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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
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Search results for , issue "Vol. 21 No. 4 (2026): November" : 5 Documents clear
Ray’s Werewolf social life deducting Card-game for learning purposes : Kartu Permainan Werewolf Ray untuk Pembelajaran Yulianto, Raysandi; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1040

Abstract

This study presents General Background on the growing integration of game-based learning in English as a Foreign Language classrooms to support communicative competence. Specific Background highlights the need for interactive media that encourage high school students to practice speaking in authentic and low-anxiety contexts. Despite various digital and traditional game applications, Knowledge Gap remains in the development of structured social deduction card games specifically adapted to foster speaking confidence in secondary EFL settings. Aims of this study are to design and describe Ray’s Werewolf Social Life Deducting Card-Game as an interactive speaking learning media for high school students. Results indicate that the game structure, consisting of role-based cards, morning and night discussion phases, and persuasive interaction, creates opportunities for spontaneous verbal expression, collaboration, and critical thinking. Preliminary user feedback suggests increased student engagement and motivation during speaking activities. Novelty lies in the pedagogical adaptation of a social deduction card game into a structured EFL speaking medium with simplified English instructions and role-based communicative tasks. Implications suggest that this card-based learning media can serve as an alternative instructional tool to support communicative language teaching and reduce speaking anxiety in secondary education contexts. Keywords: Game-based Learning, EFL Speaking, Learning Media, Social Deduction Game, Speaking Confidence Key Findings Highlights Role-based interaction facilitates spontaneous oral communication in classroom settings. Cyclical discussion phases support collaborative reasoning and verbal argumentation. Card-based design provides structured yet flexible integration into secondary language lessons.
Shadow Teacher Support and Cognitive Development in Inclusive Primary Education: Dukungan Guru Pendamping dan Perkembangan Kognitif dalam Pendidikan Dasar Inklusif Masri , Hamidah; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1042

Abstract

General Background: Inclusive education requires structured academic assistance to address the diverse learning needs of children with special needs in mainstream schools. Specific Background: In inclusive primary classrooms, shadow teachers play a central role in facilitating learning participation, classroom adaptation, and individualized academic guidance for students with conditions such as ADHD and other developmental differences. Knowledge Gap: Although the presence of shadow teachers is widely implemented, empirical analysis describing their structured pedagogical roles and observed cognitive outcomes in classroom practice remains limited. Aims: This study aims to analyze the role of shadow teachers in supporting cognitive learning processes of students with special needs within an inclusive school setting. Results: The findings indicate that shadow teachers provide individualized assistance, behavioral guidance, instructional adaptation, and coordination with classroom teachers, contributing to improved student engagement, task completion, and observable cognitive progress. Novelty: This study presents an integrated description of shadow teacher practices by linking classroom implementation, behavioral management, and cognitive learning indicators within one analytical framework. Implications: The findings provide practical guidance for inclusive education management, particularly in structuring collaborative teaching models and optimizing professional support systems for students with special needs. Keywords: Inclusive Education, Shadow Teacher, Cognitive Development, Special Needs Students, Classroom Support Key Findings Highlights Individualized academic assistance increases student task engagement and learning participation. Collaborative coordination between classroom and support teachers structures adaptive instruction. Behavioral guidance aligns learning routines with measurable cognitive indicators.
Short Video Media and Vocabulary Development in Young EFL Learners: Video Pendek dan Pengembangan Kosakata pada Pelajar Bahasa Inggris sebagai Bahasa Asing yang Masih Muda Setiawan, Muhammad Ade; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1043

Abstract

General Background: Vocabulary mastery is a fundamental component of English language learning, particularly for young learners in multilingual and technology-driven educational contexts. Specific Background: The integration of short video platforms in classroom instruction has become increasingly common, offering multimodal input aligned with cognitive multimedia learning principles. Knowledge Gap: Despite growing interest in digital video use, limited empirical evidence addresses students’ perceptions and vocabulary development within structured short video–based instruction for young EFL learners. Aims: This study aims to examine students’ perceptions of short video use in vocabulary learning and to analyze its contribution to vocabulary development in an English as a Foreign Language classroom. Results: The findings indicate positive student responses toward the use of short videos, highlighting improved vocabulary recognition, contextual understanding, and learning engagement supported by quantitative data analysis. Novelty: The study provides context-specific empirical evidence on short video–mediated vocabulary instruction within young learner settings, integrating perception analysis and structured quantitative measurement. Implications: These results contribute to technology-integrated language pedagogy and offer practical guidance for English teachers seeking to incorporate short video media into vocabulary instruction. Keywords: Short Video Learning, Vocabulary Development, Young EFL Learners, Multimedia Instruction, Student Perception Key Findings Highlights Students demonstrated strong acceptance of video-based classroom activities. Quantitative data showed measurable gains in lexical recognition and contextual usage. Multimedia-supported instruction aligned with cognitive learning principles in classroom practice.
Word Guess Bouquet for Junior High School Vocabulary Learning: Permainan Tebak Kata untuk Pembelajaran Kosakata Siswa SMP Rochmawati, Fivi; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1044

Abstract

General Background Vocabulary mastery is a fundamental component of English language learning, supporting learners’ abilities in reading, writing, listening, and speaking. Specific Background Junior high school students often experience difficulties in acquiring and retaining verbs and nouns when instruction relies on conventional memorization-based approaches. Knowledge Gap Existing studies emphasize interactive media, yet limited attention has been given to tangible, game-based visual tools that integrate categorization and contextual use of vocabulary. Aims This study aims to examine the use of Word-Guess Bouquet as an interactive medium for learning English verbs and nouns among junior high school students. Results The findings indicate that the implementation of Word-Guess Bouquet supports students’ vocabulary mastery by encouraging active participation, collaborative learning, and contextual application of words. Students demonstrated improved ability to distinguish and use verbs and nouns during learning activities. Novelty This study introduces a bouquet-shaped visual learning medium that combines guessing, classification, and contextual sentence use within a game-based format. Implications The results suggest that integrating creative, student-centered media such as Word-Guess Bouquet can support vocabulary instruction in EFL classrooms and provide practical insights for teachers seeking interactive alternatives to traditional vocabulary teaching. Keywords : Word-Guess Bouquet, Vocabulary Learning, Verbs and Nouns, Junior High School, Interactive Media Key Findings Highlights Interactive bouquet-based media supported students’ active engagement in vocabulary learning Learners demonstrated clearer differentiation between verbs and nouns during activities Game-oriented visual tools encouraged collaborative and low-anxiety classroom interaction
Flashcards Improve Junior High Students Vocabulary Achievement: Kartu flash meningkatkan pencapaian kosakata siswa SMP. Utari, Meralda Dwi; Mandarani, Vidya
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1045

Abstract

This study examines the use of flashcards in English vocabulary instruction for seventh-grade students. General Background: Vocabulary mastery is a fundamental component of English language proficiency and supports listening, speaking, reading, and writing skills. Specific Background: In Indonesian junior high schools, students often experience difficulties in retaining newly learned vocabulary due to limited use of engaging learning media. Knowledge Gap: Although digital flashcards have been widely studied, limited attention has been given to handmade flashcards supported by AI-generated images in low-technology classroom contexts. Aims: This study aims to determine whether flashcard media improves students’ English vocabulary acquisition and learning interest at SMP Muhammadiyah 8 Tanggulangin. Results: Using a pre-experimental One Group Pretest-Posttest Design with 20 students, the findings reveal an increase in mean scores from 71.00 to 75.75, with a paired sample t-test significance value of 0.000 (p < 0.05), indicating a statistically significant difference. Novelty: The study highlights the integration of AI-generated images into handmade flashcards as a practical low-cost instructional strategy. Implications: Flashcards can be integrated into English language teaching to support vocabulary retention, active participation, and meaningful repetition in junior high school contexts. Keywords: Flashcards, Vocabulary Mastery, English Language Learning, Junior High School Students, Pre-experimental Design Key Findings Highlights Mean scores increased significantly after classroom intervention. Statistical testing confirmed measurable learning gains. Visual repetition supported classroom participation and retention.

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