cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mohammad Faizal Amir
Contact Email
ijemd@umsida.ac.id
Phone
+6285646424525
Journal Mail Official
ijemd@umsida.ac.id
Editorial Address
Jl. Mojopahit No. 666B, Sidoarjo, Jawa Timur
Location
Kab. sidoarjo,
Jawa timur
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 835 Documents
 78   79   80   81   82 
Problem Based Learning for Improving Students’ Cognitive Mastery in Science: Pembelajaran Berbasis Masalah untuk Meningkatkan Penguasaan Kognitif Siswa dalam Ilmu Pengetahuan Alam Baidhowi, Muhammad; Efendi, Nur
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.v20i4.1000

Abstract

Background: Cognitive learning outcomes in science remain low due to limited student engagement and the dominance of teacher-centered instruction. Specific Background: The human respiratory system is one of the IPA topics where students often struggle to master conceptual understanding. Gap: Previous studies widely examined PBL, but few focused specifically on its role in improving cognitive performance in this topic at the junior high school level. Aim: This study investigates how the PBL model enhances students’ cognitive learning outcomes. Methods: A quasi-experimental design with a pretest–posttest nonequivalent control group was conducted involving 50 eighth-grade students. Cognitive tests (20 items, C1–C5) were administered, and data were analyzed using normality, homogeneity, and independent sample t-tests. Results: The experimental class showed a higher improvement (44.4 to 72.6) compared to the control class (39 to 58.2), with a significance value of 0.04. Novelty: This study provides focused evidence of PBL effectiveness on respiratory system material. Implications: PBL can be applied to promote deeper conceptual understanding and student engagement in science learning. Highlights:• PBL strengthens cognitive mastery in science• Significant score improvement compared to conventional learning• Supports active inquiry and problem-solving practices Keywords: Problem Based Learning, Cognitive Outcomes, Science Learning, Respiratory System, Junior High School
Ludo-Based Learning Media for Integer Addition Mastery in Elementary Students: Media Pembelajaran Berbasis Ludo untuk Penguasaan Penjumlahan Bilangan Bulat pada Siswa Sekolah Dasar Diana, Dwi Alvinah Nur; Wardana, Mahardika Darmawan Kusuma
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.v20i4.1001

Abstract

Background: Learning media play an essential role in improving students’ mathematical understanding, especially in elementary education where difficulties in integer operations are common. Specific Background: Students at SDN Kupang still struggle with integer addition due to limited use of interactive media. Gap: Previous studies highlight the benefits of educational games, yet few develop structured, validated media tailored to integer addition. Aim: This study aims to develop a Ludo-based learning media for integer addition that is valid, practical, and effective. Results: Expert validation showed an average score of 3.46 (very good), student practicality reached 3.3 (very good), and effectiveness achieved an N-Gain of 0.58 (medium), indicating improved learning outcomes. Novelty: This study introduces “Luriung,” a modified Ludo game specifically designed to support integer addition learning. Implications: The media can serve as an alternative tool for mathematics learning, encouraging active engagement and supporting conceptual understanding. Highlights:• Media improves student engagement• Valid and practical learning tool• Supports integer addition mastery Keywords: Ludo, Learning Media, Integer Addition, Elementary Mathematics, ADDIE Model
Problem Based Learning to Improve First Grade Pancasila Learning Outcomes: Pembelajaran Berbasis Masalah untuk Meningkatkan Hasil Pembelajaran Pancasila pada Kelas 1 Armalasari, Olivia Nur; Kurniawan, Machful Indra
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.v20i4.1002

Abstract

General Background: Education in Indonesia requires learning approaches that foster active student engagement, particularly in early grades. Specific Background: Pancasila Education in grade 1 often faces issues such as low motivation and passive learning due to traditional teacher-centered methods. Knowledge Gap: Limited studies have examined the use of Problem Based Learning (PBL) to strengthen conceptual understanding of Pancasila in early elementary school. Aims: This study aims to improve learning outcomes through the implementation of PBL in grade 1 Pancasila Education. Results: Classroom Action Research involving two cycles showed a significant increase in mastery, from 31.25% in the pre-cycle, to 56.25% in cycle I, and reaching 93.75% in cycle II. Novelty: This study provides early-grade empirical evidence of PBL’s effectiveness for Pancasila concepts using contextual problem exploration. Implications: The findings highlight that well-structured PBL can increase student participation, responsibility, and conceptual understanding in civic-related learning. Highlights:• PBL significantly increased grade 1 Pancasila learning outcomes• Students became more active and disciplined through structured class rules• Two-cycle PTK showed consistent improvement in mastery levels Keywords: Problem Based Learning, Pancasila Education, Learning Outcomes, Early Elementary, Classroom Action Research
Flashcard Media as a Strategy to Strengthen Elementary Students’ Learning Interest: Flashcard sebagai Strategi untuk Meningkatkan Minat Belajar Siswa Sekolah Dasar Rachwadi, Dhiyanissa Azzabila; Rezania, Vanda
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.v20i4.1003

Abstract

Background: Learning interest is essential in elementary education, yet many students experience low engagement due to monotonous media and conventional teaching. Specific Background: Flashcards are visual tools that may improve attention, motivation, and learning involvement. Gap: Previous studies mostly focused on cognitive outcomes, while affective aspects such as learning interest remain understudied. Aim: This study investigates whether flashcard media strengthens learning interest among fourth-grade students. Methods: A quantitative experimental one-group pretest–posttest design was used involving 20 students. Data on learning interest were collected using a validated Likert-scale questionnaire and analyzed through normality testing and paired sample t-test. Results: The mean score increased from 88.80 (pretest) to 92.10 (posttest), with a significance value of 0.004, indicating a meaningful improvement after using flashcards. Novelty: This research highlights the role of flashcards not only in cognitive enhancement but specifically in supporting students’ affective engagement. Implications: Flashcards can be adopted as an accessible instructional tool to foster interest and increase engagement in elementary classrooms. Highlights:• Increased learning interest after flashcard implementation• Strengthened student engagement and participation• Practical use of visual media in elementary classrooms Keywords: Flashcard Media, Learning Interest, Elementary School, Visual Learning, Student Engagement
Ethical Values in Narit Maja as Teaching Material for Pancasila and Civic Education (PPKn) to Develop Students’ Character Herawati, Cut; Muksalmina, Muksalmina; Muhammad, Muhammad; Chairullah, Muhammad; Yulis, Sari; Furqan, Muhammad
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.v21i1.1004

Abstract

General Background Character education is a core mandate of Indonesia’s national education system, yet classroom practices often prioritize cognitive achievement over value internalization. Specific Background In Pancasila and Civic Education learning, especially in Lhokseumawe City, teaching remains largely normative and theoretical, with limited integration of students’ socio-cultural realities. Knowledge Gap Although Acehnese local wisdom contains rich ethical teachings, Narit Maja as an oral tradition has not been systematically utilized as contextual teaching material in Civic Education. Aims This study aims to explore the ethical values embedded in Narit Maja and examine their relevance for integration into Pancasila and Civic Education learning. Results Using a descriptive qualitative ethnopedagogical approach, the study identifies values of honesty, deliberation, mutual cooperation, responsibility, and patriotism within Narit Maja that align with the dimensions of the Pancasila Student Profile. The findings also reveal structural and practical challenges, including limited regulations, insufficient documented materials, and institutional sectoral constraints, while highlighting digitalization as a strategic pathway. Novelty This study positions Narit Maja as a culturally grounded source of Civic Education content that bridges national curriculum objectives with Acehnese socio-cultural contexts. Implications Integrating Narit Maja into Civic Education supports contextual character formation, strengthens students’ cultural identity, and offers a sustainable approach to aligning national character education with local wisdom in Lhokseumawe City. Highlights: Acehnese oral expressions contain structured ethical principles aligned with national character frameworks. Contextual learning rooted in local culture addresses gaps between normative curriculum and student realities. Digital-based materials provide a feasible pathway for preserving oral traditions in formal schooling contexts. Keywords: Narit Maja, Civic Education, Character Education.
Kyai Leadership Drives Sustainable Inclusive Education in Islamic Boarding Schools: Kepemimpinan Kyai Mendorong Pendidikan Inklusi Berkelanjutan di Pesantren Firdaus , Aisy Hanif; Husna, Muhammad Ahsanul; Azizah, Nurul
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.v21i1.1006

Abstract

General Background Inclusive education has emerged as a global commitment to educational equity, requiring institutions to accommodate learners with diverse abilities. Specific Background Islamic boarding schools in Indonesia occupy a strategic position in advancing this agenda due to the central authority of kyai leadership, yet empirical evidence on how such leadership operates within inclusive pesantren remains limited. Knowledge Gap Existing studies largely focus on formal schooling or pesantren traditions and curricula, leaving kyai leadership dynamics in inclusive Islamic education underexplored. Aims This study aims to analyze how kyai leadership shapes and sustains inclusive education at Pondok Pesantren Inklusi Nurul Maksum in Semarang, Indonesia. Results Using a qualitative descriptive-analytical approach involving interviews, participatory observation, and document analysis, the findings show that inclusive education is sustained through a layered leadership configuration encompassing transformational, charismatic, and collective leadership. Transformational leadership embeds inclusivity as an institutional vision, charismatic leadership provides moral legitimacy and social acceptance, and collective leadership operationalizes inclusive practices through collaboration and shared responsibility. Novelty The study demonstrates that sustainable inclusive Islamic education is not reliant on individual authority alone but on the institutionalization of leadership practices integrating spiritual values, symbolic authority, and participatory governance. Implications These findings contribute theoretically to Islamic educational leadership studies and offer practical insights for policymakers and practitioners seeking sustainable inclusive education models within faith-based institutions. Highlights: • Kyai leadership integrates transformational, charismatic, and collective dimensions to sustain inclusive education• Moral legitimacy and collaboration reduce resistance to inclusive practices in Islamic boarding schools• Inclusive education succeeds when leadership v Keywords: Kyai Leadership, Inclusive Education, Islamic Boarding Schools, Transformational Leadership, Collective Leadership
Integrated Aswaja Values in Shaping Religious Moderation at Primary School: Integrasi Nilai-Nilai Aswaja dalam Membentuk Moderasi Beragama di Sekolah Dasar Isbah, Muhammad Faliqul; Hamzah, Ghufron; Martanti, Fitria
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.v21i1.1007

Abstract

General Background Indonesia’s social and religious plurality requires Islamic education models that cultivate not only individual piety but also moderate and inclusive religious attitudes from the primary level. Specific Background Islamic primary education grounded in Ahlussunnah wal Jama’ah (Aswaja) values has been practiced at SD Islam Permatasari Mijen Semarang through an integrated educational approach aligned with the Merdeka Curriculum. Knowledge Gap Empirical studies examining how integrated Aswaja-based education operates at the primary school level and shapes students’ religious moderation remain limited. Aims This study aims to analyze the implementation of integrated religious education based on Aswaja values in strengthening religious moderation among primary school students. Results Using a qualitative case study design, the findings show that Aswaja values—tawassuth, tasamuh, tawazun, i‘tidal, and ta’awun—are internalized through classroom learning, religious habituation, and school culture. These practices foster tolerant, fair, non-exclusive, and socially responsive religious attitudes among students. Novelty The study demonstrates a structured model of integrated Aswaja-based education at the primary level that embeds religious moderation as lived practice rather than abstract doctrine. Implications The findings suggest that integrated Islamic education rooted in moderate religious traditions can serve as a foundational mechanism for character formation and social harmony within pluralistic societies. Highlights: Aswaja principles are internalized through the synergy of learning activities, habituation, and school culture. Students demonstrate tolerant and non-exclusive religious attitudes shaped by daily educational practices. Integrated religious education operates as a consistent character formation system at the primary level. Keywords: Aswaja Values, Religious Moderation, Integrated Education, Islamic Primary School, Character Formation
Psychological Integration and Emotional Intelligence Among Female University Students AlHaddad, Prof. Dr. Noor Hatem; KADHIM, Dr. AHMED QASIM; Arif, Zahraa Ali
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.v20i4.1009

Abstract

General Background: Psychological integration and emotional intelligence are central psychological constructs associated with students’ personal adjustment and academic life within higher education environments. Specific Background: In colleges of physical education, female students encounter academic, social, and emotional demands that require balanced psychological integration and well-developed emotional intelligence. Knowledge Gap: Empirical evidence comparing these constructs between different academic stages among female university students remains limited, particularly within physical education contexts. Aims: This study aimed to compare levels of psychological integration and emotional intelligence between first- and fourth-stage female students in a college of physical education and sports sciences. Results: Descriptive and inferential analyses indicated no statistically significant differences in psychological integration between stages, while emotional intelligence scores were significantly higher among fourth-stage students. Novelty: The study provides stage-based comparative evidence on two key psychological characteristics within female physical education students at the university level. Implications: The findings support the use of psychological assessment tools across academic stages and highlight the importance of institutional psychological guidance to support students’ psychological and emotional development. Highlights: No significant stage-based differences were identified in students’ psychological integration. Senior students demonstrated higher emotional intelligence compared to first-stage students. Psychological assessment is relevant for supporting student development across academic stages. Keywords: Psychological Integration; Emotional Intelligence; Female University Students; Physical Education; Higher Education
Strategic Teacher Development for Integrated Qur’anic Learning in Islamic Elementary Schools: Pengembangan Guru Strategis untuk Pembelajaran Al-Qur'an Terpadu di Sekolah Dasar Islam Romli, Imam; Fahyuni, Eni Fariyatul
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.v20i4.1012

Abstract

General Background: Islamic education plays a central role in shaping students’ religious character through the integration of faith-based values within formal schooling. Specific Background: SD Integral Luqman Al Hakim Situbondo implements learning that combines general subjects with tauhid content, worship habituation, and Qur’anic programs (tahsin–tahfidz), yet disparities in teacher competence limit consistent implementation. Knowledge Gap: Limited studies describe structured strategic planning for improving teacher quality to support integrated Qur’anic learning at the elementary level. Aim: This study describes strategic efforts to improve teacher human resources to align instructional practices with the school’s Islamic vision. Results: Findings show the need for systematic planning through team formation, performance review, continuous training in tauhid-based pedagogy, collaboration with Qur’anic institutions, and academic supervision to standardize tahsin competence and instructional integration. Novelty: The study presents a practical strategic framework linking human resource development with integrated Qur’anic character education in elementary settings. Implications: Schools can adopt structured teacher development programs to ensure consistent integration of Islamic values, curriculum, and graduate competencies. Highlights: Strategic planning connects teacher quality with Qur’anic character formation. Tahsin standardization becomes a core component of teacher competence. Team-based management supports sustainable Islamic instructional practices. Keywords: Islamic Education, Teacher Development, Qur’anic Learning, Elementary School, Tahsin Tahfidz
Students’ Interest and Attitudes in Learning Arts and Culture in Elementary School: Minat dan Sikap Siswa dalam Pembelajaran Seni dan Budaya di Sekolah Dasar Sulfiana, Nadia; Darmawan K. W, Mahardika
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.v20i4.1013

Abstract

General Background: Learning interest and attitudes are central to students’ engagement and classroom behavior in elementary education. Specific Background: Arts and culture subjects in primary schools are often considered secondary, leading to limited attention despite their role in fostering creativity and participation. Knowledge Gap: Few studies describe how students’ learning interest aligns with observable learning attitudes in arts and culture classes at the elementary level. Aim: This study describes the learning interest and learning attitudes of fourth- and fifth-grade students toward arts and culture subjects. Results: Findings show that most students in both grades demonstrate high to very high interest, with fifth-grade students showing more consistent alignment between interest and appropriate learning attitudes. Observations indicate variations in aspects such as creativity, cooperation, discipline, and responsibility, particularly among fourth-grade students. Novelty: The study integrates questionnaire data on learning interest with structured observations of learning attitudes across multiple behavioral indicators in an elementary arts context. Implications: The results provide practical insights for teachers to adjust classroom strategies and better support students’ engagement and behavioral development in arts and culture learning. Highlights Fifth-grade students show stronger consistency between interest and learning attitudes. Creativity and cooperation remain areas needing improvement, especially in fourth grade. Combined use of questionnaires and observation offers a fuller view of student behavior. Keywords: Learning Interest; Learning Attitudes; Arts And Culture Education; Elementary Students; Classroom Behavior

Page 80 of 84 | Total Record : 835

 78   79   80   81   82 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 21 No. 4 (2026): November Vol. 21 No. 2 (2026): May Vol. 21 No. 1 (2026): February Vol. 20 No. 4 (2025): November Vol. 20 No. 3 (2025): August Vol. 20 No. 2 (2025): May Vol. 20 No. 1 (2025): February Vol. 19 No. 4 (2024): November Vol. 19 No. 3 (2024): August Vol. 19 No. 2 (2024): May Vol. 19 No. 1 (2024): February Vol. 18 No. 4 (2023): November Vol. 18 No. 3 (2023): August Vol. 18 No. 2 (2023): May Vol. 18 No. 1 (2023): February Vol. 17 No. 4 (2022): November Vol. 17 No. 3 (2022): August Vol. 17 No. 2 (2022): May Vol. 17 No. 1 (2022): February Vol. 16 (2021): November Vol. 15 (2021): Agustus Vol. 14 (2021): May Vol. 13 (2021): February Vol. 12 (2020): November Vol. 11 (2020): August Vol. 10 (2020): May Vol. 9 (2020): February Vol. 8 (2019): November Vol. 7 (2019): August Vol. 6 (2019): May Vol. 5 (2019): February Vol. 3 (2018): August Vol. 2 (2018): May Vol. 1 (2018): February More Issue