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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 5 Documents
 1 
Search results for , issue "Vol. 21 No. 1 (2026): February" : 5 Documents clear
The Role of New Electronic Software in School Learning: Google Classroom as an Example Hasan, Hind Salah
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.972

Abstract

General Background: Digital learning platforms have become central to contemporary education, with Google Classroom widely adopted to streamline instruction and communication. Specific Background: Although its use expanded rapidly during and after the pandemic, empirical evidence on its measurable effects on student performance and user experience remains uneven across contexts. Knowledge Gap: Limited studies have simultaneously assessed both academic outcomes and stakeholder perceptions using robust mixed-method designs. Aims: This study investigates the impact of Google Classroom on student achievement, engagement, and user satisfaction while identifying implementation challenges. Results: Quantitative findings show significant improvements in assignment completion, test scores, and participation among Google Classroom users, while qualitative data reveal strong appreciation for accessibility, timely feedback, and collaborative tools, alongside notable technical difficulties reported by both teachers and students. Novelty: The integration of performance metrics with multi-level experiential data provides a comprehensive evaluation of platform effectiveness beyond conventional usage studies. Implications: The study highlights that Google Classroom can enhance learning efficiency when supported by adequate infrastructure, teacher training, and equitable access, offering evidence to guide policy decisions and best practices in digital learning integration.Highlight : Shows clear improvements in assignment completion, test scores, and overall participation. Emphasizes strong benefits in accessibility, collaboration, and feedback speed. Highlights technical issues as a key barrier requiring better infrastructure and support. Keywords : Google Classroom, e-learning, educational technology, digital pedagogy, student performance
A Critical Study of the Islamic Education Curriculum Development Process in Indonesia Syahnaz, Assya; Furqan , Muhammad; Amalia, Astrifidha Rahma; Yudabangsa, Adrian
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.971

Abstract

General Background: Curriculum reform in Indonesia continues to evolve in response to rapid scientific, technological, and societal changes. Specific Background: Within this context, Islamic Religious Education (IRE/PAI) requires systematic refinement to ensure its relevance to students’ spiritual, moral, and intellectual development. Knowledge Gap: However, comprehensive analyses that explain how the PAI curriculum is planned, implemented, and evaluated holistically are still limited, particularly regarding the roles of stakeholders in shaping curriculum quality. Aim: This study aims to critically describe the development process of the Islamic Education curriculum in Indonesia through stages of planning, implementation, and evaluation using a qualitative library research approach. Results: The findings show that effective curriculum development requires clarity of goals, understanding of school conditions, recognition of student and teacher needs, identification of existing problems, assessment of teacher competencies, and awareness of social phenomena. The PAI curriculum is developed based on the pillars of iman, Islam, and ihsan, and its success depends on collaboration among administrators, experts, teachers, and parents. Novelty: This study highlights the interconnectedness of curriculum components and stakeholders in a unified development cycle rarely discussed in prior research. Implications: These insights reinforce the need for continuous, context-responsive curriculum development to strengthen the character and competence of learners. Highlights:   Curriculum development in Islamic Education must align with societal needs and modern educational demands. PAI curriculum pillars—iman, Islam, and ihsan—serve as the foundation for holistic learner development. Stakeholder collaboration (administrators, experts, teachers, parents) is essential for effective curriculum implementation. Keywords: Curriculum Development, Islamic Religious Education, Planning Process, Implementation, Evaluation
Ethical Values in Narit Maja as Teaching Material for Pancasila and Civic Education (PPKn) to Develop Students’ Character Herawati, Cut; Muksalmina, Muksalmina; Muhammad, Muhammad; Chairullah, Muhammad; Yulis, Sari; Furqan, Muhammad
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.1004

Abstract

General Background Character education is a core mandate of Indonesia’s national education system, yet classroom practices often prioritize cognitive achievement over value internalization. Specific Background In Pancasila and Civic Education learning, especially in Lhokseumawe City, teaching remains largely normative and theoretical, with limited integration of students’ socio-cultural realities. Knowledge Gap Although Acehnese local wisdom contains rich ethical teachings, Narit Maja as an oral tradition has not been systematically utilized as contextual teaching material in Civic Education. Aims This study aims to explore the ethical values embedded in Narit Maja and examine their relevance for integration into Pancasila and Civic Education learning. Results Using a descriptive qualitative ethnopedagogical approach, the study identifies values of honesty, deliberation, mutual cooperation, responsibility, and patriotism within Narit Maja that align with the dimensions of the Pancasila Student Profile. The findings also reveal structural and practical challenges, including limited regulations, insufficient documented materials, and institutional sectoral constraints, while highlighting digitalization as a strategic pathway. Novelty This study positions Narit Maja as a culturally grounded source of Civic Education content that bridges national curriculum objectives with Acehnese socio-cultural contexts. Implications Integrating Narit Maja into Civic Education supports contextual character formation, strengthens students’ cultural identity, and offers a sustainable approach to aligning national character education with local wisdom in Lhokseumawe City. Highlights: Acehnese oral expressions contain structured ethical principles aligned with national character frameworks. Contextual learning rooted in local culture addresses gaps between normative curriculum and student realities. Digital-based materials provide a feasible pathway for preserving oral traditions in formal schooling contexts. Keywords: Narit Maja, Civic Education, Character Education.
Kyai Leadership Drives Sustainable Inclusive Education in Islamic Boarding Schools: Kepemimpinan Kyai Mendorong Pendidikan Inklusi Berkelanjutan di Pesantren Firdaus , Aisy Hanif; Husna, Muhammad Ahsanul; Azizah, Nurul
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.1006

Abstract

General Background Inclusive education has emerged as a global commitment to educational equity, requiring institutions to accommodate learners with diverse abilities. Specific Background Islamic boarding schools in Indonesia occupy a strategic position in advancing this agenda due to the central authority of kyai leadership, yet empirical evidence on how such leadership operates within inclusive pesantren remains limited. Knowledge Gap Existing studies largely focus on formal schooling or pesantren traditions and curricula, leaving kyai leadership dynamics in inclusive Islamic education underexplored. Aims This study aims to analyze how kyai leadership shapes and sustains inclusive education at Pondok Pesantren Inklusi Nurul Maksum in Semarang, Indonesia. Results Using a qualitative descriptive-analytical approach involving interviews, participatory observation, and document analysis, the findings show that inclusive education is sustained through a layered leadership configuration encompassing transformational, charismatic, and collective leadership. Transformational leadership embeds inclusivity as an institutional vision, charismatic leadership provides moral legitimacy and social acceptance, and collective leadership operationalizes inclusive practices through collaboration and shared responsibility. Novelty The study demonstrates that sustainable inclusive Islamic education is not reliant on individual authority alone but on the institutionalization of leadership practices integrating spiritual values, symbolic authority, and participatory governance. Implications These findings contribute theoretically to Islamic educational leadership studies and offer practical insights for policymakers and practitioners seeking sustainable inclusive education models within faith-based institutions. Highlights: • Kyai leadership integrates transformational, charismatic, and collective dimensions to sustain inclusive education• Moral legitimacy and collaboration reduce resistance to inclusive practices in Islamic boarding schools• Inclusive education succeeds when leadership v Keywords: Kyai Leadership, Inclusive Education, Islamic Boarding Schools, Transformational Leadership, Collective Leadership
Integrated Aswaja Values in Shaping Religious Moderation at Primary School: Integrasi Nilai-Nilai Aswaja dalam Membentuk Moderasi Beragama di Sekolah Dasar Isbah, Muhammad Faliqul; Hamzah, Ghufron; Martanti, Fitria
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.1007

Abstract

General Background Indonesia’s social and religious plurality requires Islamic education models that cultivate not only individual piety but also moderate and inclusive religious attitudes from the primary level. Specific Background Islamic primary education grounded in Ahlussunnah wal Jama’ah (Aswaja) values has been practiced at SD Islam Permatasari Mijen Semarang through an integrated educational approach aligned with the Merdeka Curriculum. Knowledge Gap Empirical studies examining how integrated Aswaja-based education operates at the primary school level and shapes students’ religious moderation remain limited. Aims This study aims to analyze the implementation of integrated religious education based on Aswaja values in strengthening religious moderation among primary school students. Results Using a qualitative case study design, the findings show that Aswaja values—tawassuth, tasamuh, tawazun, i‘tidal, and ta’awun—are internalized through classroom learning, religious habituation, and school culture. These practices foster tolerant, fair, non-exclusive, and socially responsive religious attitudes among students. Novelty The study demonstrates a structured model of integrated Aswaja-based education at the primary level that embeds religious moderation as lived practice rather than abstract doctrine. Implications The findings suggest that integrated Islamic education rooted in moderate religious traditions can serve as a foundational mechanism for character formation and social harmony within pluralistic societies. Highlights: Aswaja principles are internalized through the synergy of learning activities, habituation, and school culture. Students demonstrate tolerant and non-exclusive religious attitudes shaped by daily educational practices. Integrated religious education operates as a consistent character formation system at the primary level. Keywords: Aswaja Values, Religious Moderation, Integrated Education, Islamic Primary School, Character Formation

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