effective alternative to traditional methods, offering meaningful learning experiences and supporting writing skill development in early education. Highlights: PjBL structured in six phases improved descriptive writing. Study provides a novel application at elementary level. PjBL supports creativity, engagement, and collaborative learning. Keywords: Project Based Learning, Descriptive Writing, Elementary Education, Creativity, Qualitative Study

Digital Serial Images in Elementary Story Writing: Gambar Serial Digital dalam Penulisan Cerita Dasar Madinah, Wardhatul; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.939

General background: Writing skills are fundamental in elementary education, yet many students struggle to develop structured and meaningful narratives. Specific background: Traditional teaching methods often fail to stimulate creativity and engagement, requiring innovative media to support students’ learning processes. Knowledge gap: Although visual media has been studied, limited research addresses the integration of digital serial images as a systematic tool in elementary story writing. Aim: This study investigates the role of digital serial image media in improving story writing skills among second-grade elementary students. Results: Using a pre-experimental one group pretest-posttest design with 20 participants, the study revealed significant improvement in students’ writing scores, with statistical analysis showing p = 0.00 (<0.05). Novelty: Unlike conventional visual aids, digital serial image media provides a sequential and contextual framework that guides students in organizing ideas coherently. Implications: Findings suggest that integrating digital serial images can strengthen students’ creative expression and narrative construction, offering practical insights for teachers to enrich language learning in elementary schools. Highlights: Digital serial images foster structured narrative writing. Significant improvement shown in posttest results. Practical implications for language learning in elementary schools. Keywords: Digital Serial Images; Story Writing; Elementary Students; Learning Media; Language Education

Project Based Learning Model on Critical Thinking Skills in Elementary School: Model Pembelajaran Berbasis Proyek untuk Mengembangkan Keterampilan Berpikir Kritis di Sekolah Dasar Rizmayannudin, Faradya; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.948

General Background: Critical thinking is an essential skill that enables learners to analyze information and solve problems effectively, and it is a crucial competence emphasized in the current educational paradigm. Specific Background: However, elementary school learners often demonstrate limited critical thinking ability due to conventional learning approaches that provide fewer opportunities for inquiry and problem solving. Knowledge Gap: Previous studies have examined Project Based Learning (PJBL) in various contexts, yet limited evidence explores its practical implementation in elementary schools within the framework of religious-based institutions. Aims: This study aims to describe the implementation of PJBL in fostering critical thinking skills among fourth-grade learners at SD Muhammadiyah 1 Taman, Sidoarjo, Indonesia. Results: Using a qualitative case study involving two teachers and five students, data were collected through observation, interviews, and documentation. Findings reveal that learners actively engaged in asking critical questions, demonstrating improved logical reasoning, and presenting project outcomes effectively. Novelty: This study highlights the integration of PJBL across both general and religious subjects, which has been scarcely reported in prior literature. Implications: The results provide insights for educators and policymakers to adopt PJBL as a sustainable approach for strengthening higher-order thinking skills in elementary education. Highlights: PJBL encourages active questioning and reasoning in elementary learners. Integration of PJBL applied in both general and religious subjects. Provides practical insights for fostering critical thinking in primary education. Keywords: Critical Thinking; Project Based Learning; Elementary Education; Qualitative Case Study; Islamic School

The Effectiveness of Canvas Media-Based Mind Mapping Model on Learning Poetry Writing Skills of Elementary School Students Mezzaluna Safro, Rizatul; Zulikhatin Nuroh, Ermawati
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 5 No. 2 (2023): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v5i2.3038

The purpose of this study is to determine the effectiveness of the Canva-assisted Mind Mapping learning model in writing poetry for fifth-grade students in the Muhammadiyah 5 Porong Elementary School 2022/2023 academic year. The research method used was quantitative. This research was a pre-experimental design with a one-group pretest-posttest design model. The population of this study was all students in Class V at SD Muhammadiyah 5 Porong, totaling 22 students. The sample in this study is saturated because the total population is less than 30, that is, 22 students. Data were collected from primary and secondary sources. The primary data are in the form of poetry-writing test results in the form of pre-test and post-test according to the selected sample, while the secondary data in this study are in the form of documentation in the form of photos and data on the number of samples. The data collection technique in this study was a poetry-writing test in the form of a pre-test, post-test, and documentation. The data analysis techniques used were the normality test, homogeneity test, t-test, and N-gain test. The results showed that the mind-mapping learning model is effective for application in the poetry-writing skills of fifth-grade students at SD Muhammadiyah 5 Porong. This is proven by 90% of the N-gain value in the mind mapping model. The inferential test on the independent sample test is known to be Sig (2-tailed) with a value of 0.000. The output data shows that HO is rejected, whereas Ha is accepted. It is concluded that the hypothesis test shows that there are differences in the results of the pre-test and post-test of the mind mapping model in learning poetry-writing skills.

Digital Storytelling for Vocational Students’ Speaking and Writing Skills Palupi, Elvina Anggraeni Retno; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i1.918

General background: The rapid advancement of technology has transformed educational practices, providing new opportunities for integrating digital media into language learning. Specific background: Despite its growing use, the role of digital storytelling in fostering students’ speaking and writing skills in vocational education remains underexplored. Knowledge gap: Previous studies have highlighted digital tools in language learning, yet limited evidence exists on how vocational high school students perceive and experience digital storytelling as a medium for English learning. Aims: This study investigates tenth-grade vocational students’ perspectives on using digital storytelling to develop speaking and writing skills. Results: Data collected through interviews, video analysis, and observation revealed that digital storytelling fosters creativity, improves fluency in oral communication, enriches vocabulary, and strengthens writing competence. Students also reported increased confidence and readiness to integrate digital media into their learning practices. Novelty: Unlike prior research that employed multiple complex tools, this study demonstrates the practical use of accessible applications (Canva and CapCut) for creating effective storytelling media. Implications: Findings suggest that digital storytelling can serve as a practical and motivating pedagogical approach for enhancing vocational students’ literacy skills while preparing them for technology-oriented learning environments. Highlights: Explores vocational students’ perspectives on digital storytelling in English learning. Shows improved speaking and writing skills through creative multimedia use. Demonstrates practical application of simple tools (Canva, CapCut) in education. Keywords: Digital Storytelling, Vocational Education, Speaking Skills, Writing Skills, Language Learning

Teachers’ Perception on Using Digital Storytelling in English Learning Widiyanti, Amelia Kusuma; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.927

General background: The rapid growth of digital technology has transformed education, creating opportunities for integrating interactive media into classroom learning. Specific background: One promising approach is Digital Storytelling, which combines narrative with multimedia elements such as text, images, audio, and video, particularly useful in language learning. Knowledge gap: While many studies have examined the benefits of Digital Storytelling for students, limited attention has been given to teachers’ perspectives in secondary school contexts. Aims: This study explores teachers’ perceptions of implementing Digital Storytelling in junior high school English classes. Results: Findings from qualitative descriptive research with a grade nine teacher reveal that Digital Storytelling increases teachers’ confidence in using technology, supports students’ writing skill development, and encourages creative and imaginative thinking. Novelty: The study highlights how teachers not only perceive Digital Storytelling as a pedagogical tool but also as a catalyst for fostering 21st-century competencies in the classroom. Implications: These insights suggest that integrating Digital Storytelling in English instruction can strengthen teachers’ pedagogical practices and provide students with more engaging, creative, and technologically adaptive learning experiences. Highlights: Reveals teachers’ perspective on Digital Storytelling in English classrooms. Shows its role in building students’ writing and creativity. Provides insights into integrating technology with pedagogy. Keywords: Digital Storytelling, Teachers’ Perception, Junior High School, English, Writing Skills

Digital Flipbook Media Improves Writing Skills in Primary Schools: Media Buku Elektronik Interaktif Meningkatkan Keterampilan Menulis di Sekolah Dasar Fitriya, Lailil; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.936

General background: Writing skill is a fundamental literacy competence that supports students’ ability to communicate effectively and develop critical thinking. Specific background: However, elementary school students often face challenges in organizing ideas, using proper grammar, and maintaining consistency in writing, which hinders their overall performance. Knowledge gap: Previous studies have highlighted the role of media in learning, yet there is limited evidence on the use of digital flipbook media to improve writing skills at the primary level. Aims: This study aims to examine the role of digital flipbook media in improving the writing skills of fourth-grade students at SD Negeri Wunut 1. Results: Using a pre-experimental one-group pretest-posttest design with 35 participants, the findings showed a significant improvement in students’ writing skills, indicated by the paired sample t-test (Sig. = 0.000 < 0.05). Novelty: The integration of interactive flipbook media provided not only engaging visuals but also strengthened students’ motivation and creativity in writing. Implications: These results suggest that digital flipbook media can serve as an effective alternative in elementary education, fostering both literacy development and digital literacy in the classroom. Highlights Digital flipbook significantly improves elementary students’ writing skills. Interactive media fosters motivation and creativity in literacy learning. Study supports digital-based innovation in primary school education. Keywords: Writing Skills; Digital Flipbook; Elementary Education; Literacy; Innovation

Project Based Learning in Elementary Descriptive Writing: Pembelajaran Berbasis Proyek dalam Penulisan Deskriptif di Sekolah Dasar Indahyati, Silvia; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.938

General background: Writing skills are essential competencies in elementary education, yet many students struggle to express ideas clearly through descriptive texts. Specific background: Conventional approaches in Indonesian language classes often limit students’ creativity and engagement. Knowledge gap: Few studies have explored the structured implementation of Project Based Learning (PjBL) for descriptive writing at the elementary level. Aims: This study aimed to analyze the implementation of PjBL in teaching descriptive text writing to fourth-grade students at SDN Sukorejo 4, Pasuruan. Results: Using a qualitative case study design, data were collected through observation, interviews, and documentation with teachers and students. The PjBL model was implemented through six structured phases: identifying phenomena, formulating core questions, designing project plans, arranging project schedules, monitoring progress, testing outcomes, and conducting evaluations. All phases were successfully executed and supported student engagement in descriptive writing. Novelty: The study highlights how PjBL fosters creativity, critical thinking, and collaborative learning in elementary language education. Implications: Findings suggest that structured PjBL strategies can serve as an effective alternative to traditional methods, offering meaningful learning experiences and supporting writing skill development in early education. Highlights: PjBL structured in six phases improved descriptive writing. Study provides a novel application at elementary level. PjBL supports creativity, engagement, and collaborative learning. Keywords: Project Based Learning, Descriptive Writing, Elementary Education, Creativity, Qualitative Study

Digital Serial Images in Elementary Story Writing: Gambar Serial Digital dalam Penulisan Cerita Dasar Madinah, Wardhatul; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.939

General background: Writing skills are fundamental in elementary education, yet many students struggle to develop structured and meaningful narratives. Specific background: Traditional teaching methods often fail to stimulate creativity and engagement, requiring innovative media to support students’ learning processes. Knowledge gap: Although visual media has been studied, limited research addresses the integration of digital serial images as a systematic tool in elementary story writing. Aim: This study investigates the role of digital serial image media in improving story writing skills among second-grade elementary students. Results: Using a pre-experimental one group pretest-posttest design with 20 participants, the study revealed significant improvement in students’ writing scores, with statistical analysis showing p = 0.00 (<0.05). Novelty: Unlike conventional visual aids, digital serial image media provides a sequential and contextual framework that guides students in organizing ideas coherently. Implications: Findings suggest that integrating digital serial images can strengthen students’ creative expression and narrative construction, offering practical insights for teachers to enrich language learning in elementary schools. Highlights: Digital serial images foster structured narrative writing. Significant improvement shown in posttest results. Practical implications for language learning in elementary schools. Keywords: Digital Serial Images; Story Writing; Elementary Students; Learning Media; Language Education

Project Based Learning Model on Critical Thinking Skills in Elementary School: Model Pembelajaran Berbasis Proyek untuk Mengembangkan Keterampilan Berpikir Kritis di Sekolah Dasar Rizmayannudin, Faradya; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.948

General Background: Critical thinking is an essential skill that enables learners to analyze information and solve problems effectively, and it is a crucial competence emphasized in the current educational paradigm. Specific Background: However, elementary school learners often demonstrate limited critical thinking ability due to conventional learning approaches that provide fewer opportunities for inquiry and problem solving. Knowledge Gap: Previous studies have examined Project Based Learning (PJBL) in various contexts, yet limited evidence explores its practical implementation in elementary schools within the framework of religious-based institutions. Aims: This study aims to describe the implementation of PJBL in fostering critical thinking skills among fourth-grade learners at SD Muhammadiyah 1 Taman, Sidoarjo, Indonesia. Results: Using a qualitative case study involving two teachers and five students, data were collected through observation, interviews, and documentation. Findings reveal that learners actively engaged in asking critical questions, demonstrating improved logical reasoning, and presenting project outcomes effectively. Novelty: This study highlights the integration of PJBL across both general and religious subjects, which has been scarcely reported in prior literature. Implications: The results provide insights for educators and policymakers to adopt PJBL as a sustainable approach for strengthening higher-order thinking skills in elementary education. Highlights: PJBL encourages active questioning and reasoning in elementary learners. Integration of PJBL applied in both general and religious subjects. Provides practical insights for fostering critical thinking in primary education. Keywords: Critical Thinking; Project Based Learning; Elementary Education; Qualitative Case Study; Islamic School

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