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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 794 Documents
 71   72   73   74   75 
The Relationship between Teachers' Teaching Style Perceptions and Learning Motivation on Science Learning Outcomes: Hubungan Persepsi Gaya Mengajar Guru dan Motivasi Belajar terhadap Hasil Belajar IPA Prianti, Rahmawati Antinie; Efendi, Nur
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.v20i2.902

Abstract

Background: The low student learning outcomes in science subjects are influenced by both internal and external factors. Student perceptions of teaching styles and learning motivation are crucial external and internal factors, respectively. Aims: This study aims to determine the relationship between student perceptions of teacher teaching styles and learning motivation on cognitive learning outcomes in seventh-grade science at SMP Negeri 1 Bangil. Methods: An ex-post facto correlational design was used with a population of 360 students and a sample of 186 students selected through simple random sampling. Data were analyzed using simple linear and multiple linear regression with SPSS-25. Results: The study found a positive and significant relationship between student motivation and cognitive learning outcomes. While student perception of teacher teaching styles showed a relationship with cognitive learning outcomes, the results of the hypothesis test show a contradiction between the partial and simultaneous findings, where perception of teaching styles was not found to have a significant partial effect but had a significant simultaneous effect when combined with learning motivation. Novelty: This study provides unique insights into the relationship between teaching style perception, motivation, and learning outcomes within the specific context of a junior high school in Bangil, highlighting the need for teachers to develop engaging and motivating learning strategies. Implications: The findings suggest that teachers should develop engaging and motivating teaching strategies to improve student learning outcomes. Future research is needed to explore other factors influencing learning outcomes to provide a more comprehensive understanding. Highlights : The study found a positive and significant relationship between student motivation and cognitive learning outcomes. Student perceptions of teaching styles did not have a significant partial effect on learning outcomes. However, when combined with motivation, perceptions of teaching styles had a significant simultaneous effect on learning outcomes. Keywords: Teacher's Teaching Style, Learning Motivation, Cognitive Learning Outcomes, Science Education, Ex-Post Facto
Powtoon Video with Reading Aloud for Better Pronunciation in Primary Students: Video Powtoon dengan Pembacaan Lisan untuk Meningkatkan Pelafalan pada Siswa Sekolah Dasar Ajeng, Hera Galuh; Megawati, Fika
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.v20i2.903

Abstract

Abstract : General background: Pronunciation is a fundamental component in English language learning, especially for primary school students, as it affects communication clarity and confidence. Specific background: In many Indonesian primary schools, pronunciation teaching is often limited to conventional methods without engaging multimedia tools, leading to low motivation and varied achievement. Knowledge gap: Limited research has applied reading aloud activities with Powtoon video to support pronunciation improvement in primary-level learners. Aims: This study investigates the use of Powtoon video integrated with reading aloud to improve the pronunciation of 24 sixth-grade students at a primary school in Pasuruan. Results: Using a quantitative pre-experimental design with pre-test and post-test, findings show a significant increase in post-test scores (M=79.27) compared to pre-test scores (M=59.79), with a paired t-test value of -24.472, p < 0.05, indicating a statistically significant difference. Novelty: This research applies Powtoon not for reading comprehension but specifically for pronunciation through reading aloud, targeting young learners. Implications: The results suggest that integrating Powtoon into pronunciation lessons can increase student engagement, provide multisensory learning experiences, and improve pronunciation consistency. Highlights : Integrates Powtoon video with reading aloud for pronunciation learning Significant improvement in post-test pronunciation scores Offers an engaging multimedia-based approach for young learners Keywords : Powtoon, Primary School, Pronunciation, Reading Aloud, Multimedia Learning
Snake and Ladder Game to Improve Students' Mastery of Arabic Vocabulary: Media Ular Tangga untuk Meningkatkan Penguasaan Mufrodat Bahasa Arab Siswa Pulangsih, Wiku; Arifin, Moch. Bahak Udin By
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.v20i3.904

Abstract

General background: Vocabulary mastery is a key element in learning Arabic, as it supports students’ overall language skills and comprehension. Specific background: In many schools, including SMP Muhammadiyah 6 Krian, Arabic vocabulary learning is still dominated by conventional media such as textbooks and whiteboards, which often fail to stimulate student interest. Knowledge gap: Limited research has explored the integration of traditional games as structured learning media for Arabic vocabulary at the junior high school level. Aims: This study aims to develop a snake and ladder game as a learning medium to improve students’ mastery of Arabic vocabulary (mufrodat). Results: Using the Borg and Gall R&D model (9 stages), data were collected via observation, interviews, and questionnaires. The media validation score was 84.4%, language validation 100%, and material validation 85.7%, all categorized as highly feasible. Student response reached 90.4%, also in the highly feasible category. Novelty: The study transforms a familiar traditional game into a structured, curriculum-based Arabic learning medium. Implications: This media can be an engaging alternative to foster active learning and motivation in Arabic classes. Highlights : Combines traditional games with curriculum-based Arabic learning Achieves high validation scores from experts and students Offers engaging media to support active vocabulary learning Keywords : Arabic Vocabulary, Snake and Ladder, Learning Media, Junior High School, R&D Model
The Principal's Role in Implementing Merdeka Curriculum in Elementary Schools: Peran Kepala Sekolah dalam Implementasi Kurikulum Merdeka di Sekolah Dasar Winarto, Rian Hadi; Rindaningsih, Ida
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.v20i3.905

Abstract

General background: The Independent Curriculum provides educators and students with the freedom to design learning according to contextual needs. Specific background: SDN Gunungsari II has implemented the Independent Curriculum in alignment with its principles for an extended period. Knowledge gap: However, limited studies specifically explore the comprehensive role of school principals in leading its implementation within elementary education, particularly in rural contexts. Aims: This study aims to describe the principal’s roles, identify supporting and inhibiting factors, and outline the principal’s strategies in implementing the curriculum at SDN Gunungsari II. Results: Findings reveal that the principal plays essential roles as educator, manager, administrator, supervisor, leader, innovator, and motivator, with significant influence on program continuity. Key challenges include limited teacher understanding, insufficient facilities, and inconsistent government policies, while supporting factors include teacher competency development, active participation in curriculum design, and provision of locally relevant learning materials. Novelty: This study provides a detailed, role-based framework for principal leadership in curriculum implementation. Implications: The findings offer practical insights for policymakers and school leaders in optimizing curriculum application in elementary schools. Highlights: Comprehensive mapping of principal’s roles in curriculum implementation Identification of specific supports and barriers in rural school settings Practical leadership framework for elementary school principals Keywords: Kurikulum Merdeka, School Principal Role, Leadership, Elementary Education, Implementation Strategy
Market Day Encourages Social Interaction Among Children Aged 3–4 Years Old: Market Day Mendorong Interaksi Sosial Anak Usia 3–4 Tahun Ilmiah, Nikmatul; Destiana, Evie
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.v20i3.906

Abstract

General Background: Social-emotional development is a key aspect of early childhood growth, requiring children to interact effectively with peers and their surrounding community. Specific Background: Activities that simulate real-life social interactions, such as Market Day, can provide valuable opportunities for practicing social skills. Knowledge Gap: While experiential learning activities are widely discussed, empirical evidence on Market Day’s role in fostering social interaction among very young learners remains limited. Aims: This study investigates the significant relationship between Market Day activities and social interaction skills in children aged 3–4 years at KB-TK Aisyiyah Bustanul Athfal Solokuro. Results: Using a pre-test and post-test design with 20 participants, data were analyzed through normality and homogeneity tests, followed by a paired t-test in IBM SPSS 26.0. Findings showed a significance value of 0.000 ≤ 0.05 and Thitung (9.890) > Ttabel (2.101), indicating a statistically significant improvement in social interaction. Novelty: This study provides quantitative evidence of Market Day’s role in enhancing early childhood social skills in a formal educational setting. Implications: The results suggest integrating structured experiential activities into early childhood curricula to promote social development. Highlights: Quantitative proof of Market Day fostering social interaction in young children. Employs pre-test and post-test design with robust statistical analysis. Supports integrating experiential learning into early childhood curricula. Keywords: Market Day, Early Childhood, Social Interaction, Experiential Learning, Preschool Education
Implementation of Aqidah Akhlaq Learning in the Merdeka Curriculum: Implementasi Pembelajaran Aqidah Akhlaq dalam Kurikulum Merdeka Indiyani, Indiyani; Rindaningsih, Ida
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.v20i3.908

Abstract

General Background: Character education, particularly in the context of Aqidah Akhlaq, plays a vital role in shaping students’ moral and spiritual values in Islamic primary education. Specific Background: The implementation of the Merdeka Curriculum emphasizes flexibility in learning design to accommodate students’ needs, including integrating religious values in daily practice. Knowledge Gap: Previous studies have discussed character formation in Islamic education, but limited research has described in detail how Aqidah Akhlaq learning is practically implemented within the Merdeka Curriculum in specific school contexts. Aims: This study aims to describe the implementation of Aqidah Akhlaq learning and its outcomes at MI Ma’arif Pagerwojo, Sidoarjo. Results: Using a qualitative phenomenological approach with observation, interviews, documentation, and questionnaires, the study found that Aqidah Akhlaq learning is conducted both inside and outside the classroom, supported by structured lesson plans, varied learning methods, and a school-wide 6S culture. Students became more active, understood the lessons better, and showed improved behavior. Novelty: This research provides contextual insights into integrating Aqidah Akhlaq into the Merdeka Curriculum through both formal instruction and habitual practice. Implications: The findings offer practical references for teachers and schools in developing religious-based character education aligned with national curriculum reforms. Highlights : Contextual integration of Aqidah Akhlaq in the Merdeka Curriculum Combination of classroom learning and habitual practice Positive behavioral changes in students Keywords: Merdeka Curriculum, Aqidah Akhlaq, Character Education, Islamic Primary School, Phenomenology
Website-based Scratch Media Improves Cognitive Learning Outcomes in Science for Junior High School Students: Media Scratch Berbasis Website Meningkatkan Hasil Belajar Kognitif IPA Siswa SMP Latif, Ahmad Adil; Shofiyah, Noly
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.v20i3.909

Abstract

General Background: Science education plays a critical role in developing students’ cognitive abilities, requiring engaging and interactive learning media to optimize outcomes. Specific Background: In many Indonesian junior high schools, conventional methods such as textbooks and PPTs often fail to fully support students’ comprehension, particularly in topics like ecology and biodiversity. Knowledge Gap: Limited research has examined the application of Scratch, a website-based visual programming platform, in science learning at the junior high school level. Aims: This study aims to investigate the use of website-based Scratch media in improving the cognitive learning outcomes of seventh-grade students. Results: Using a quasi-experimental design with random sampling, two classes were assigned different media: Scratch for the experimental group and PPT for the control group. Analysis using the Independent Sample T-Test showed a significant difference (p = 0.039) in N-Gain scores, with the experimental group achieving 0.56 (medium) compared to the control group’s 0.41 (medium). Novelty: This research uniquely applies Scratch to junior high school science topics, offering an interactive approach to abstract concepts. Implications: Findings suggest Scratch can be an effective alternative to traditional media, fostering active participation and deeper understanding in science learning. Highlights : Website-based Scratch outperformed PPT in improving cognitive outcomes. Significant N-Gain score difference between experimental and control groups. Novel application of Scratch to ecology and biodiversity topics at SMP level. Keywords: Science Education, Scratch, Cognitive Learning Outcomes, Junior High School, Website-Based Learning
Website-based Scratch Media Improves Cognitive Learning Outcomes in Science for Junior High School Students: Pengembangan Kecerdasan Sosial Emosional Anak melalui Proyek Penguatan Profil Pelajar Pancasila (P5) di Sekolah Dasar Maharrani, Berlian Dwi; Wachidah, Kemil
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.v20i4.910

Abstract

General Background: The Pancasila student profile is a crucial element designed to foster desired competencies and strengthen students' internal understanding of diversity in the Indonesian education system. Specific Background: The P5 project reinforces the application of this profile throughout the learning process. Knowledge Gap: While P5 is widely implemented, there is a need to understand how these learning activities specifically affect students' social-emotional intelligence. Aims: This research aims to determine the effectiveness of P5 learning activities and their impact on students' social-emotional intelligence. Using a descriptive qualitative method with a phenomenological approach, data were collected through interviews, questionnaires, and documentation. Results: The P5 learning, as delivered by the teacher, was well-executed and aligned with the teaching module. However, the program did not yield results that met the criteria for social-emotional intelligence. Novelty & Implications: This finding highlights a discrepancy between the implementation of P5 and its intended social-emotional outcomes, suggesting that while the program is well-structured, its practical application may not be fully optimized to develop students' social-emotional skills. Highlights : P5 implementation at SDN Candipari 1 was well-executed and aligned with the teaching module. The P5 learning activities did not produce results consistent with the criteria for social-emotional intelligence. The research used a descriptive qualitative method with a phenomenological approach, gathering data through interviews, questionnaires, and documentation. Keywords : Pancasila Student Profile Strengthening Project, Social-Emotional, Elementary School, Qualitative Research, Student Competency
Study of the SQ3R Pop-Up Book Learning Method and Reading Ability of Elementary School Students: Studi Metode Pembelajaran SQ3R Pop-Up Book dan Kemampuan Membaca Siswa SD Khotimah, Khusnul; Lansari, Vevy
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.v20i4.911

Abstract

General Background: A lack of literacy skills often makes reading an unpopular and challenging activity, despite its importance for information retrieval and comprehension. Specific Background: To address this, selecting an engaging learning method is crucial to prevent monotony in the educational process. This study focuses on the Survey, Question, Read, Recite, and Review (SQ3R) method combined with Pop-Up Books as a potential solution. Knowledge Gap: While the SQ3R method is established, its specific application with Pop-Up Books and its effect on elementary students’ reading comprehension has not been thoroughly examined. Aims: This research aims to determine the influence of the SQ3R-based Pop-Up Book learning method on the reading comprehension skills of fourth-grade students at SD Muhammadiyah 1 Krembung. Results: Utilizing a quantitative approach with a one-group pretest-posttest design, the analysis revealed a significant finding. A paired sample t-test showed a sig (2-tailed) value of 0.000 (< 0.05), leading to the rejection of the null hypothesis and acceptance of the alternative hypothesis. Novelty: The integration of the SQ3R method with the interactive nature of Pop-Up Books offers a novel approach to enhance reading engagement. Implications: The findings demonstrate that the SQ3R-based Pop-Up Book method is effective in improving the reading comprehension of elementary school students. Highlights: The study found a significant improvement in students' reading comprehension. The research used the SQ3R method combined with Pop-Up Books. The method is effective in making reading more engaging for students. Keywords: SQ3R, Pop-Up Book, Reading Comprehension, Elementary Students, Educational Method
Improving Elementary School Students' Reading Comprehension Skills with Digital Flipbooks: Peningkatan Keterampilan Membaca Pemahaman Siswa Sekolah Dasar dengan Flipbook Digital Sakinah, Al Wardatul Mustaghfirotus; Nuroh, Ermawati Zulikhatin
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.v20i4.912

Abstract

Background: Student reading comprehension skills are low, and digital learning media is rarely used in the classroom. Aims: This study aims to determine the implications and effects of using Flipbook media on the reading comprehension skills of fourth-grade students at SD Negeri Winong 1 in Indonesian language subjects. Methods: This study used a quantitative method with a one-group pretest-posttest design. Data were collected through tests and documentation and analyzed using eta squared, normality, and t-tests with SPSS 26. Results: The study found that flipbook media has a positive implication for students' reading comprehension skills and leads to increased student activity during the learning process. This is evidenced by an increase in student learning outcomes, with post-test scores showing an intensification compared to the low pre-test scores. Novelty: This study differs from previous research by specifically using digital flipbook media to measure its effect on reading comprehension skills in a high-grade Indonesian language class, a topic not explored in earlier studies. Implications: The use of digital flipbook media is effective in improving reading comprehension skills. Highlights : The study used a quantitative method with a one-group pretest-posttest design on 35 fourth-grade students at SD Negeri Winong 1. After the application of digital flipbook media, the average pre-test score of 40.0% increased significantly to an average post-test score of 82.2%. The use of flipbook media positively influences students' reading comprehension, increases their engagement, and supports their learning outcomes. Keywords : Digital Media, Flipbook, Reading Skills, Elementary School, Reading Comprehension

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