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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 11 Documents
 1   2 
Search results for , issue "Vol. 21 No. 2 (2026): May" : 11 Documents clear
Deep Learning Strengthens Religious Moderation Attitudes in Madrasah Students Nabiilah, Zayyin; Arifin, Nuzulul Rizqi
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.v21i2.1010

Abstract

General Background: Religious moderation constitutes a strategic priority in Islamic education, requiring pedagogical approaches that cultivate tolerant, balanced, and contextual religious understanding among students in pluralistic societies. Specific Background: At MTs Darul Hikmah Sidoarjo, deep learning has been implemented in Islamic Religious Education (PAI) to encourage reflective, dialogical, and contextual engagement with religious values. Knowledge Gap: Although deep learning is theoretically aligned with constructivist and meaningful learning principles, limited empirical description exists regarding its classroom implementation in madrasah settings and its relation to students’ religious moderation attitudes. Aims: This study aims to describe the implementation of deep learning and analyze its contribution to strengthening students’ religious moderation attitudes. Results: Using a qualitative case study design with observation, interviews, and documentation, the findings indicate that problem-based learning, group dialogue, religious reflection, and analytical assignments foster deeper conceptual understanding of moderation values, including tolerance, justice, balance, and respect for differences. The study also reports increased openness toward diverse opinions, stronger commitment to fairness in religious practice, and reduced narrow fanaticism. Novelty: This research provides an in-depth qualitative account linking deep learning strategies with the internalization of religious moderation attitudes in a madrasah context. Implications: The findings recommend sustained integration of deep learning in PAI instruction to cultivate critical thinking, reflective awareness, and moderate religious character among secondary-level students. Highlights: Reflective and problem-oriented instruction promotes tolerance and fairness in classroom religious discourse. Dialogical activities cultivate balanced perspectives and respect for socio-religious diversity. Analytical and contextual tasks reduce narrow fanatic tendencies among eighth-grade learners. Keywords: Deep Learning, Religious Moderation, Islamic Religious Education, Madrasah Education
Demonstration Drawing Method and Fifth Grade Creativity Growth: Metode Gambar Demonstrasi dan Pertumbuhan Kreativitas Siswa Kelas Lima Arahman, Ba’Agil Widya; Wati, Tri Linggo
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.v21i2.1034

Abstract

General Background: Creativity is a fundamental component of human intelligence and plays an essential role in elementary education, particularly in visual arts learning where students are encouraged to express ideas through drawing activities. Specific Background: In Al-Ishlah Elementary School, many fifth-grade students experienced difficulties in expressing ideas independently and tended to produce similar and basic drawings, indicating limited creative development. Knowledge Gap: Although the demonstration method has been widely discussed in educational contexts, limited classroom action research specifically examines its application in structured shape drawing activities to foster creativity in upper elementary students. Aims: This study aimed to determine whether the application of the shape-drawing demonstration method could increase the creativity of fifth-grade students at Al-Ishlah Elementary School. Results: Using a two-cycle classroom action research model based on Kurt Lewin, the findings showed a progressive increase in students’ creativity scores from 70.08 in the initial observation to 85.49 in Cycle I and 90.75 in Cycle II, indicating measurable improvement after reflective refinement of instructional practice. Novelty: The study highlights structured shape-based demonstration as a practical classroom strategy to reduce students’ hesitation and dependence on peers during drawing tasks. Implications: The findings suggest that carefully implemented demonstration techniques can support creative expression in visual arts education and provide practical guidance for elementary school teachers in designing structured art instruction. Keywords: Demonstration Method, Creativity, Classroom Action Research, Drawing Shapes, Elementary Education Key Findings Highlights Creativity scores increased consistently across two classroom action cycles. Reflective revision of instruction reduced students’ hesitation and imitation behavior. Structured visual modeling supported independent artistic expression.
Creative Character Development Through Drawing Activities in Elementary Students: Pengembangan Karakter Kreatif Melalui Aktivitas Menggambar pada Siswa Sekolah Dasar Putra, Yudhistiral Pradana; Wati, Tri Linggo
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.v21i2.1035

Abstract

This study examines creativity development within elementary education contexts. General Background: Creativity constitutes a central component of character formation and learning processes in primary schools, particularly within arts-based instructional settings aligned with the Profil Pelajar Pancasila framework. Specific Background: Classroom observations revealed that students’ drawing activities often lacked originality and independent idea generation, indicating limited creative expression during project-based learning implementation. Knowledge Gap: Although prior studies discuss character education and creative learning models, limited empirical classroom-based research explicitly analyzes drawing activities as a structured medium for strengthening creative character within the P5 framework. Aims: This research aims to analyze how drawing-based project activities contribute to students’ creative character formation. Results: Findings indicate observable improvements in originality, participation, and student engagement during successive instructional cycles, reflected through qualitative observation and documented student work. Novelty: The study positions structured drawing practice as a concrete operationalization of creative character indicators within project-based curricular implementation. Implications: These findings provide practical pedagogical guidance for elementary educators in integrating structured artistic exploration into character education programs while maintaining alignment with national curriculum directives. Keywords: Creative Character, Drawing Activities, Elementary Education, Project Based Learning, Profil Pelajar Pancasila Key Findings Highlights Progressive originality growth observed across instructional cycles Increased active classroom participation during project implementation Documented improvement in student-generated visual concepts
Problem Based Learning Increases Fifth Grade Social Sensitivity: Pembelajaran Berbasis Masalah Meningkatkan Kepekaan Sosial Siswa Kelas Lima Rahayu, Christianti Ellis; Rezania, Vanda
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.v21i2.1037

Abstract

General Background: Character education in the Society 5.0 era requires the strengthening of social sensitivity to support harmonious social interaction among elementary students. Specific Background: Observations in Grade 5 Nyai Walidah at SD Plus Muhammadiyah Brawijaya indicated low levels of social sensitivity, reflected in limited cooperation, low empathy, weak emotional regulation, and minimal classroom interaction. Knowledge Gap: Although previous studies have applied Problem Based Learning in social studies contexts, limited classroom action research has specifically examined its structured implementation to address four aspects of social sensitivity: perspective-taking, empathy, emotional regulation, and theory of mind in primary education. Aims: This study aims to increase students’ social sensitivity through the implementation of the Problem Based Learning model in IPAS learning. Results: Using a Classroom Action Research design with two cycles, findings show an increase in social sensitivity levels from 66.8% in Cycle I to 96.5% in Cycle II, supported by observable improvements in cooperation, respect, emotional control, and responsiveness during group discussions. Novelty: The study integrates contextual social issues and structured monitoring outside the research cycle within the PBL framework to strengthen measurable social sensitivity indicators. Implications: The findings provide pedagogical guidance for elementary teachers in designing collaborative, problem-oriented IPAS instruction to foster social character development. Keywords: Social Sensitivity, Problem Based Learning, Character Education, Classroom Action Research, Elementary Students Key Findings Highlights Social awareness scores rose from 66.8% to 96.5% across cycles Stronger peer interaction observed during collaborative tasks Emotional control and empathy demonstrated in group discussions
Scrapbook Media Improves Fifth Grade Science Learning Outcomes: Media Scrapbook Meningkatkan Hasil Pembelajaran Ilmu Pengetahuan Alam Kelas Lima Nuha, Fanina Ulin; Wulandari, Fitria Eka
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.v21i2.1038

Abstract

This study examines the use of scrapbook media in elementary science learning. General Background: Science education in elementary school emphasizes cognitive development based on Bloom’s taxonomy to support students’ understanding of natural phenomena. Specific Background: In grade V at SD Muhammadiyah 1 Waru, student learning outcomes in the topic of the human respiratory system were below the minimum mastery criteria due to teacher-centered instruction and limited learning media. Knowledge Gap: Although previous studies have discussed scrapbook media, limited evidence is available regarding its application to cognitive indicators C1–C4 in elementary science contexts using N-Gain analysis. Aims: This research aims to determine the effect of scrapbook media on students’ cognitive learning outcomes. Results: Using a quantitative pre-experimental One Group Pretest-Posttest Design with 27 students, the mean pretest score was 60.8 and increased to 88.9 in the posttest, with an N-Gain score of 0.71 categorized as high. Improvements were observed across remembering, understanding, applying, and analyzing indicators. Novelty: The study provides structured cognitive indicator analysis of scrapbook-based instruction in the human respiratory system topic. Implications: Scrapbook media supports meaningful science learning and can be utilized as an alternative instructional medium in elementary classrooms. Keywords: Science Learning, Scrapbook Media, Cognitive Learning Outcomes, Elementary Education, N-Gain Analysis Key Findings Highlights Post-instruction scores showed a substantial increase compared to baseline results. Remembering and understanding indicators reached high gain categories. Applying and analyzing skills demonstrated moderate improvement trends.
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

Abstract

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
Strengthening Character Education Developing Key Personality Traits Individuality Holistic Education Perspective : Penguatan Pendidikan Karakter Mengembangkan Kepribadian Utama Entitas Individualiteit Perspektif Pendidikan Holistik Wahyuni, Akhtim; Yusuf, Arbaiyah
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.v21i2.1049

Abstract

General Background: Holistic education emphasizes the formation of whole human beings through balanced development of spiritual, intellectual, emotional, social, aesthetic, and physical potentials. Specific Background: In the Indonesian educational context, strengthening character education has become a national priority to cultivate ethical, responsible, and value-oriented students. Knowledge Gap: Despite the growing emphasis on character education, limited empirical descriptions exist regarding how holistic education frameworks are implemented in schools to develop the core personality of students, particularly within the concept of individualiteit. Aims: This study aims to describe the main personality of the individualiteit entity developed at SMA Muhammadiyah 2 Surabaya and to examine the strategies used to strengthen character education from a holistic education perspective. Results: Using a qualitative approach with interviews, observations, and documentation, the study found that the main personality developed in the school focuses on Islamic character grounded in students’ faith (aqidah) and manifested through integrated development of spirituality, intellectuality, emotional maturity, aesthetics, and physical well-being. The strengthening strategy is implemented through three interconnected approaches: class-based character education, school culture–based programs, and community participation initiatives involving parents, alumni, and professionals. Novelty: The study presents an integrated model of holistic character education centered on Islamic values and the development of the individualiteit entity within a school environment. Implications: These findings demonstrate how holistic educational practices can systematically integrate classroom learning, institutional culture, and community engagement to cultivate comprehensive student personality development. Highlights: Islamic value orientation grounded in aqidah forms the core framework of student personality formation. Integrated programs connect spirituality, intellectual growth, emotional maturity, aesthetics, and physical development. Educational practices combine classroom activities, institutional traditions, and community engagement mechanisms. Keywords: Character Education, Main Personality, Individuality, Holistic Education
Sound Thinking and Its Relation to Meta-mood: Educational Counselors in Schools: Pemikiran yang Rasional dan Hubungannya dengan Meta-mood: Konselor Pendidikan di Sekolah Al-Mayahy, Rawaa Jaafar Abd; Al-Anzi, Hussein Karim Mohammed
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.v21i2.1053

Abstract

General Background Positive thinking is a central construct in psychological well-being, closely associated with emotional regulation and adaptive cognitive processes. Specific Background The integration of emotional intelligence and meta-mood concepts has provided a theoretical basis for understanding how individuals monitor and manage their emotional states. Knowledge Gap Despite extensive theoretical development, there remains limited clarity in linking positive thinking constructs with measurable emotional regulation mechanisms in educational and psychological contexts. Aims This study aims to examine the relationship between positive thinking and meta-mood components, focusing on emotional attention, clarity, and repair. Results The findings indicate a significant association between positive cognitive patterns and improved emotional awareness, regulation, and psychological balance. Novelty The study contributes a conceptual integration of positive thinking with meta-mood dimensions, offering a structured perspective on emotional regulation processes. Implications The results provide a theoretical basis for developing educational and counseling strategies that support emotional awareness and cognitive resilience Keywords: Positive Thinking, Meta Mood, Emotional Regulation, Emotional Intelligence, Cognitive Processes Key Findings Highlights Cognitive patterns correlate with awareness and management of emotional states Emotional clarity supports stability in psychological responses Integrated framework links cognition with affective processing
Structural and Chromatic Displacement in Contemporary Tunisian Painting: Pergeseran Struktural dan Kromatik dalam Lukisan Tunisia Kontemporer Noumi, Dr. Bashar Jawad
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.v21i2.1054

Abstract

General Background: Stylistics examines linguistic variation and expressive forms in literary and rhetorical discourse. Specific Background: Displacement is a central concept in Arabic stylistics, reflecting deviation from conventional language use to create aesthetic and semantic depth. Knowledge Gap: Despite extensive theoretical discussions, there is limited integration between classical Arabic rhetoric and modern stylistic analysis in examining displacement. Aims: This study aims to analyze the concept of stylistic displacement within Arabic discourse by exploring its linguistic, rhetorical, and critical dimensions. Results: The analysis shows that displacement operates as a key mechanism in shaping meaning through deviation, metaphor, and structural variation, supported by examples from classical and modern texts. It also reveals the continuity between traditional rhetorical concepts and contemporary stylistic frameworks. Novelty: The study bridges classical Arabic rhetorical theory with modern stylistic approaches, offering a comprehensive perspective on displacement. Implications: The findings contribute to a deeper understanding of linguistic creativity and provide a framework for analyzing literary texts within both traditional and modern critical contexts. Keywords: Stylistic Displacement, Arabic Stylistics, Rhetorical Analysis, Linguistic Deviation, Literary Criticism Key Findings Highlights Conceptual link established between classical rhetoric and modern analysis Deviation mechanisms shape semantic and aesthetic expression Analytical framework supports interpretation of literary texts
Cognitive motivation and its relationship to cognitive abilities according to Bloom's Taxonomy of Educational Philosophy in the subject of Sports Psychology among students of the College of Physical Education and Sports Sciences / Al-Qadisiyah University: Motivasi kognitif dan hubungannya dengan kemampuan kognitif berdasarkan Taksonomi Filsafat Pendidikan Bloom dalam mata kuliah Psikologi Olahraga di kalangan mahasiswa Fakultas Pendidikan Jasmani dan Ilmu Olahraga / Universitas Al-Qadisiyah Ghyaidh, Hussein Rashid
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.v21i2.1055

Abstract

General Background: Cognitive motivation plays a central role in shaping students’ engagement and learning outcomes within educational environments. Specific Background: In educational psychology, measuring cognitive motivation is essential for understanding how students think, learn, and respond to instructional strategies. Knowledge Gap: Despite extensive theoretical discussions, there is still a need for structured measurement approaches that capture cognitive motivation accurately within specific student populations. Aims: This study aims to measure cognitive motivation among students and examine its characteristics using established psychological assessment methods. Results: The findings indicate that cognitive motivation can be systematically assessed through validated instruments, revealing variations in students’ levels and patterns of engagement in learning activities. The analysis highlights meaningful differences in responses, reflecting diverse cognitive tendencies among participants. Novelty: The study applies structured measurement tools within a defined educational context, providing empirical insight into cognitive motivation assessment. Implications: The results contribute to educational practice by offering a basis for improving instructional strategies and supporting student learning through a better understanding of motivational factors. Keywords: Cognitive Motivation, Educational Psychology, Student Assessment, Learning Behavior, Psychological Measurement Key Findings Highlights Measurement framework identifies variation in student engagement patterns Assessment results show distinct motivational tendencies across participants Findings support structured evaluation in academic settings

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