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Mohammad Faizal Amir
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Jl. Mojopahit No. 666B, Sidoarjo, Jawa Timur
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INDONESIA
Indonesian Journal of Education Methods Development
Published by Universitas Muhammadiyah Sidoarjo
ISSN : -     EISSN : 2598991X     DOI : https://doi.org/10.21070/ijemd.v16i.606
Core Subject : Education,
Education
Aim : This journal aimed at communicating the results of research of professors, teachers, practitioners, and scientists in the field of education covering teaching areas in primary education or all education, applied science and critical analytical studies education. - Readers targeted by this journal are professors, students, teachers, primary education or all education practitioners. - Articles to be published on IJEMD (Indonesian Journal of Education Methods Development) should follow the focus and scope of this journal. The scope of this journal are: - Education research in all aspect - Primary education research - Primary school curriculum - Education in primary school - Prospective primary school teacher
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 23 Documents
 1   2   3 
Search results for , issue "Vol. 19 No. 4 (2024): November" : 23 Documents clear
Students' Views on Using Powtoon for Vocabulary Learning: Persepsi Siswa Terhadap Penggunaan Powtoon dalam Pembelajaran Kosakata Saputra, Bagas Wahyu Dwi; Taufiq , Wahyu
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.855

Abstract

This study investigates students' perceptions of using Powtoon as a digital tool for learning vocabulary related to physical appearance. General Background: In an era where technology integration in education is vital, understanding student engagement with digital learning tools is essential. Specific Background: While various multimedia tools exist, limited research has focused specifically on Powtoon in the context of vocabulary acquisition. Knowledge Gap: This study aims to fill the gap by examining how Powtoon influences student learning experiences in vocabulary retention. Aims: The primary objective is to explore how students perceive the use of Powtoon for learning vocabulary associated with physical appearance. Results: Through in-depth interviews with five participants and classroom observations, findings indicate that students generally hold positive views about Powtoon, citing its engaging animations and interactive features as enhancing the learning experience. Novelty: This research contributes to the literature by providing insights into the effectiveness of Powtoon as an interactive learning medium. Implications: The results suggest that integrating multimedia tools like Powtoon can significantly improve students' understanding and retention of vocabulary, highlighting its potential as a valuable resource in vocabulary instruction. Highlights: Positive Engagement: Students reported that Powtoon's engaging animations and interactive features made learning enjoyable and effective. Improved Retention: Participants noted that visualizing and interacting with vocabulary helped enhance their understanding and memory of the terms. Valuable Resource: The study highlights Powtoon as a beneficial tool for vocabulary instruction, supporting the integration of multimedia in language learning. Keywords: Powtoon, vocabulary learning, student perceptions, digital tools, education.
Disney Movies and Their Role in Improving Students’ Listening Skills: Film Disney dan Perannya dalam Meningkatkan Kemampuan Mendengarkan Siswa Winner, Wewen Lady; Taufiq, Wahyu
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.856

Abstract

English, as an international language, plays a crucial role in global communication, with listening skills being essential for effective learning. However, challenges remain in engaging students in listening comprehension. This study aims to evaluate the use of the Disney movie 'Luca' as a tool for improving listening skills among seventh-grade students at SMPN Tanggulangin. Utilizing a pre-experimental design, 32 students were selected through purposive sampling, with data collected from pretests and posttests. Findings reveal a significant enhancement in listening comprehension post-intervention, evidenced by a p-value of 0.000, indicating that the null hypothesis is rejected. The study demonstrates that incorporating movies into the learning process not only aids in comprehension but also creates a more relaxed and enjoyable learning environment for students. The novelty of this research lies in its focus on integrating popular media into language education, addressing a gap in effective listening instruction. As a result, this study suggests that educators should routinely integrate film technology into language learning to foster better listening skills among students, thereby enriching their educational experience. Highlights: Significant Improvement: The study found a notable enhancement in listening comprehension after using the Disney movie 'Luca' as a learning tool. Engaging Learning Environment: Incorporating movies made the learning process more enjoyable and relaxed for students. Recommendations for Educators: The research suggests integrating film technology into language education to improve students' listening skills consistently. Keywords: Disney movie, listening comprehension, language education, student engagement, educational technology.
Flipbook-Based E-Module MABEJA Improves Cognitive Learning in Grade IV You said:: E-Modul Berbasis Flipbook MABEJA Meningkatkan Hasil Belajar Kognitif Kelas IV Fatmawati , Fatmawati; Wulandari, Fitria
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.854

Abstract

This study investigates the application of the MABEJA e-module (Magnets, A Magic Object), designed as a flipbook, on cognitive learning outcomes for grade IV elementary school students. Background: With the increasing integration of technology in education, effective digital learning tools are essential for enhancing student engagement and comprehension. Specific Background: Despite numerous educational technologies available, limited research focuses specifically on the efficacy of flipbook-based e-modules in elementary science education. Knowledge Gap: There is a need for empirical evidence on the impact of such interactive e-modules on student learning outcomes, particularly in cognitive assessments. Aims: This research aims to assess the effectiveness of the MABEJA e-module in improving cognitive learning outcomes among grade IV students at SD Negeri Banjarsari. Results: Utilizing a pre-experimental design with a One Group Pretest-Posttest framework, the study involved 21 students. Results showed a significant increase in average scores, from a pretest mean of 53.80 to a posttest mean of 68.57, indicating the e-module's effectiveness in enhancing cognitive learning outcomes. Novelty: The MABEJA e-module's unique flipbook format combines traditional learning with interactive elements. Implications: These findings suggest that the MABEJA e-module is a viable educational tool that can improve cognitive learning outcomes in elementary science, thereby contributing to the ongoing development of innovative teaching methods. Highlights: Effective Learning Tool: The MABEJA e-module significantly improved cognitive learning outcomes, with average scores rising from 53.80 to 68.57. Innovative Design: The flipbook format of the e-module enhances interactivity and engagement in elementary science education. Research Contribution: This study provides empirical evidence supporting the use of digital tools in improving student learning in elementary settings. Keywords: E-Modules, Cognitive Learning Outcomes, Flipbook, Elementary Education, Interactive Learning.
High Cognitive Activation Strategy Boosts Students' Math Achievement and Self-Efficacy: Strategi Aktivasi Kognitif Tinggi Meningkatkan Prestasi Matematika dan Efikasi Diri Siswa Hajj, Mustafa Raheem
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.867

Abstract

General Background: Mathematics education plays a critical role in shaping students' cognitive abilities and self-efficacy. Effective instructional strategies are essential to enhance learning outcomes and foster students' confidence in mathematical problem-solving. Specific Background: Traditional teaching methods often fail to engage students in higher-order thinking, limiting their ability to develop deep mathematical understanding. The "High Cognitive Activation" strategy has emerged as a promising approach to enhance student engagement and achievement. Knowledge Gap: While previous research has explored various active learning strategies, limited studies have examined the impact of high cognitive activation on both mathematical achievement and self-efficacy among preparatory students. Aims: This study investigates the effectiveness of the High Cognitive Activation strategy on the achievement and mathematical self-efficacy of fourth-grade scientific students in Baghdad. Results: A quasi-experimental design was implemented with 77 students, divided into experimental and control groups. Findings revealed that students taught using the High Cognitive Activation strategy significantly outperformed those taught using conventional methods in both achievement and self-efficacy. Novelty: This research provides empirical evidence supporting the effectiveness of high cognitive activation in mathematics education, highlighting its role in fostering deep learning and self-confidence. Implications: The findings suggest integrating high cognitive activation strategies into mathematics curricula to enhance students’ learning experiences and motivation, ultimately improving educational outcomes. Highlights: Investigate high cognitive activation’s impact on math achievement and self-efficacy. Improved achievement and self-efficacy in the experimental group. Supports active learning integration in mathematics education. Keywords: High Cognitive Activation Strategy, Mathematical self-efficacy.
Colonial Roots and Postcolonial Realities of English Language Domination: Akar Kolonial dan Realitas Pascakolonial dari Dominasi Bahasa Inggris Jasim, Mohammed Younis; Jabar, Maitham Abdalkedhir; Saeed, Mustafa Muslim; Salman, Ahmed Rawdhan
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.868

Abstract

General Background: The global expansion of the English language is historically rooted in the rise of the British Empire, where English functioned as a key mechanism for governance and cultural domination. Specific Background: Within colonial contexts, English was institutionalized through administration, education, and legal systems, contributing to the marginalization of indigenous languages and the creation of socio-economic hierarchies. Knowledge Gap: While previous studies have examined English as a colonial tool, limited research systematically synthesizes its dual role as both a mechanism of control and a site of cultural negotiation in postcolonial societies. Aims: This study aims to critically analyze the historical deployment of English in British colonies and its enduring linguistic and cultural effects, particularly through a comprehensive literature review. Results: Findings indicate that English facilitated colonial cohesion and elite formation while suppressing linguistic diversity. However, colonized populations exhibited agency by developing hybridized English varieties, such as Indian and Nigerian English. Novelty: The study offers an integrated framework that connects colonial linguistic policies with contemporary language use, emphasizing both oppression and adaptation. Implications: Recognizing the legacy of linguistic imperialism is vital for informing equitable language policies that balance global engagement with the preservation of indigenous languages and identities. Highlights: English spread through colonial rule, shaping governance, education, and identity. Analyze English’s colonial role and its postcolonial linguistic-cultural impacts. Inform language policy balancing global English use and local language preservation. Keywords: English language hegemony, British colonialism, linguistic colonialism, cultural identity, linguistic diversity.
Emotional Freedom as a Concept and Technique in Psychotherapy: Kebebasan Emosional sebagai Konsep dan Teknik dalam Psikoterapi Al-Fhadee, Ammar Talal Hamdullah
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.873

Abstract

General Background: Emotional regulation plays a critical role in mental health, influencing psychological resilience and social well-being. Specific Background: Many individuals suppress their emotions due to social, academic, or personal pressures, resulting in long-term psychological distress, impaired relationships, and reduced self-awareness. Knowledge Gap: Despite the recognition of emotional regulation’s importance, limited attention has been given to holistic, accessible methods like Emotional Freedom Technique (EFT) in addressing emotional suppression and trauma in non-clinical populations. Aims: This study aims to explore the concept of emotional freedom and evaluate the efficacy of EFT as a complementary intervention for emotional regulation and psychological healing. Results: Findings from the literature indicate that EFT contributes to stress reduction, improved emotional expression, enhanced self-control, and alleviation of trauma-related symptoms through its integration of acupressure and cognitive focus. Novelty: This study synthesizes psychological theory with energy-based interventions, offering a novel perspective on how EFT supports emotional liberation by restoring physiological and emotional balance. Implications: The findings suggest that incorporating EFT into therapeutic and self-help contexts could provide a low-cost, non-invasive, and effective tool for enhancing emotional resilience and overall mental well-being, particularly in populations underserved by conventional psychological services. Highlights: EFT offers affordable, accessible emotional healing for non-clinical populations. Combines acupressure and cognition to regulate suppressed emotions. Fills research gap in holistic emotional regulation methods. Keywords: Emotional Regulation, Emotional Freedom Technique, Mental Health, Psychological Healing, Holistic Intervention
Video-Based Learning Strengthens Critical Thinking in Elementary Science Classes: Media Video Pembelajaran Meningkatkan Berpikir Kritis Siswa IPA SD Insani, Dianita Agil Insani; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: The integration of media in elementary education remains underutilized, limiting opportunities for students to develop essential cognitive skills. Specific Background: Particularly in science education, conventional teaching methods often fail to foster critical thinking among primary school students. Knowledge Gap: Limited empirical studies have examined the role of video-based instructional media in enhancing critical thinking within the context of Indonesian elementary classrooms. Aims: This study investigates the use of video-based learning media in improving fifth-grade students’ critical thinking skills during science lessons on puberty. Results: Utilizing a quasi-experimental design with pre-test and post-test on two groups (n=60), the study found a statistically significant improvement in the experimental group using video media (t=12.331, p<0.001) compared to the control group. The experimental group demonstrated higher gain scores, attributed to engaging delivery, clear visualization, and flexible access to materials. Novelty: This study contributes novel insights into the effectiveness of video-based learning specifically within the Indonesian elementary science education context. Implications: The findings suggest that implementing video media as a teaching tool offers a pedagogical innovation that can support the development of critical thinking skills in young learners and provide practical strategies for educators seeking to enrich science instruction. Highlights :  Use of video media significantly improves students' critical thinking in science learning. Research applies a quasi-experimental design with valid statistical analysis (t=12.331, p<0.001). Study offers practical implications for integrating engaging media in elementary classrooms. Keywords: Video-Based Learning, Critical Thinking, Elementary Education, Science Instruction, Instructional Media
Effect Program Educational Based on According to Raigloth Expansion Theory in Teaching Post-Modern Arts for Students of the Institute of Fine Arts: Pengaruh Program Pendidikan Berdasarkan Teori Ekspansi Raigloth dalam Pengajaran Seni Rupa Post-Modern untuk Mahasiswa Institut Seni Rupa Mohammed, Hussein Jabbar
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i3.839

Abstract

General Background: The evolving landscape of postmodern art necessitates innovative educational approaches to equip students with the skills and knowledge required to navigate this complex field. Specific Background: This research investigates the impact of an educational program grounded in Reigeluth's expansive theory on the teaching of postmodern art at the Institute of Fine Arts in Baghdad. Prior studies have highlighted the need for effective instructional designs that engage students and enhance their cognitive achievements. Knowledge Gap: Despite the proliferation of educational theories, there remains limited empirical evidence on the effectiveness of expansive instructional design in the context of postmodern arts education. Aims: This study aims to assess the effectiveness of an expansive educational program on students' cognitive achievement in postmodern art compared to traditional teaching methods. Results: Utilizing an experimental design with two equivalent groups, the findings reveal statistically significant differences (p < 0.05) in post-test scores favoring the experimental group that engaged with the educational program based on Reigeluth's theory. Novelty: This research contributes to the literature by demonstrating that an expansive instructional approach can significantly enhance students' understanding and appreciation of postmodern art. Implications: The results underscore the necessity for art education curricula to incorporate innovative instructional designs that foster deeper cognitive engagement and mastery of complex artistic concepts. By bridging the gap between theory and practice, this study offers valuable insights for educators seeking to improve instructional effectiveness in the rapidly evolving domain of postmodern art. Highlights: Impact of expansive design on cognitive achievement in postmodern art. Controlled study shows significant differences in student performance outcomes. Innovative teaching methods enhance student engagement and understanding. Keywords: postmodern art, educational program, Reigeluth's theory, cognitive achievement, instructional design
Color Dominance in Artwork by Children with ADHD: Dominasi Warna pada Karya Anak dengan GPPH Rahmawati, Indira Ismi; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.847

Abstract

General Background: Color is a fundamental element in children's drawings, reflecting their emotions and experiences. Specific Background: Children with special needs, particularly those with Attention Deficit Hyperactivity Disorder (ADHD), may exhibit unique patterns in color usage, influenced by their perceptions and memories. Knowledge Gap: Limited research exists on how color dominance in drawings can provide insights into the thoughts and feelings of children with ADHD. Aims: This study aims to identify the dominant colors used by children with ADHD in their drawings, enhancing educators' understanding of these children's emotional landscapes. Results: Employing a qualitative phenomenological approach, data were gathered through observation, interviews, and documentation, with validity assessed via source triangulation. The findings reveal that children with ADHD predominantly select darker colors, such as black, dark blue, and brown, which correspond to significant past experiences or events they have encountered. Novelty: This research contributes new insights into the relationship between color choice and the emotional expression of children with ADHD. Implications: Understanding color dominance in their artwork can aid educators in recognizing and addressing the emotional and psychological needs of these children, fostering a more supportive learning environment. Highlights: Color Selection: Children with ADHD predominantly choose dark colors in their drawings. Emotional Reflection: Color dominance reflects significant past experiences and emotions. Qualitative Insights: The study uses a phenomenological approach to analyze children's artwork. Keywords: color dominance, ADHD, children's drawings, emotional expression, qualitative research
Flipbook-Based E-Module for Thaharah Learning: Modul E-Berbasis Flipbook untuk Pembelajaran Thaharah Fathurroziq, M. Zidan; Astutik, Anita Puji
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.848

Abstract

General Background: Effective learning requires meaningful interaction between students and teachers to achieve educational objectives. Specific Background: Students often struggle with traditional teaching materials, necessitating more engaging and interactive resources to foster enthusiasm for learning. Knowledge Gap: There is limited research on the development and application of interactive e-modules, particularly in Islamic Religious Education, to improve student engagement and motivation. Aims: This study aims to develop a flipbook-based e-module for seventh-grade Thaharah material, incorporating features that enhance accessibility and interactivity. Results: The resulting e-module is designed to be user-friendly and portable, featuring engaging content that facilitates learning. It is anticipated that this innovative resource will significantly improve students' abilities and motivation in studying Islamic Religious Education. Novelty: The e-module introduces a unique approach to teaching Thaharah, leveraging the interactive capabilities of flipbooks to enhance the learning experience. Implications: By implementing this flipbook-based e-module, educators can provide a more dynamic and effective learning environment that supports students in their religious education, ultimately leading to improved academic outcomes. Highlights: Interactive Learning: The flipbook-based e-module promotes engagement through interactive features. Portability: The e-module is designed for easy access and mobility, enhancing usability. Motivation Boost: The innovative resource aims to improve students' motivation in Islamic Religious Education. Keywords: e-module, flipbook, Islamic education, Thaharah, student engagement

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