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Mohammad Faizal Amir
Contact Email
ijemd@umsida.ac.id
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+6285646424525
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ijemd@umsida.ac.id
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Jl. Mojopahit No. 666B, Sidoarjo, Jawa Timur
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Kab. sidoarjo,
Jawa timur
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 43 Documents
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Search results for , issue "Vol. 20 No. 3 (2025): August" : 43 Documents clear
Snakes and Ladders Game Media for Whole Number Counting Skills: Permainan Ular Tangga sebagai Media Pembelajaran untuk Mengembangkan Keterampilan Menghitung Bilangan Bulat Amilda, Binta Naarah; Amir, Mohammad Faizal
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.v20i3.1031

Abstract

General Background: Mastery of addition and subtraction of whole numbers forms the foundation of primary mathematics learning, yet many students experience difficulties when instruction remains abstract and disconnected from daily contexts. Specific Background: Game-based learning media provide concrete and engaging experiences that support young learners’ characteristics and participation. Knowledge Gap: Despite numerous studies on educational games, a structured development of a snakes and ladders medium specifically designed for whole number operations using a systematic instructional design model is still limited. Aims: This study aims to develop and produce a whole number snakes and ladders learning media product named ultabica for second-grade primary students. Results: Using a Research and Development approach with the ADDIE model, the study completed the analysis and design stages, identifying learning needs, mapping materials and student characteristics, and producing a colorful game board and guide containing contextual addition and subtraction tasks. The product facilitates concrete practice, collaborative play, and active engagement during learning activities. Novelty: The integration of structured arithmetic problems into a modified snakes and ladders board aligned with curriculum objectives provides a contextual and participatory instructional medium. Implications: The developed media serves as a practical reference for teachers to design interactive mathematics lessons that support counting skills through meaningful gameplay. Keywords: Learning Media, Snakes and Ladders, Whole Numbers, Game Based Learning, Primary Mathematics Key Findings Highlights: Produced a board game and guide aligned with curriculum targets Identified learner needs and content mapping through systematic analysis Facilitated collaborative and contextual arithmetic practice
Arabic Language Learning Method in Madrasah Diniyah of Ar-Rohmah Putri International Islamic Boarding School Malang : Metode Pembelajaran Bahasa Arab di Madrasah Diniyah Sekolah Islam Asrama Internasional Ar-Rohmah Putri Malang Rahmah , Nabilah Nailah; Ammar, Farikh Marzuki
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.v20i3.1032

Abstract

General Background: Arabic language learning in Islamic educational institutions requires structured pedagogical approaches to achieve communicative competence and mastery of linguistic rules. Specific Background: Madrasah Diniyah Ar-Rohmah Putri International Islamic Boarding School Malang implements structured Arabic instruction as a compulsory subject supported by institutional language policies and intensive programs. Knowledge Gap: Although various studies discuss Arabic teaching methods, limited research documents the applied instructional models in Madrasah Diniyah Ar-Rohmah Putri, particularly at Marhalah Dua level. Aims: This study aims to identify and describe the Arabic language learning methods applied in Marhalah Dua at the institution. Results: Using a descriptive qualitative field research design through interviews, observation, and documentation, the findings indicate that instruction applies the Direct Method for daily communicative practice and vocabulary memorization, supported by Arabic Night activities, alongside the Eclectic Method integrating speaking, reading, writing, and grammatical instruction including nahwu and shorof exercises. Novelty: The study provides contextual documentation of the combined implementation of Direct and Eclectic Methods within a structured boarding school environment. Implications: The findings contribute practical insights for Islamic educational institutions seeking structured and varied Arabic instructional strategies aligned with communicative and grammatical objectives. Keywords: Arabic Learning Methods, Direct Method, Eclectic Method, Madrasah Diniyah, Qualitative Field Research Key Findings Highlights: Classroom instruction integrates structured vocabulary drills with communicative practice activities. Boarding school language policy reinforces daily spoken Arabic usage. Grammar instruction is systematically combined with dialogue-based exercises.
Multicultural Value Integration in Islamic Education Learning Practices: Integrasi Nilai Multikultural dalam Praktik Pembelajaran Pendidikan Islam Amin, Nashikhun; Astutik, Anita Puji
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.v20i3.1033

Abstract

General Background Multicultural education has become a central discourse in contemporary Islamic education due to increasing social diversity and the urgency of strengthening tolerance-based character formation. Specific Background In the context of Islamic Religious Education, the integration of multicultural values is expected to foster inclusive attitudes, religious moderation, and respect for cultural differences within educational institutions. Knowledge Gap However, practical implementation models that systematically integrate multicultural principles into Islamic Religious Education learning remain underexplored in specific institutional contexts. Aims This study aims to analyze and describe the integration of multicultural values in Islamic Religious Education learning processes. Results The findings indicate that multicultural values are integrated through learning planning, classroom implementation, and the development of school culture that promotes tolerance, inclusivity, and mutual respect. Novelty The study provides contextual empirical evidence on structured integration patterns of multicultural Islamic education within formal learning settings. Implications These findings contribute to the development of Islamic education curriculum design and provide a reference framework for strengthening character education grounded in multicultural and religious moderation principles. Keywords: Multicultural Education, Islamic Religious Education, Religious Moderation, Curriculum Integration, Character Formation Key Findings Highlights Multicultural principles are embedded in lesson planning and instructional strategies. Classroom activities reflect tolerance-based and inclusive learning culture. School environment supports diversity-oriented character development.

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