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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
 75   76   77   78   79 
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
Simple Experimental Methods for Early Childhood Cognitive Development: Metode Eksperimen Sederhana untuk Perkembangan Kognitif Anak Usia Dini Nilawarti; Fitriah; Anwar, Kaspul; Wati, Evi Sulistia; Mardiana
Indonesian Journal of Education Methods Development Vol. 19 No. 2 (2024): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i2.951

Abstract

General Background: Cognitive development in early childhood is a fundamental domain that shapes logical reasoning, problem-solving skills, and observational abilities. Specific Background: However, learning activities in early childhood education often remain dominated by rote memorization with limited exploratory engagement. Knowledge Gap: Few studies have systematically applied simple experimental methods as a structured learning strategy in early childhood settings. Aims: This study investigates the application of simple experiments to optimize the cognitive development of children aged 5–6 years in TK Marwah, Tanjung Jabung Timur. Results: Using a classroom action research design with two cycles and 12 children as participants, data were collected through observation, interviews, and documentation. Findings indicate significant improvements in children’s abilities to observe, classify, and conclude, with cognitive achievement increasing from 41.6% in the pre-cycle to 83.3% in the second cycle. Novelty: The study highlights how simple, playful scientific activities—such as color mixing and observing changes in objects—provide meaningful stimulation for early cognitive growth. Implications: These results suggest that simple experimental methods can be integrated into early childhood curricula to foster scientific thinking and active learning. Highlights: Structured simple experiments stimulate scientific thinking in early learners. Cognitive achievement improved significantly across two research cycles. Practical approach applicable for sustainable early childhood education. Keywords: Simple Experiment, Cognitive Development, Early Childhood, Scientific Learning, Active Learning
Used Materials Media for Improving Fine Motor Skills in Early Childhood: Media Bahan Bekas untuk Meningkatkan Keterampilan Motorik Halus pada Anak Usia Dini Maspupah; Fitriah; Mastikawati; Amiroh; Azwir
Indonesian Journal of Education Methods Development Vol. 19 No. 2 (2024): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i2.952

Abstract

General Background: Early childhood education emphasizes the development of fine motor skills as a foundation for later learning readiness. Specific Background: However, limited variation in learning media often restricts children’s opportunities to practice fine motor coordination, creativity, and environmental awareness. Knowledge Gap: Few studies have systematically examined the role of recycled or used materials as a sustainable medium for improving fine motor development in early childhood education. Aim: This study investigates the use of used materials to strengthen cutting and pasting skills of children aged 4–5 years in PAUD An-Nur Tanjung Jabung Timur. Results: Using classroom action research in two cycles with 10 participants, findings show significant improvement: in cutting, 70% reached the “Very Well Developed” category, while in pasting, 80% achieved this category by the second cycle. Novelty: The research highlights how simple, accessible, and environmentally friendly materials can serve as effective media for structured fine motor practice. Implications: The findings suggest the integration of used materials in PAUD learning not only enhances motor skills but also fosters creativity and ecological responsibility. Highlights: Fine motor skills of young children improved significantly through used materials. Recycled media fostered creativity and environmental awareness. The study offers sustainable strategies for PAUD motor development. Keywords: Fine Motor Skills, Recycled Materials, PAUD, Early Childhood, Creativity
The Role of New Electronic Software in School Learning: Google Classroom as an Example Hasan, Hind Salah
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.972

Abstract

General Background: Digital learning platforms have become central to contemporary education, with Google Classroom widely adopted to streamline instruction and communication. Specific Background: Although its use expanded rapidly during and after the pandemic, empirical evidence on its measurable effects on student performance and user experience remains uneven across contexts. Knowledge Gap: Limited studies have simultaneously assessed both academic outcomes and stakeholder perceptions using robust mixed-method designs. Aims: This study investigates the impact of Google Classroom on student achievement, engagement, and user satisfaction while identifying implementation challenges. Results: Quantitative findings show significant improvements in assignment completion, test scores, and participation among Google Classroom users, while qualitative data reveal strong appreciation for accessibility, timely feedback, and collaborative tools, alongside notable technical difficulties reported by both teachers and students. Novelty: The integration of performance metrics with multi-level experiential data provides a comprehensive evaluation of platform effectiveness beyond conventional usage studies. Implications: The study highlights that Google Classroom can enhance learning efficiency when supported by adequate infrastructure, teacher training, and equitable access, offering evidence to guide policy decisions and best practices in digital learning integration.Highlight : Shows clear improvements in assignment completion, test scores, and overall participation. Emphasizes strong benefits in accessibility, collaboration, and feedback speed. Highlights technical issues as a key barrier requiring better infrastructure and support. Keywords : Google Classroom, e-learning, educational technology, digital pedagogy, student performance
A Critical Study of the Islamic Education Curriculum Development Process in Indonesia Syahnaz, Assya; Furqan , Muhammad; Amalia, Astrifidha Rahma; Yudabangsa, Adrian
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.971

Abstract

General Background: Curriculum reform in Indonesia continues to evolve in response to rapid scientific, technological, and societal changes. Specific Background: Within this context, Islamic Religious Education (IRE/PAI) requires systematic refinement to ensure its relevance to students’ spiritual, moral, and intellectual development. Knowledge Gap: However, comprehensive analyses that explain how the PAI curriculum is planned, implemented, and evaluated holistically are still limited, particularly regarding the roles of stakeholders in shaping curriculum quality. Aim: This study aims to critically describe the development process of the Islamic Education curriculum in Indonesia through stages of planning, implementation, and evaluation using a qualitative library research approach. Results: The findings show that effective curriculum development requires clarity of goals, understanding of school conditions, recognition of student and teacher needs, identification of existing problems, assessment of teacher competencies, and awareness of social phenomena. The PAI curriculum is developed based on the pillars of iman, Islam, and ihsan, and its success depends on collaboration among administrators, experts, teachers, and parents. Novelty: This study highlights the interconnectedness of curriculum components and stakeholders in a unified development cycle rarely discussed in prior research. Implications: These insights reinforce the need for continuous, context-responsive curriculum development to strengthen the character and competence of learners. Highlights:   Curriculum development in Islamic Education must align with societal needs and modern educational demands. PAI curriculum pillars—iman, Islam, and ihsan—serve as the foundation for holistic learner development. Stakeholder collaboration (administrators, experts, teachers, parents) is essential for effective curriculum implementation. Keywords: Curriculum Development, Islamic Religious Education, Planning Process, Implementation, Evaluation
Improving Student Achievement through Think Pair Share in Informatics Learning: Meningkatkan Prestasi Siswa Melalui Metode Think Pair Share dalam Pembelajaran Informatika Hodri; Hasanah, Fitriah Nur
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.v20i1.974

Abstract

Background: Ineffective learning conditions in grade VIII B students have led to passive engagement and low outcomes in Informatics, especially in application software and office applications topics. Specific Background: Traditional teaching approaches used in the classroom did not sufficiently promote student participation or independent thinking. Knowledge Gap: Although TPS has been widely applied in other subjects, its implementation in Informatics learning in MTs Negeri Gresik had not been examined. Aim: This study aimed to improve student learning outcomes through the Think Pair Share model. Results: Using a one-cycle classroom action research design, student mastery improved from an average pre-cycle score of 69.17 to 76.94, while class completion increased from 44% to 72%. A total of 22 students showed individual improvement. Novelty: This research provides specific insight into using TPS to strengthen understanding of application software and office applications in Islamic junior secondary education settings. Implications: The findings indicate that TPS can be an effective cooperative strategy for Informatics learning, and its structured stages may support improved cognitive performance and classroom participation. Highlights:• Increased mastery in Informatics learning• Successful application of TPS in MTs context• Data-supported improvement in student outcomes Keywords: Think Pair Share, Informatics Learning, Student Achievement, Cooperative Learning, Application Software
Integrated Individual Learning (PIT) for Digital Literacy and Read-Writing: Pembelajaran Terpadu Berbasis Individu (PIT) untuk Literasi Digital dan Membaca-Menulis Azhari, Rr. Debby Amalia; Nurdyansyah
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.v20i1.975

Abstract

Background: Low digital literacy and read-writing ability among upper elementary students at SDN Penanggungan Trawas limit learning progression. Specific Background: Conventional teaching and limited ICT access reduce student engagement in digital literacies. Knowledge Gap: Evidence on the use of Integrated Individual Learning (PIT) to concurrently improve digital literacy and read-writing in this local elementary context is limited. Aim: This study examined whether PIT increases students' digital literacy and read-writing skills. Methods: A descriptive quantitative design with observation, documentation, and questionnaires; purposive sampling of nine upper-grade students; analysis with paired t-tests. Results: Mean digital literacy rose from 46.25 to 75.70; read-writing mean increased from 63.31 to 77.64; overall mean increased from 54.78 to 76.67, with statistically significant paired differences (p < 0.001). Novelty: The study demonstrates PIT as a combined individual and digital approach adapted to resource-limited elementary settings. Implications: PIT may serve as a practical option for teachers to strengthen both digital and foundational literacy skills in small-group or remedial contexts.Highlights:• PIT raised digital literacy mean from 46.25 to 75.70• Read-writing mean improved from 63.31 to 77.64• Positive student receptivity to digital-based individual learning Keywords: Integrated Individual Learning, Digital Literacy, Read-Writing, Elementary Education, PIT

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