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Improving Descriptive Writing Through Picture Series in Grade IV: Meningkatkan Kemampuan Menulis Deskriptif Melalui Seri Gambar di Kelas IV Sholicha, Amilatus; Setiyawan, Enik
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.v20i1.976

Background: Writing descriptive text remains challenging for many elementary students due to limited vocabulary mastery and difficulties generating ideas. Specific Background: The lack of engaging media in writing lessons often results in low motivation and poor writing structure. Knowledge Gap: Few studies explore the use of picture series in supporting structured descriptive writing within the context of Grade IV students in this school. Aim: This study aims to improve students’ descriptive writing skills through the use of picture series. Methods: This classroom action research consisted of two cycles involving planning, action, observation, and reflection. Data were collected through writing tests, observation sheets, and documentation. Results: Students’ writing improved in content, organization, vocabulary, and mechanics across cycles, showing steady progress from the initial baseline to the final cycle. Novelty: This study presents a contextualized application of picture series tailored to the characteristics of Grade IV learners. Implications: Picture series can serve as an accessible and effective visual tool to support structured descriptive writing in elementary classrooms. Highlights:• Picture series improved students’ descriptive writing structure• Increased vocabulary use and idea development• Higher motivation observed during visual-based learning Keywords: Picture Series, Descriptive Writing, Elementary Students, Writing Skills, Visual Media

Project Based Learning for Creativity Development Using Recycled Materials: Pembelajaran Berbasis Proyek untuk Pengembangan Kreativitas Menggunakan Bahan Daur Ulang Firdaus, Dwi Nur Saputri Maulana; Setiyawan, Enik
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.995

Background: The need to promote student creativity in science learning remains a challenge, particularly in classrooms where teacher-centered instruction still dominates. Specific Background: At SDN Kemiri Sidoarjo, unused plastic bottles accumulate in classrooms, indicating missed opportunities for contextual learning activities. Gap: Previous studies have explored Project Based Learning (PjBL), but limited research integrates PjBL with recycled materials to stimulate creativity in elementary science learning. Aims: This study aims to describe how PjBL using recycled plastic bottles contributes to the creativity of fourth-grade students. Results: Using a pre-experimental One-Shot Case Study design, data from 30 students were collected through structured observation. The findings show an increase in the average creativity score to 59.2%, categorized as “Good Creativity,” indicating a moderate level of improvement across fluency, flexibility, originality, and elaboration. Novelty: This research combines PjBL with direct utilization of plastic waste, creating hands-on, environmentally oriented learning that strengthens creativity indicators. Implications: The study provides practical insights for teachers to integrate recycled materials into project-based science activities to foster creativity more effectively. Highlights:• Recycled materials support contextual creativity• PjBL fosters independent project construction• Creativity improves at a moderate level Keywords: Project Based Learning, Creativity, Recycled Materials, Elementary Science, Observation

Big Book With Local Wisdom Yields Moderate Science Literacy Gains: Buku Besar Berisi Kebijaksanaan Lokal Menghasilkan Peningkatan Literasi Sains yang Moderat Adenia, Arcelita Putri; Setiyawan, Enik
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.1029

General Background Science literacy is an essential competency for elementary students to understand scientific concepts and solve real-life problems in modern society. Specific Background However, national assessment reports indicate low science literacy performance among Indonesian students, while existing teaching materials rarely integrate contextual local culture with scientific content. Knowledge Gap Big Book media are commonly applied to early reading activities and are seldom developed as science literacy–oriented instructional materials linked to local wisdom. Aims This study aimed to develop and evaluate a Big Book on the Sidoarjo batik jetis local wisdom theme based on science literacy for fifth-grade students. Results Using the ADDIE development model with observation, interviews, questionnaires, and tests, the product achieved media expert validity of 87 percent and material expert validity of 73.9 percent, student practicality of 88.4 percent, teacher practicality of 80 percent, and an average N-Gain of 0.6 with a 60 percent moderate category. Novelty The Big Book integrates illustrated storytelling, heat transfer concepts, and local cultural practices within a structured science literacy framework. Implications These findings indicate that culturally contextual Big Book materials are feasible and suitable for supporting science learning in elementary classrooms. Keywords: Big Book, Local Wisdom, Science Literacy, ADDIE Model, Elementary Education Key Findings Highlights Expert appraisal confirmed high feasibility of the developed material Learner and teacher responses showed strong usability during classroom use Test scores displayed medium improvement after instructional application

Video Learning Media Improves Science Process Skills in Primary Students: Media Pembelajaran Video Meningkatkan Keterampilan Proses Sains pada Siswa Sekolah Dasar Jahro, Aminatin Chusniatu; Setiyawan, Enik
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.v21i2.1039

This study examines the integration of multimedia learning in elementary science instruction. General Background: Science education at the primary level emphasizes the development of science process skills as a foundation for conceptual understanding and scientific reasoning. Specific Background: However, classroom observations indicate that students tend to be passive and rely heavily on textbooks, resulting in limited engagement and low science process skill performance. Knowledge Gap: Previous studies have explored video-based instruction, yet limited research has comprehensively assessed seven indicators of science process skills using researcher-designed instructional videos in ecosystem topics. Aims: This study aims to determine whether video learning media contributes to differences in science process skills among fifth-grade students. Results: Using a quasi-experimental Non-Equivalent Control Group Design with 52 students, statistical analysis through Paired Sample T-Test and Independent Sample T-Test revealed a significant difference (Sig. 0.000 < 0.05), with the experimental group achieving higher post-test scores (85.54) than the control group (78.00). Novelty: The study integrates seven complete science process indicators and employs self-developed animated videos enriched with educational songs on ecosystem material. Implications: Findings provide empirical evidence supporting multimedia-based science instruction as a practical strategy to foster active engagement and strengthen science process competencies in primary education. Keywords: Video Learning Media, Science Process Skills, Primary Science Education, Quasi Experimental Design, Ecosystem Learning Key Findings Highlights Experimental group demonstrated statistically higher post-test performance than control group Seven complete process indicators were systematically measured through structured assessment Animated ecosystem materials increased classroom engagement and active participation

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