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Mohammad Faizal Amir
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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 794 Documents
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English in Science Education Significantly Enhances Student Achievement in Iraq: Bahasa Inggris dalam Pendidikan Sains Secara Signifikan Meningkatkan Prestasi Siswa di Irak Ameen, Badr Jaafar
Indonesian Journal of Education Methods Development Vol. 19 No. 3 (2024): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i3.838

Abstract

General Background: The influence of teaching methods in science education is critical for student achievement, particularly in multilingual contexts. Specific Background: This study focuses on the Al-Mutamaizeen and Al-Mutafawqeen secondary schools in Iraq, where students study scientific subjects in English and Arabic, respectively. Knowledge Gap: Limited research exists on how language of instruction in scientific subjects impacts English language proficiency and overall academic achievement among high-achieving students. Aims: The research aimed to identify the effect of teaching scientific subjects in English on the academic achievement of students in the English language, comparing students from Al-Mutamaizeen (studying in English) with those from Al-Mutafawqeen (studying in Arabic). Results: The study employed an experimental design and included a sample of 76 students from Najaf High School for the Distinguished and 80 students from Kufa High School for the Gifted. Statistical analysis revealed significant differences in favor of the students who studied science subjects in English, attributing their success to the continuous use of English during scientific instruction. Novelty: This study provides novel insights into the direct relationship between language of instruction in science and English language proficiency, showing how integrating English into scientific subjects enhances overall academic performance. Implications: The findings suggest that teaching scientific subjects in English could be generalized to similar student groups to improve both English proficiency and academic achievement in science, particularly in multilingual settings. Highlughts: Language instruction influences student achievement in multilingual science education. English use in science improves language skills and academic performance. Teaching science in English benefits high-achieving students' overall achievement. Keywords: Teaching methods, English instruction, science education, academic achievement, multilingual schools.
Using Animated Shorts to Improve Narrative Writing Skills in Students You said:: Menggunakan Film Animasi Pendek untuk Meningkatkan Keterampilan Menulis Naratif Siswa Hanifah, Nurul; Taufiq, Wahyu
Indonesian Journal of Education Methods Development Vol. 19 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i1.840

Abstract

General Background: The integration of multimedia resources in education has gained attention for its potential to enhance student engagement and learning outcomes. Specific Background: While various teaching methods exist, the role of animated short movies in developing narrative writing skills among junior high school students remains underexplored. Knowledge Gap: Previous research has primarily focused on traditional methods of writing instruction, leaving a gap in understanding the specific effects of visual storytelling on writing proficiency. Aims: This study investigates the use of animated short movies as a tool for teaching narrative text writing skills to ninth-grade students in a junior high school in Sidoarjo, Indonesia. Results: A pre-test was administered to assess students’ initial writing skills, followed by a treatment using animated short movies, culminating in a post-test. The results indicated a significant increase in mean scores from 76.87 (pre-test) to 89.06 (post-test), supported by t-test analysis demonstrating improved writing quality. Novelty: This study contributes new insights into effective teaching strategies by highlighting the positive role of animated short movies in narrative writing instruction. Implications: The findings suggest that educators can incorporate animated short movies to create a more engaging and enjoyable writing learning environment, potentially leading to better student outcomes in narrative text composition. Highlights: Significant Improvement: Students’ narrative writing scores increased from 76.87 to 89.06 after using animated short movies. Engaging Learning Tool: Animated short movies effectively enhance student engagement in writing instruction. Effective Teaching Strategy: Incorporating multimedia resources can lead to improved learning outcomes in narrative writing. Keywords: animated short movies, narrative writing, junior high school, student engagement, teaching strategy.
Vocational Students' Perspectives on Using Spotify for English Listening: Persepsi Siswa Kejuruan Terhadap Penggunaan Spotify untuk Mendengarkan Bahasa Inggris Fiani, Alim Nuril; Taufiq , Wahyu
Indonesian Journal of Education Methods Development Vol. 19 No. 3 (2024): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i3.844

Abstract

General Background: The role of technology in language education has gained increasing attention, particularly in the context of listening skills development among students. Specific Background: While various applications exist for language learning, limited research focuses on students' perceptions of using platforms like Spotify for enhancing their English listening abilities. Knowledge Gap: Existing literature lacks qualitative insights into how vocational high school students perceive and utilize Spotify as a tool for language acquisition. Aims: This study aims to explore the perceptions of Vocational High School (SMK) students regarding the use of Spotify to study English listening skills. Results: Employing a descriptive qualitative research design, data were collected from two informants from the X BD 2 class. Findings indicate that students view Spotify as a beneficial audio resource that aids in their English listening comprehension. Novelty: This research contributes new qualitative insights into the effectiveness of Spotify in language learning, emphasizing students' perspectives. Implications: The results suggest that integrating popular audio applications like Spotify can enhance students' engagement and support their English learning process, highlighting the potential for innovative teaching methods in vocational education. Highlights: Student Perceptions: Vocational students recognize Spotify as a valuable tool for improving English listening skills. Qualitative Insights: The study utilized descriptive qualitative methods to gather in-depth perspectives from participants. Supportive Resource: Spotify is identified as an effective audio application that enhances students' language learning experience. Keywords: Spotify, listening skills, vocational students, qualitative research, English learning.
Students' Views on Using Powtoon for Vocabulary Learning: Persepsi Siswa Terhadap Penggunaan Powtoon dalam Pembelajaran Kosakata Saputra, Bagas Wahyu Dwi; Taufiq , Wahyu
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.855

Abstract

This study investigates students' perceptions of using Powtoon as a digital tool for learning vocabulary related to physical appearance. General Background: In an era where technology integration in education is vital, understanding student engagement with digital learning tools is essential. Specific Background: While various multimedia tools exist, limited research has focused specifically on Powtoon in the context of vocabulary acquisition. Knowledge Gap: This study aims to fill the gap by examining how Powtoon influences student learning experiences in vocabulary retention. Aims: The primary objective is to explore how students perceive the use of Powtoon for learning vocabulary associated with physical appearance. Results: Through in-depth interviews with five participants and classroom observations, findings indicate that students generally hold positive views about Powtoon, citing its engaging animations and interactive features as enhancing the learning experience. Novelty: This research contributes to the literature by providing insights into the effectiveness of Powtoon as an interactive learning medium. Implications: The results suggest that integrating multimedia tools like Powtoon can significantly improve students' understanding and retention of vocabulary, highlighting its potential as a valuable resource in vocabulary instruction. Highlights: Positive Engagement: Students reported that Powtoon's engaging animations and interactive features made learning enjoyable and effective. Improved Retention: Participants noted that visualizing and interacting with vocabulary helped enhance their understanding and memory of the terms. Valuable Resource: The study highlights Powtoon as a beneficial tool for vocabulary instruction, supporting the integration of multimedia in language learning. Keywords: Powtoon, vocabulary learning, student perceptions, digital tools, education.
Disney Movies and Their Role in Improving Students’ Listening Skills: Film Disney dan Perannya dalam Meningkatkan Kemampuan Mendengarkan Siswa Winner, Wewen Lady; Taufiq, Wahyu
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.856

Abstract

English, as an international language, plays a crucial role in global communication, with listening skills being essential for effective learning. However, challenges remain in engaging students in listening comprehension. This study aims to evaluate the use of the Disney movie 'Luca' as a tool for improving listening skills among seventh-grade students at SMPN Tanggulangin. Utilizing a pre-experimental design, 32 students were selected through purposive sampling, with data collected from pretests and posttests. Findings reveal a significant enhancement in listening comprehension post-intervention, evidenced by a p-value of 0.000, indicating that the null hypothesis is rejected. The study demonstrates that incorporating movies into the learning process not only aids in comprehension but also creates a more relaxed and enjoyable learning environment for students. The novelty of this research lies in its focus on integrating popular media into language education, addressing a gap in effective listening instruction. As a result, this study suggests that educators should routinely integrate film technology into language learning to foster better listening skills among students, thereby enriching their educational experience. Highlights: Significant Improvement: The study found a notable enhancement in listening comprehension after using the Disney movie 'Luca' as a learning tool. Engaging Learning Environment: Incorporating movies made the learning process more enjoyable and relaxed for students. Recommendations for Educators: The research suggests integrating film technology into language education to improve students' listening skills consistently. Keywords: Disney movie, listening comprehension, language education, student engagement, educational technology.
Flipbook-Based E-Module MABEJA Improves Cognitive Learning in Grade IV You said:: E-Modul Berbasis Flipbook MABEJA Meningkatkan Hasil Belajar Kognitif Kelas IV Fatmawati , Fatmawati; Wulandari, Fitria
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.854

Abstract

This study investigates the application of the MABEJA e-module (Magnets, A Magic Object), designed as a flipbook, on cognitive learning outcomes for grade IV elementary school students. Background: With the increasing integration of technology in education, effective digital learning tools are essential for enhancing student engagement and comprehension. Specific Background: Despite numerous educational technologies available, limited research focuses specifically on the efficacy of flipbook-based e-modules in elementary science education. Knowledge Gap: There is a need for empirical evidence on the impact of such interactive e-modules on student learning outcomes, particularly in cognitive assessments. Aims: This research aims to assess the effectiveness of the MABEJA e-module in improving cognitive learning outcomes among grade IV students at SD Negeri Banjarsari. Results: Utilizing a pre-experimental design with a One Group Pretest-Posttest framework, the study involved 21 students. Results showed a significant increase in average scores, from a pretest mean of 53.80 to a posttest mean of 68.57, indicating the e-module's effectiveness in enhancing cognitive learning outcomes. Novelty: The MABEJA e-module's unique flipbook format combines traditional learning with interactive elements. Implications: These findings suggest that the MABEJA e-module is a viable educational tool that can improve cognitive learning outcomes in elementary science, thereby contributing to the ongoing development of innovative teaching methods. Highlights: Effective Learning Tool: The MABEJA e-module significantly improved cognitive learning outcomes, with average scores rising from 53.80 to 68.57. Innovative Design: The flipbook format of the e-module enhances interactivity and engagement in elementary science education. Research Contribution: This study provides empirical evidence supporting the use of digital tools in improving student learning in elementary settings. Keywords: E-Modules, Cognitive Learning Outcomes, Flipbook, Elementary Education, Interactive Learning.
High Cognitive Activation Strategy Boosts Students' Math Achievement and Self-Efficacy: Strategi Aktivasi Kognitif Tinggi Meningkatkan Prestasi Matematika dan Efikasi Diri Siswa Hajj, Mustafa Raheem
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.867

Abstract

General Background: Mathematics education plays a critical role in shaping students' cognitive abilities and self-efficacy. Effective instructional strategies are essential to enhance learning outcomes and foster students' confidence in mathematical problem-solving. Specific Background: Traditional teaching methods often fail to engage students in higher-order thinking, limiting their ability to develop deep mathematical understanding. The "High Cognitive Activation" strategy has emerged as a promising approach to enhance student engagement and achievement. Knowledge Gap: While previous research has explored various active learning strategies, limited studies have examined the impact of high cognitive activation on both mathematical achievement and self-efficacy among preparatory students. Aims: This study investigates the effectiveness of the High Cognitive Activation strategy on the achievement and mathematical self-efficacy of fourth-grade scientific students in Baghdad. Results: A quasi-experimental design was implemented with 77 students, divided into experimental and control groups. Findings revealed that students taught using the High Cognitive Activation strategy significantly outperformed those taught using conventional methods in both achievement and self-efficacy. Novelty: This research provides empirical evidence supporting the effectiveness of high cognitive activation in mathematics education, highlighting its role in fostering deep learning and self-confidence. Implications: The findings suggest integrating high cognitive activation strategies into mathematics curricula to enhance students’ learning experiences and motivation, ultimately improving educational outcomes. Highlights: Investigate high cognitive activation’s impact on math achievement and self-efficacy. Improved achievement and self-efficacy in the experimental group. Supports active learning integration in mathematics education. Keywords: High Cognitive Activation Strategy, Mathematical self-efficacy.
Colonial Roots and Postcolonial Realities of English Language Domination: Akar Kolonial dan Realitas Pascakolonial dari Dominasi Bahasa Inggris Jasim, Mohammed Younis; Jabar, Maitham Abdalkedhir; Saeed, Mustafa Muslim; Salman, Ahmed Rawdhan
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.868

Abstract

General Background: The global expansion of the English language is historically rooted in the rise of the British Empire, where English functioned as a key mechanism for governance and cultural domination. Specific Background: Within colonial contexts, English was institutionalized through administration, education, and legal systems, contributing to the marginalization of indigenous languages and the creation of socio-economic hierarchies. Knowledge Gap: While previous studies have examined English as a colonial tool, limited research systematically synthesizes its dual role as both a mechanism of control and a site of cultural negotiation in postcolonial societies. Aims: This study aims to critically analyze the historical deployment of English in British colonies and its enduring linguistic and cultural effects, particularly through a comprehensive literature review. Results: Findings indicate that English facilitated colonial cohesion and elite formation while suppressing linguistic diversity. However, colonized populations exhibited agency by developing hybridized English varieties, such as Indian and Nigerian English. Novelty: The study offers an integrated framework that connects colonial linguistic policies with contemporary language use, emphasizing both oppression and adaptation. Implications: Recognizing the legacy of linguistic imperialism is vital for informing equitable language policies that balance global engagement with the preservation of indigenous languages and identities. Highlights: English spread through colonial rule, shaping governance, education, and identity. Analyze English’s colonial role and its postcolonial linguistic-cultural impacts. Inform language policy balancing global English use and local language preservation. Keywords: English language hegemony, British colonialism, linguistic colonialism, cultural identity, linguistic diversity.
Emotional Freedom as a Concept and Technique in Psychotherapy: Kebebasan Emosional sebagai Konsep dan Teknik dalam Psikoterapi Al-Fhadee, Ammar Talal Hamdullah
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.873

Abstract

General Background: Emotional regulation plays a critical role in mental health, influencing psychological resilience and social well-being. Specific Background: Many individuals suppress their emotions due to social, academic, or personal pressures, resulting in long-term psychological distress, impaired relationships, and reduced self-awareness. Knowledge Gap: Despite the recognition of emotional regulation’s importance, limited attention has been given to holistic, accessible methods like Emotional Freedom Technique (EFT) in addressing emotional suppression and trauma in non-clinical populations. Aims: This study aims to explore the concept of emotional freedom and evaluate the efficacy of EFT as a complementary intervention for emotional regulation and psychological healing. Results: Findings from the literature indicate that EFT contributes to stress reduction, improved emotional expression, enhanced self-control, and alleviation of trauma-related symptoms through its integration of acupressure and cognitive focus. Novelty: This study synthesizes psychological theory with energy-based interventions, offering a novel perspective on how EFT supports emotional liberation by restoring physiological and emotional balance. Implications: The findings suggest that incorporating EFT into therapeutic and self-help contexts could provide a low-cost, non-invasive, and effective tool for enhancing emotional resilience and overall mental well-being, particularly in populations underserved by conventional psychological services. Highlights: EFT offers affordable, accessible emotional healing for non-clinical populations. Combines acupressure and cognition to regulate suppressed emotions. Fills research gap in holistic emotional regulation methods. Keywords: Emotional Regulation, Emotional Freedom Technique, Mental Health, Psychological Healing, Holistic Intervention
Why is Code Switching Still Used By Teachers in English Language Teaching? Amanda, Finsya Rizky; Fediyanto, Niko; Ashurovna, Farmanova Dildora
Indonesian Journal of Education Methods Development Vol. 20 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i1.875

Abstract

This research involves issues of learning to use code switching in foreign language learning. In the context of Code switching, which focuses on the need for the use of code switching in teaching foreign languages in the classroom especially in vocational schools especially health majors. This report uses a descriptive qualitative method. Using interviews and transcripts. The report involved two different schools with each school having one teacher who participated with the study. The research revealed that teachers often use code-switching as a pedagogical strategy to facilitate communication with students. Given the students' limited English proficiency, code-switching emerged as an effective tool in the classroom. The analysis identified two main types of code-switching used: intra-sentential and inter-sentential. This practice not only aided better understanding and engagement, but also bridged the language gap, ensuring that students understood complex subject matter more effectively. The findings underscore the importance of code-switching in enhancing the learning experience in vocational health education environments. Highlighting : Code-switching supports comprehension in low English proficiency settings. Intra- and inter-sentential switching are the main types used. Enhances student engagement in vocational health classrooms. Keywords : Code switchings, Sociolinguistic, English foreign language, Vocational education, Classroom communication

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