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Mohammad Faizal Amir
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ijemd@umsida.ac.id
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+6285646424525
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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
 35   36   37   38   39 
Project Based Learning in Elementary Descriptive Writing: Pembelajaran Berbasis Proyek dalam Penulisan Deskriptif di Sekolah Dasar Indahyati, Silvia; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.938

Abstract

General background: Writing skills are essential competencies in elementary education, yet many students struggle to express ideas clearly through descriptive texts. Specific background: Conventional approaches in Indonesian language classes often limit students’ creativity and engagement. Knowledge gap: Few studies have explored the structured implementation of Project Based Learning (PjBL) for descriptive writing at the elementary level. Aims: This study aimed to analyze the implementation of PjBL in teaching descriptive text writing to fourth-grade students at SDN Sukorejo 4, Pasuruan. Results: Using a qualitative case study design, data were collected through observation, interviews, and documentation with teachers and students. The PjBL model was implemented through six structured phases: identifying phenomena, formulating core questions, designing project plans, arranging project schedules, monitoring progress, testing outcomes, and conducting evaluations. All phases were successfully executed and supported student engagement in descriptive writing. Novelty: The study highlights how PjBL fosters creativity, critical thinking, and collaborative learning in elementary language education. Implications: Findings suggest that structured PjBL strategies can serve as an effective alternative to traditional methods, offering meaningful learning experiences and supporting writing skill development in early education. Highlights: PjBL structured in six phases improved descriptive writing. Study provides a novel application at elementary level. PjBL supports creativity, engagement, and collaborative learning. Keywords: Project Based Learning, Descriptive Writing, Elementary Education, Creativity, Qualitative Study
Digital Serial Images in Elementary Story Writing: Gambar Serial Digital dalam Penulisan Cerita Dasar Madinah, Wardhatul; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.939

Abstract

General background: Writing skills are fundamental in elementary education, yet many students struggle to develop structured and meaningful narratives. Specific background: Traditional teaching methods often fail to stimulate creativity and engagement, requiring innovative media to support students’ learning processes. Knowledge gap: Although visual media has been studied, limited research addresses the integration of digital serial images as a systematic tool in elementary story writing. Aim: This study investigates the role of digital serial image media in improving story writing skills among second-grade elementary students. Results: Using a pre-experimental one group pretest-posttest design with 20 participants, the study revealed significant improvement in students’ writing scores, with statistical analysis showing p = 0.00 (<0.05). Novelty: Unlike conventional visual aids, digital serial image media provides a sequential and contextual framework that guides students in organizing ideas coherently. Implications: Findings suggest that integrating digital serial images can strengthen students’ creative expression and narrative construction, offering practical insights for teachers to enrich language learning in elementary schools. Highlights: Digital serial images foster structured narrative writing. Significant improvement shown in posttest results. Practical implications for language learning in elementary schools. Keywords: Digital Serial Images; Story Writing; Elementary Students; Learning Media; Language Education
Kinematic Characteristics of Front Flip Pike on Mini Trampoline Kadhim, Dr. Ahmed Qasim
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.941

Abstract

General Background: Trampoline exercises are widely used in gymnastics for developing coordination, air control, and body mechanics. Specific Background: Despite its relevance, the front flip pike on a mini trampoline has not been extensively analyzed through biomechanical perspectives. Knowledge Gap: Previous studies emphasize general jumping mechanics, but limited evidence exists on the linear kinematics of this specific skill. Aim: This study investigated the linear kinematic characteristics of the front flip pike on a mini trampoline to provide data that may guide training practices. Results: Analysis of six movement phases revealed variations in displacement and velocity across horizontal and vertical axes. Horizontal velocity increased while vertical velocity decreased during the contact phase, whereas the take-off phase showed the opposite trend. A peak vertical displacement was recorded at maximum height, followed by a reduction during landing where horizontal displacement continued to rise. Novelty: The study provides phase-specific kinematic data using high-speed video analysis, offering insights into skill optimization. Implications: Findings suggest that improving vertical velocity during take-off and enhancing limb control in mid-air can refine performance and training strategies for gymnasts. Highlights: Phase-specific kinematic analysis of front flip pike. Identified training needs: vertical velocity and limb control. Provides novel biomechanical data for trampoline-based skills. Keywords: Mini Trampoline, Kinematics, Gymnastics, Velocity, Performance
Improving Early Childhood Literacy through Reading Corner in Kindergarten: Meningkatkan Literasi Anak Usia Dini Melalui Sudut Baca di Taman Kanak-Kanak Nuraini, Saniah; Maruddani, Raoda Tul Jannah; Anwar, Kaspul; Astria, Rani; Munawaroh, Munawaroh
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.v18i3.944

Abstract

General Background: Literacy in early childhood is a fundamental aspect that supports language, cognitive, and social development. Specific Background: However, many kindergarten-aged children face limited stimulation, and reading activities are often less engaging due to lack of supportive media. Knowledge Gap: Previous studies have examined early literacy practices, but few have explored the practical role of reading corners in kindergarten settings. Aims: This study aims to describe the implementation of reading corners and their contribution to improving literacy skills among children aged 5–6 years at TK Negeri 05 Mekarsari. Results: The findings indicate that the reading corner facilitated significant improvements in children’s abilities to recognize letters, increase vocabulary, and retell stories. Novelty: This study highlights the contextual application of reading corners as an effective literacy environment that stimulates children’s motivation and active participation. Implications: The results suggest that reading corners can be optimized as a simple yet impactful strategy in early childhood education, emphasizing the importance of teacher creativity and parental involvement in strengthening literacy culture from an early age. Highlights: Reading corner improves children’s literacy in kindergarten Supports vocabulary growth and storytelling skills Strengthens literacy culture with teacher and parent roles Keywords: Early Childhood Education, Literacy, Reading Corner, Vocabulary, Storytelling
Playdough Media to Improve Fine Motor Skills in Early Childhood: Media Playdough untuk Meningkatkan Keterampilan Motorik Halus pada Anak Usia Dini Jamilah, Jamilah; Ika, Mastika; Astria, Rani; Wati, Evi Sulistia; Salmia, Salmia
Indonesian Journal of Education Methods Development Vol. 18 No. 4 (2023): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i4.945

Abstract

General Background: Fine motor development is a crucial foundation for early childhood learning readiness, particularly for writing, drawing, and self-care activities. Specific Background: Children aged 5–6 years require appropriate stimulation to strengthen finger muscles and hand-eye coordination, yet structured motor skill programs remain limited in many kindergartens. Knowledge Gap: Although playdough has been widely used in informal learning, little research has documented its systematic application in formal early childhood education. Aims: This study investigates how structured playdough activities contribute to improving fine motor skills in children aged 5–6 years at TK Pembina Muara Sabak Barat. Results: Findings revealed significant improvements, with 80% of children demonstrating enhanced abilities in rolling, cutting, pinching, and shaping objects after four weeks of intervention. Novelty: The study highlights playdough as a low-cost, engaging, and versatile medium that integrates physical skill development with creativity and thematic learning. Implications: The results underscore the importance of incorporating sensory-based play regularly in early childhood classrooms, offering practical guidance for teachers and parents to support holistic child development. Highlights: Playdough strengthens hand-eye coordination in early childhood Structured activities improve finger dexterity and creativity Effective low-cost medium for motor and learning development Keywords: Playdough, Fine Motor Skills, Early Childhood, Sensory Play, Kindergarten
Bottle Cap Media for Developing Cognitive Skills in Early Childhood: Media Tutup Botol untuk Mengembangkan Keterampilan Kognitif pada Anak Usia Dini Rahmawati, Siti; Azwir, Azwir; Maruddani, Raoda Tul Jannah; Mardiana, Mardiana; Dewi, Novriana
Indonesian Journal of Education Methods Development Vol. 18 No. 4 (2023): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i4.946

Abstract

General Background: Early childhood cognitive development requires concrete and engaging media to stimulate thinking and problem-solving skills. Specific Background: In many preschools, low-cost and recyclable materials have not been fully utilized to optimize children’s learning experiences. Knowledge Gap: Limited studies have specifically investigated the role of bottle cap media in supporting multiple aspects of cognitive development. Aim: This study explores how bottle cap media contributes to the improvement of cognitive abilities in children aged 5–6 years at TK Pertiwi IX Kota Jambi. Results: Using a qualitative descriptive approach with 15 children and 2 teachers, data were collected through observation, interviews, and documentation. Findings show that 80% of children demonstrated significant progress in recognizing colors (87%), grouping shapes (73%), counting objects (80%), and matching letters or numbers (67%). Novelty: The study highlights the innovative use of bottle caps as an accessible, sustainable, and enjoyable learning medium. Implications: The results suggest that recycled materials like bottle caps can effectively support early childhood education by enhancing cognitive skills while promoting creativity and environmental awareness. Highlights: Bottle caps foster color, shape, number, and symbol recognition. 80% of children showed overall cognitive improvement. Recycled media provides sustainable and engaging learning tools. Keywords: Early Childhood, Cognitive Skills, Bottle Cap Media, Learning Activity, Recycled Materials
Role of Critical Thinking Skills in Student Social Problem Solving: Peran Keterampilan Berpikir Kritis dalam Pemecahan Masalah Sosial oleh Siswa Tawfeeq, Mohammed Rafaat Hama
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.947

Abstract

General Background: Critical thinking has been widely recognized as a fundamental cognitive ability that enhances individuals’ capacity to adapt, evaluate, and make rational decisions in complex social contexts. Specific Background: Within higher education, students often encounter diverse social challenges that require effective problem-solving strategies, yet little research has explicitly examined the link between critical thinking and social problem solving. Knowledge Gap: Despite the acknowledged importance of critical thinking, limited empirical studies have investigated its predictive role in students’ ability to resolve social problems, particularly in non-Western academic contexts. Aims: This study aimed to analyze the relationship between the subscales of critical thinking and the social problem-solving ability of English language students at the University of Halabja. Results: Using a descriptive-correlational design with 179 participants, findings indicated a significant positive correlation between critical thinking components and problem-solving skills, with analysis, assessment, and inductive reasoning emerging as strong predictors, collectively explaining 47% of the variance. Novelty: The study highlights the predictive power of specific critical thinking subskills, offering new insights into how cognitive processes underpin social problem-solving competence. Implications: The findings suggest that integrating critical thinking instruction into higher education curricula may enhance students’ resilience and adaptability in addressing social challenges.Highlight : Critical thinking has a positive correlation with student problem solving ability. Subscales like analysis, assessment, and inductive reasoning are strong predictors. Results highlight the importance of fostering critical thinking in higher education. Keywords : Critical Thinking, Social Problem Solving, English Language Students, Higher Education, Cognitive Skills
Project Based Learning Model on Critical Thinking Skills in Elementary School: Model Pembelajaran Berbasis Proyek untuk Mengembangkan Keterampilan Berpikir Kritis di Sekolah Dasar Rizmayannudin, Faradya; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.948

Abstract

General Background: Critical thinking is an essential skill that enables learners to analyze information and solve problems effectively, and it is a crucial competence emphasized in the current educational paradigm. Specific Background: However, elementary school learners often demonstrate limited critical thinking ability due to conventional learning approaches that provide fewer opportunities for inquiry and problem solving. Knowledge Gap: Previous studies have examined Project Based Learning (PJBL) in various contexts, yet limited evidence explores its practical implementation in elementary schools within the framework of religious-based institutions. Aims: This study aims to describe the implementation of PJBL in fostering critical thinking skills among fourth-grade learners at SD Muhammadiyah 1 Taman, Sidoarjo, Indonesia. Results: Using a qualitative case study involving two teachers and five students, data were collected through observation, interviews, and documentation. Findings reveal that learners actively engaged in asking critical questions, demonstrating improved logical reasoning, and presenting project outcomes effectively. Novelty: This study highlights the integration of PJBL across both general and religious subjects, which has been scarcely reported in prior literature. Implications: The results provide insights for educators and policymakers to adopt PJBL as a sustainable approach for strengthening higher-order thinking skills in elementary education. Highlights: PJBL encourages active questioning and reasoning in elementary learners. Integration of PJBL applied in both general and religious subjects. Provides practical insights for fostering critical thinking in primary education. Keywords: Critical Thinking; Project Based Learning; Elementary Education; Qualitative Case Study; Islamic School
Metacognitive Processes in Elementary Students’ Drawings: Proses Metakognitif dalam Gambar Siswa Sekolah Dasar Yuliasanti, Imelda Selly; LINGGO WATI, TRI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.949

Abstract

General background: Metacognition, defined as thinking about thinking, plays an essential role in guiding students to plan, monitor, and evaluate their own learning processes. Specific background: In elementary education, students often struggle to control their learning strategies, particularly when faced with problem-solving tasks. Knowledge gap: Limited research has examined how young learners demonstrate metacognitive processes through creative outputs such as drawings. Aims: This study aimed to analyze how elementary school students apply metacognitive strategies when completing drawing tasks. Results: Two students were given three tasks with different themes—ideals, guided lines, and animals. Both students employed the stages of planning, monitoring, and evaluating, although with variations in depth according to their individual abilities. The drawings revealed how metacognitive processes shaped problem-solving approaches. Novelty: The study highlights the role of drawings as a medium to observe and understand students’ metacognitive processes. Implications: The findings suggest that incorporating metacognitive strategies in elementary education can support self-regulation, creativity, and more effective problem-solving. Highlights: Drawings reveal students’ metacognitive processes clearly. Planning, monitoring, and evaluating vary across individuals. Drawing tasks serve as effective tools for studying cognition. Keywords: Metacognition; Elementary School; Drawing; Problem-Solving; Self-Regulation
Strengthening Students' Religious Character in Muhammadiyah Elementary Classroom: Peningkatan Karakter Keagamaan Siswa di Kelas Sekolah Dasar Muhammadiyah Nazilah, Nurun; AMRULLAH, MUHLASIN
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.950

Abstract

General Background: Religious character development in elementary education is essential for forming students’ moral and spiritual foundations. Specific Background: In the context of SD Muhammadiyah, classroom-based approaches integrate character values into daily learning activities aligned with the curriculum. Knowledge Gap: While character education programs exist, limited studies examine structured classroom-based implementation and its effect on students’ religious behavior. Aim: This study aims to explore strategies for strengthening students’ religious character through classroom-based learning. Methods: A qualitative approach was employed using observations, interviews, and document analysis with school principals, teachers, and students as participants. Data were analyzed through data collection, reduction, presentation, and conclusion drawing, with data validity ensured via source triangulation. Results: Findings indicate that embedding religious values into subject learning fosters a supportive environment for character development. Structured lesson modules under the Merdeka Curriculum facilitate daily application of these values, though ongoing evaluation is necessary to ensure consistent implementation. Novelty: This study provides insights into practical classroom-based strategies for reinforcing religious character in elementary education. Implications: The findings offer guidance for educators to integrate religious values effectively into learning processes, contributing to holistic student development. Highlights: Integration of religious values into daily classroom activities. Structured lesson modules under the Merdeka Curriculum. Need for continuous evaluation to sustain effectiveness. Keywords: Religious Character, Classroom-Based Learning, Elementary Education, Character Education, Merdeka Curriculum

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