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Mohammad Faizal Amir
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ijemd@umsida.ac.id
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+6285646424525
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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 55 Documents
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Search results for , issue "Vol. 20 No. 4 (2025): November" : 55 Documents clear
Self-Efficacy and Independent Learning in Students’ Learning Motivation: Efikasi Diri dan Pembelajaran Mandiri dalam Motivasi Belajar Siswa Ramandha, Jesia; LAILI, NURFI
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.v20i4.935

Abstract

General background: Motivation is a crucial factor in students’ academic success, especially in the context of boarding schools where learning environments shape character and discipline. Specific background: However, many students still struggle with low motivation due to limited self-efficacy and inadequate independent learning skills, which hinder optimal academic achievement. Knowledge gap: While previous studies have examined self-efficacy or independent learning separately, few have analyzed their combined role in shaping students’ motivation at the junior secondary boarding school level. Aims: This study investigates how self-efficacy and independent learning contribute to students’ learning motivation at SMP Muhammadiyah 5 Tulangan. Results: Using a saturated sample of 75 students across grades 7 to 9 and analyzing data with multiple linear regression, the findings show that self-efficacy and independent learning significantly predict learning motivation (F=56.838; p<0.001), explaining 62.1% (R²=0.612) of its variance. Novelty: The study demonstrates that the synergy of self-efficacy and independent learning provides stronger explanatory power for student motivation compared to analyzing them in isolation. Implications: Strengthening these two factors may offer educators practical strategies to foster motivation and academic engagement in Islamic boarding school settings. Highlights: Self-efficacy and independent learning jointly shape students’ learning motivation. The model explains 62.1% of motivation variance among boarding school students. Offers insights for strategies to strengthen motivation in Islamic education contexts. Keywords: Self-Efficacy, Independent Learning, Motivation, Boarding School, Secondary Education
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

Abstract

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
Building Patience Character in Elementary Students through Prophet Yusuf’s Story: Membangun Karakter Kesabaran pada Siswa Sekolah Dasar Melalui Cerita Nabi Yusuf Cahyono, Eko; astutik, anita puji
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.v20i4.937

Abstract

General Background: Bullying, as a persistent form of intentional oppression and violence, has become an escalating problem in schools, negatively affecting students’ academic and social development. Background (Specific): In the elementary school context, children often lack the resilience to face bullying, thus requiring character education rooted in moral and religious values. Knowledge Gap: Previous studies have explored patience in Islamic teachings generally, yet limited research has contextualized the story of Prophet Yusuf as a medium to cultivate patience specifically in addressing bullying among elementary students. Aim: This study seeks to examine whether the story of Prophet Yusuf can foster patience in 5th grade students at SDN Tales 2 in responding to bullying. Results: Using qualitative methods through interviews, observations, and documentation, findings reveal that storytelling about Prophet Yusuf inspires students to endure bullying experiences with patience and refrain from retaliation. Novelty: The integration of Qur’anic narratives into character formation provides a contextual and practical approach to reducing negative behaviors in schools. Implications: The study suggests that incorporating religious storytelling in educational settings not only enriches moral education but also offers an effective strategy for fostering resilience and patience in young learners against bullying. Highlights: Story of Prophet Yusuf fosters patience against bullying. Religious storytelling strengthens character education in elementary schools. Novel approach links Qur’anic values with anti-bullying strategies. Keywords: Character Formation, Patience, Bullying, Elementary Students, Prophet Yusuf
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

Abstract

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

Abstract

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
Role of Critical Thinking Skills in Student Social Problem Solving: Peran Keterampilan Berpikir Kritis dalam Pemecahan Masalah Sosial oleh Siswa Tawfeeq, Mohammed Rafaat Hama
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.v20i4.947

Abstract

General Background: Critical thinking has been widely recognized as a fundamental cognitive ability that enhances individuals’ capacity to adapt, evaluate, and make rational decisions in complex social contexts. Specific Background: Within higher education, students often encounter diverse social challenges that require effective problem-solving strategies, yet little research has explicitly examined the link between critical thinking and social problem solving. Knowledge Gap: Despite the acknowledged importance of critical thinking, limited empirical studies have investigated its predictive role in students’ ability to resolve social problems, particularly in non-Western academic contexts. Aims: This study aimed to analyze the relationship between the subscales of critical thinking and the social problem-solving ability of English language students at the University of Halabja. Results: Using a descriptive-correlational design with 179 participants, findings indicated a significant positive correlation between critical thinking components and problem-solving skills, with analysis, assessment, and inductive reasoning emerging as strong predictors, collectively explaining 47% of the variance. Novelty: The study highlights the predictive power of specific critical thinking subskills, offering new insights into how cognitive processes underpin social problem-solving competence. Implications: The findings suggest that integrating critical thinking instruction into higher education curricula may enhance students’ resilience and adaptability in addressing social challenges.Highlight : Critical thinking has a positive correlation with student problem solving ability. Subscales like analysis, assessment, and inductive reasoning are strong predictors. Results highlight the importance of fostering critical thinking in higher education. Keywords : Critical Thinking, Social Problem Solving, English Language Students, Higher Education, Cognitive Skills
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

Abstract

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
Metacognitive Processes in Elementary Students’ Drawings: Proses Metakognitif dalam Gambar Siswa Sekolah Dasar Yuliasanti, Imelda Selly; LINGGO WATI, TRI
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.v20i4.949

Abstract

General background: Metacognition, defined as thinking about thinking, plays an essential role in guiding students to plan, monitor, and evaluate their own learning processes. Specific background: In elementary education, students often struggle to control their learning strategies, particularly when faced with problem-solving tasks. Knowledge gap: Limited research has examined how young learners demonstrate metacognitive processes through creative outputs such as drawings. Aims: This study aimed to analyze how elementary school students apply metacognitive strategies when completing drawing tasks. Results: Two students were given three tasks with different themes—ideals, guided lines, and animals. Both students employed the stages of planning, monitoring, and evaluating, although with variations in depth according to their individual abilities. The drawings revealed how metacognitive processes shaped problem-solving approaches. Novelty: The study highlights the role of drawings as a medium to observe and understand students’ metacognitive processes. Implications: The findings suggest that incorporating metacognitive strategies in elementary education can support self-regulation, creativity, and more effective problem-solving. Highlights: Drawings reveal students’ metacognitive processes clearly. Planning, monitoring, and evaluating vary across individuals. Drawing tasks serve as effective tools for studying cognition. Keywords: Metacognition; Elementary School; Drawing; Problem-Solving; Self-Regulation
Strengthening Students' Religious Character in Muhammadiyah Elementary Classroom: Peningkatan Karakter Keagamaan Siswa di Kelas Sekolah Dasar Muhammadiyah Nazilah, Nurun; AMRULLAH, MUHLASIN
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.v20i4.950

Abstract

General Background: Religious character development in elementary education is essential for forming students’ moral and spiritual foundations. Specific Background: In the context of SD Muhammadiyah, classroom-based approaches integrate character values into daily learning activities aligned with the curriculum. Knowledge Gap: While character education programs exist, limited studies examine structured classroom-based implementation and its effect on students’ religious behavior. Aim: This study aims to explore strategies for strengthening students’ religious character through classroom-based learning. Methods: A qualitative approach was employed using observations, interviews, and document analysis with school principals, teachers, and students as participants. Data were analyzed through data collection, reduction, presentation, and conclusion drawing, with data validity ensured via source triangulation. Results: Findings indicate that embedding religious values into subject learning fosters a supportive environment for character development. Structured lesson modules under the Merdeka Curriculum facilitate daily application of these values, though ongoing evaluation is necessary to ensure consistent implementation. Novelty: This study provides insights into practical classroom-based strategies for reinforcing religious character in elementary education. Implications: The findings offer guidance for educators to integrate religious values effectively into learning processes, contributing to holistic student development. Highlights: Integration of religious values into daily classroom activities. Structured lesson modules under the Merdeka Curriculum. Need for continuous evaluation to sustain effectiveness. Keywords: Religious Character, Classroom-Based Learning, Elementary Education, Character Education, Merdeka Curriculum
Preserving the Acehnese Language Through Qanun and Educational Synergy Santika, Cut; Hidayani, Novita
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.v20i4.954

Abstract

General Background: The Acehnese language, as a crucial symbol of cultural identity, faces the threat of extinction due to globalization, modernization, and linguistic dominance. Specific Background: Despite Aceh’s legal efforts through Qanun No. 10 of 2022 and Qanun No. 11 of 2014 mandating the inclusion of the Acehnese language in education, implementation challenges persist in Bireuen City. Knowledge Gap: Previous studies rarely assess how effectively these qanun-based policies interact with educational practices to sustain language vitality. Aims: This study analyzes the effectiveness of qanun and educational policies in preventing the extinction of the Acehnese language as a form of local wisdom in Bireuen City. Results: Using mixed methods, findings reveal strong student awareness and positive attitudes toward language preservation, yet implementation remains weak due to a shortage of qualified teachers, limited instructional materials, minimal teaching hours, and low curricular innovation. Family and community support play a key role in maintaining linguistic continuity. Novelty: This study highlights the disjunction between normative regulation and practical implementation, emphasizing students’ and teachers’ cultural commitment as assets for language revitalization. Implications: Strengthening teacher certification, curriculum development, and digital integration is essential to transform qanun from symbolic policy into an effective instrument for preserving Acehnese linguistic heritage. Highlights: Qanun implementation remains weak despite strong cultural awareness. Teachers and families act as key agents of language preservation. Digital innovation is vital for sustaining Acehnese language vitality. Keywords: Qanun, Education Policy, Acehnese Language, Local Wisdom, Language Preservation

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