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Mohammad Faizal Amir
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ijemd@umsida.ac.id
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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 794 Documents
 33   34   35   36   37 
Digital Storytelling for Vocational Students’ Speaking and Writing Skills Palupi, Elvina Anggraeni Retno; ZULIKHATIN NUROH, ERMAWATI
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.v20i1.918

Abstract

General background: The rapid advancement of technology has transformed educational practices, providing new opportunities for integrating digital media into language learning. Specific background: Despite its growing use, the role of digital storytelling in fostering students’ speaking and writing skills in vocational education remains underexplored. Knowledge gap: Previous studies have highlighted digital tools in language learning, yet limited evidence exists on how vocational high school students perceive and experience digital storytelling as a medium for English learning. Aims: This study investigates tenth-grade vocational students’ perspectives on using digital storytelling to develop speaking and writing skills. Results: Data collected through interviews, video analysis, and observation revealed that digital storytelling fosters creativity, improves fluency in oral communication, enriches vocabulary, and strengthens writing competence. Students also reported increased confidence and readiness to integrate digital media into their learning practices. Novelty: Unlike prior research that employed multiple complex tools, this study demonstrates the practical use of accessible applications (Canva and CapCut) for creating effective storytelling media. Implications: Findings suggest that digital storytelling can serve as a practical and motivating pedagogical approach for enhancing vocational students’ literacy skills while preparing them for technology-oriented learning environments. Highlights: Explores vocational students’ perspectives on digital storytelling in English learning. Shows improved speaking and writing skills through creative multimedia use. Demonstrates practical application of simple tools (Canva, CapCut) in education. Keywords: Digital Storytelling, Vocational Education, Speaking Skills, Writing Skills, Language Learning
Barriers to Quran Reading Instruction at MA Hasanuddin Blitar: Hambatan dalam Pengajaran Pembacaan Al-Quran di MA Hasanuddin Blitar Faizah, Ulfa Auliatul; Haryanto, Budi
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.v20i1.919

Abstract

General background: The ability to read the Quran correctly is a fundamental aspect of Islamic education that contributes to students’ spiritual development and religious identity. Specific background: Despite its importance, many students in Islamic schools still face challenges in mastering Quranic reading skills, particularly in applying Tajwid and Makhraj rules. Knowledge gap: Previous studies have highlighted Quran literacy problems in various contexts, but limited research has systematically analyzed the underlying barriers in senior high-level Islamic institutions. Aims: This study aims to identify and analyze the factors hindering Quran reading instruction at MA Hasanuddin Gaprang, Blitar Regency. Methods: Using a qualitative descriptive approach, data were collected through observation and interviews with students and teachers. Results: The findings reveal several obstacles, including decreased student motivation, insufficient school facilities, and the continued use of outdated teaching methods, leading to disengagement in learning. Novelty: Unlike earlier research focusing on student performance alone, this study emphasizes the interplay between internal (motivation, background, intelligence) and external (school facilities, teaching methods) factors in shaping learning outcomes. Implications: The study provides practical recommendations for improving Quran reading pedagogy, serving as a reference for educators and policymakers to enhance the quality of Islamic education.Highlights: Identifies internal and external obstacles in Quran reading. Emphasizes the need for improved teaching methods. Highlights the importance of facilities in supporting learning. Keywords: Quran Reading, Learning Barriers, Motivation, Teaching Methods, Islamic Education
Curriculum for Children with Special Needs at Aisyiyah Bustanul Athfal Kindergarten: Kurikulum Anak Berkebutuhan Khusus di TK Aisyiyah Bustanul Athfal Pangesti, Vida; Salim, Agus
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.v20i1.920

Abstract

General background: Inclusive education has gained global attention as an effort to ensure equal learning opportunities for all children, including those with special needs. Specific background: However, many non-inclusive schools remain unprepared to provide appropriate services, particularly in fulfilling curriculum needs for children with special needs at the kindergarten level. Knowledge gap: Limited studies explicitly explore how non-inclusive early childhood institutions address curriculum adaptation for children with special needs. Aims: This study aims to examine the implementation of learning curricula for children with special needs in a non-inclusive kindergarten and to identify the challenges faced by the institution. Results: Findings reveal that while the school accepts children with special needs, it lacks a specific curriculum, adequate facilities, and trained human resources, relying instead on partial adjustments to regular curricula and basic individualized support. Novelty: This study contributes insight into how non-inclusive schools attempt to accommodate children with special needs despite structural limitations. Implications: The results highlight the urgent need for policy support, teacher training, and curriculum design tailored to early childhood special needs education. Highlights: Curriculum adaptation in non-inclusive kindergartens. Lack of trained teachers and resources. Need for policy and practical support. Keywords: Early Childhood Education, Special Needs, Inclusive Curriculum, Non-Inclusive Schools, Educational Policy
Emotional Intelligence of Teenagers Addicted to Online Games: Kecerdasan Emosional Remaja yang Kecanduan Permainan Online Suryawan, Ana Fatimah; HAZIM
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.v20i1.921

Abstract

General background: Online games have become a dominant form of entertainment for adolescents in Indonesia’s digital era. Specific background: While these games offer enjoyment, excessive use can lead to addiction and negatively affect emotional intelligence, which is crucial for adolescents’ academic and social development. Knowledge gap: Previous studies have explored the psychological and social effects of gaming, but limited research has focused on how online game addiction shapes emotional intelligence among Indonesian high school students. Aim: This study investigates the emotional intelligence profile of adolescents addicted to online games at Muhammadiyah X Taman High School. Results: Using a qualitative phenomenological method with two subjects aged 15–18 years, data collected through in-depth interviews were analyzed using Miles and Huberman’s framework. Findings reveal that both subjects demonstrate low levels of emotional intelligence, reflected in difficulties with self-awareness, emotional regulation, motivation, empathy, and social skills, which in turn disrupt their academic responsibilities and social interactions. Novelty: This study provides nuanced evidence of how intensive online gaming alters emotional and behavioral patterns in adolescence. Implications: The results highlight the urgent need for targeted educational and parental interventions to strengthen adolescents’ emotional regulation and promote healthier engagement with digital media. Highlights: Teenagers addicted to online games show low emotional intelligence. Key aspects affected include self-awareness, empathy, and social skills. Intensive gaming disrupts academic tasks and social interactions. Keywords: Emotional Intelligence, Online Game Addiction, Adolescents, Behavioral Patterns, Qualitative Study
Geometric Shapes Media for Cognitive Abilities in Early Childhood: Media Bentuk Geometri untuk Kemampuan Kognitif Anak Usia Dini Umyati; IFFATUR ROCMAH, LULUK
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.v20i1.922

Abstract

General Background: Cognitive development in early childhood is a critical foundation for later learning and problem-solving skills. Specific Background: Many children at the age of 4–5 years still experience difficulties in recognizing and classifying geometric shapes, which hinders their logical thinking ability. Knowledge Gap: Previous studies have explored learning media for early childhood, but limited evidence exists on the direct role of geometric shape media in stimulating cognitive growth. Aims: This study aims to examine how geometric shape media can improve the cognitive abilities of children aged 4–5 years in IT Nurul Hidayah Kindergarten. Results: Using a pre-experimental design (one-group pretest–posttest) with 36 participants, the findings show a significant increase in posttest scores compared to pretest (mean score rising from 58.05 to 86.11). Statistical analysis confirmed significance with Tcount = 38.65 > Ttable = 1.691. Novelty: This research highlights the application of simple, tangible, and context-related geometric media that directly engage children in learning through play. Implications: The results suggest that integrating geometric shape media into early childhood learning environments can effectively foster logical reasoning and classification skills crucial for cognitive development.Hightlights: Geometric media significantly improve children’s cognitive abilities. Novel use of tangible, play-based materials for early learning. Supports practical integration into PAUD learning environments. Keywords: Early Childhood Education; Cognitive Development; Geometry; Learning Media;
Early Childhood English Learning at The Naff Kindergarten: Pembelajaran Bahasa Inggris Anak Usia Dini di TK The Naff Irwahani , Inama; DESTIANA, EVIE
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.923

Abstract

General background: Early childhood is a critical period for language development, and exposure to foreign languages, particularly English, provides essential foundations for future communication. Specific background: In Indonesia, English is introduced as a foreign language from an early age, yet many schools still face challenges in implementation due to varying teacher competencies and parental awareness. Knowledge gap: Limited studies comprehensively describe the structured application of English learning in early childhood within bilingual school contexts. Aims: This study examines the implementation of English learning for children aged 5–6 years at The Naff A Creative & Fun School, focusing on teaching strategies, teacher competencies, and children’s achievements. Results: Data from structured and non-participant observations as well as semi-structured interviews show that children acquire basic vocabulary (colors, numbers, fruits, animals, etc.) and develop confidence in simple communication. Teachers play a central role through consistent routines, communication books, and bilingual classroom practices. Novelty: This study highlights how structured daily habituation combined with teacher preparation effectively fosters early English exposure in a playful yet systematic manner. Implications: Findings emphasize the importance of integrating bilingual practices into early childhood curricula and strengthening teacher qualifications to support sustainable language acquisition. Highlights: English learning at early age benefits from daily habituation. Teacher competence and creativity are crucial for successful practice. Bilingual strategies strengthen children’s vocabulary and confidence. Keywords: Early Childhood, English Learning, Bilingual Education, Teacher Competence, Language
Busy Book for Fun Hijaiyah Letter Learning: Buku Aktivitas Seru untuk Belajar Huruf Hijaiyah Ummah , Rodiyatul; Nisak, Nur Maslikhatun
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.924

Abstract

General background: Early childhood learning requires creative strategies to introduce fundamental religious knowledge, including the recognition of Hijaiyah letters as the foundation for reading the Qur’an. Specific background: Conventional methods often emphasize rote memorization, which may reduce children’s engagement and motivation. Knowledge gap: There is limited exploration of interactive and game-based media that integrate fun learning with Islamic education to foster both cognitive and affective development. Aims: This study examines the use of a Busy Book as an interactive learning medium to support children’s ability in recognizing and understanding Hijaiyah letters through playful activities. Results: The Busy Book, designed with 25 colorful pages, provides activities such as coloring, matching, and puzzles, which successfully stimulate children’s interest and improve their ability to identify Hijaiyah letters. Novelty: Unlike traditional learning tools, the Busy Book integrates educational content with interactive play, making the process enjoyable while strengthening retention. Implications: This medium can be an alternative for teachers and parents to introduce Hijaiyah letters in early childhood education, bridging creativity, play, and Islamic values in a single tool. Highlights: Busy Book integrates play and Islamic education. Improves recognition of Hijaiyah letters through creative tasks. Supports engaging and meaningful early childhood learning. Keywords: Busy Book, Hijaiyah Letters, Fun Learning, Early Childhood, Islamic Education
Smart Book for Fun Mathematics Learning: Buku Cerdas untuk Pembelajaran Matematika yang Menyenangkan Murtiani; Nisak, Nur Maslikhatun
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.925

Abstract

General background: Early mathematics learning plays a crucial role in shaping children’s cognitive development, yet conventional methods often fail to sustain young learners’ interest. Specific background: Children aged 4 to 7 years commonly struggle with maintaining focus when introduced to abstract mathematical concepts such as addition and subtraction. Knowledge gap: Existing teaching materials often lack interactive features that simultaneously support conceptual understanding and engagement in early mathematics learning. Aims: This study introduces the Fun Learning Mathematics Smart Book, designed to facilitate enjoyable and effective mathematics learning for early grade students. Results: The smart book, consisting of 30 colorful and interactive pages, integrates number recognition, counting concrete objects, coloring, matching, and solving story-based problems while embedding elements of play and learning. It was found to keep children motivated, reduce boredom, and stimulate both hemispheres of the brain during mathematics activities. Novelty: Unlike conventional textbooks, this smart book combines cognitive training with fine motor skill development through playful activities tailored to early learners. Implications: The findings suggest that this learning medium can serve as an innovative approach for educators and parents to support foundational mathematics learning in a way that is both engaging and developmentally appropriate.Highlights: Smart Book supports fun mathematics learning for young children. Activities include counting, coloring, matching, and story problems. Helps train both cognitive skills and fine motor development. Keywords: Smart Book, Mathematics, Addition, Subtraction, Early Childhood
Teachers’ Role in Developing Independence of Early Childhood Learners: Peran Guru dalam Mengembangkan Kemandirian Anak Usia Dini Lastari, Cendya; Wati, Mastika; Kompri, Kompri; Astria, Rani; Maruddani, Raoda Tul Jannah
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.926

Abstract

General Background: Early childhood education is a critical foundation for character development and readiness for formal schooling. Specific Background: One essential competence to be cultivated is independence, which reflects children’s confidence and responsibility in daily tasks. Knowledge Gap: Although prior studies have examined independence in young learners, limited attention has been given to how teachers systematically foster independence through structured daily practices in specific PAUD institutions. Aim: This study aimed to describe the role of teachers in fostering independence among children aged 5–6 years at PAUD Teratai Putih Muaro Jambi. Results: Findings revealed that 75% of children were able to eat independently, 65% could tidy up toys, and 85% could wear shoes without assistance. Teachers acted as facilitators, motivators, and guides by applying consistent routines, gradual guidance, and positive reinforcement. Novelty: The study highlights how practical strategies in everyday routines can effectively stimulate independence, with contextual insights from a local PAUD setting. Implications: These findings emphasize the importance of teacher creativity and collaboration with parents in developing children’s autonomy, providing a useful reference for early childhood educators and policymakers. Highlights: Teachers foster independence through daily structured routines Parental support and learning environment strengthen outcomes Independence emerges through guided practice and motivation Keywords: Teacher Role, Early Childhood, Independence, Autonomy, PAUD
Teachers’ Perception on Using Digital Storytelling in English Learning Widiyanti, Amelia Kusuma; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.927

Abstract

General background: The rapid growth of digital technology has transformed education, creating opportunities for integrating interactive media into classroom learning. Specific background: One promising approach is Digital Storytelling, which combines narrative with multimedia elements such as text, images, audio, and video, particularly useful in language learning. Knowledge gap: While many studies have examined the benefits of Digital Storytelling for students, limited attention has been given to teachers’ perspectives in secondary school contexts. Aims: This study explores teachers’ perceptions of implementing Digital Storytelling in junior high school English classes. Results: Findings from qualitative descriptive research with a grade nine teacher reveal that Digital Storytelling increases teachers’ confidence in using technology, supports students’ writing skill development, and encourages creative and imaginative thinking. Novelty: The study highlights how teachers not only perceive Digital Storytelling as a pedagogical tool but also as a catalyst for fostering 21st-century competencies in the classroom. Implications: These insights suggest that integrating Digital Storytelling in English instruction can strengthen teachers’ pedagogical practices and provide students with more engaging, creative, and technologically adaptive learning experiences. Highlights: Reveals teachers’ perspective on Digital Storytelling in English classrooms. Shows its role in building students’ writing and creativity. Provides insights into integrating technology with pedagogy. Keywords: Digital Storytelling, Teachers’ Perception, Junior High School, English, Writing Skills

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