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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 835 Documents
 80   81   82   83   84 
QR Code Learning Media and Elementary Critical Thinking Outcomes: Media Pembelajaran QR Code dan Hasil Pemikiran Kritis pada Tingkat Dasar Putri, Dinda Angelina; Wati, Tri Linggo
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.v20i1.1025

Abstract

General Background: Critical thinking skills are fundamental competencies in elementary education and require instructional strategies supported by appropriate learning media. Specific Background: The integration of QR Code–based learning media in classroom instruction offers interactive access to digital content and structured problem-solving activities for students. Knowledge Gap: Previous studies have discussed critical thinking and technology integration separately, yet limited research has systematically examined QR Code–based media designed to foster critical thinking indicators at the elementary school level. Aims: This study aims to analyze the implementation of QR Code learning media in improving elementary students’ critical thinking skills. Results: The findings indicate measurable improvement in students’ abilities to analyze problems, evaluate information, and formulate conclusions after participating in learning activities supported by QR Code media. The data demonstrate positive changes across critical thinking indicators observed during the instructional process. Novelty: The study presents a structured design of QR Code–integrated learning media aligned with critical thinking components in elementary education. Implications: These findings provide practical guidance for teachers in integrating digital technology into classroom instruction and contribute to the discourse on technology-supported critical thinking development in primary education. Keywords: Qr Code Learning Media, Critical Thinking Skills, Elementary Education, Digital Learning Integration, Instructional Innovation Key Findings Highlights: Students demonstrated higher analytical performance after structured QR-based activities. Classroom implementation showed consistent progress across evaluation and reasoning indicators. Technology-supported tasks facilitated systematic problem exploration in primary settings.
Digital Comic Development for Elementary Social Studies Learning Outcomes: Pengembangan Komik Digital untuk Hasil Pembelajaran Mata Pelajaran Sosial di Sekolah Dasar Hanum, Hilda Halimah; Rezania, Vanda
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.v20i1.1026

Abstract

General Background: The integration of digital learning media in elementary education has become increasingly important to address students’ low motivation and limited engagement in Social Studies learning. Specific Background: Digital comics represent a visual and narrative-based instructional medium that aligns with students’ developmental characteristics and curriculum demands. Knowledge Gap: Although prior studies have discussed comic-based learning media, limited research has systematically developed and validated digital comics tailored to Social Studies content at the elementary level using a structured research and development framework. Aims: This study aims to develop and evaluate the feasibility and learning outcomes of a digital comic for fourth-grade Social Studies. Results: The product underwent expert validation, practicality testing, and implementation in classroom settings, demonstrating high validity and positive student responses, as well as measurable improvement in learning outcomes based on N-Gain analysis. Novelty: The study offers a structured digital comic design integrated with contextual content and validated through empirical classroom testing. Implications: The findings support the use of digital comics as an alternative instructional medium to support active learning and measurable academic improvement in elementary Social Studies. Keywords: Digital Comic, Social Studies Education, Learning Outcomes, Elementary School, Research And Development Key Findings Highlights: The developed product achieved high expert validation scores. Classroom implementation showed measurable score progression. Students demonstrated positive engagement toward the visual narrative material.
Canva Animated Video Improves Elementary Social Studies Comprehension: Video Animasi Canva Meningkatkan Pemahaman Mata Pelajaran Sosial di Tingkat Sekolah Dasar Anggraeni, Wahyu; Wati, Tri Linggo
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.v20i1.1027

Abstract

General Background: Digital learning media play a crucial role in addressing low engagement and conceptual difficulties in elementary Social Studies education. Specific Background: Social Studies material on international cooperation requires visual and contextual representation to support students’ understanding of abstract concepts. Knowledge Gap: Although animated video media have been widely discussed, limited studies have systematically developed and validated Canva-based animated videos using a structured ADDIE model for sixth-grade Social Studies content. Aims: This study aims to develop and evaluate a Canva-based animated video to improve elementary students’ comprehension of international cooperation material. Results: Using the ADDIE development framework, the product was validated by material and media experts and categorized as very feasible. Implementation results showed a significant increase in student scores, with the average pretest score of 67.69 rising to 90.96 in the posttest and an N-Gain value of 0.720 classified as high. Novelty: The study presents a validated instructional design integrating visual animation, narration, and structured development stages tailored to Social Studies content. Implications: The findings demonstrate that Canva-based animated video supports conceptual clarity and measurable learning progress in elementary Social Studies classrooms. Keywords: Animated Video, Canva, Social Studies Education, ADDIE Model, Student Comprehension Key Findings Highlights: Expert validation indicated very high feasibility levels. Classroom trials demonstrated substantial score progression. Visual narration facilitated clearer understanding of cooperation concepts.
TikTok Usage Patterns and Character Formation Among Madrasah Students: Pola Penggunaan TikTok dan Pembentukan Karakter di Kalangan Siswa Madrasah Hidayatullah , Muhamad Rifqi; Astuti, Ruli
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.v20i1.1028

Abstract

General Background: The rapid expansion of digital technology has integrated social media into students’ daily lives, including platforms such as TikTok that provide entertainment and information access. Specific Background: Elementary-level Madrasah Ibtidaiyyah students increasingly use the platform after school and during leisure time, raising concerns regarding character development, particularly politeness and responsibility. Knowledge Gap: Limited qualitative evidence explains how routine usage relates to these specific character traits within the Madrasah context. Aims: This study investigates usage patterns and analyzes their relation to students’ politeness and responsibility. Results: Using interviews, observations, and documentation with fifth-grade students, findings show daily usage of one to three hours, mainly for entertainment and informational content. Positive materials such as religious and motivational videos support moral understanding and respectful behavior, while inappropriate content and prolonged viewing are associated with delayed duties and imitation of negative actions. Novelty: The study provides contextual qualitative insights linking social media habits with character indicators in an Islamic elementary school environment. Implications: Schools and parents are encouraged to guide ethical media practices, supervise screen time, and integrate character education strategies to balance digital engagement and responsibility. Keywords: Social Media Use, Student Character, Politeness Behavior, Responsibility Attitude, Madrasah Education Key Findings Highlights Daily viewing reaches up to three hours after school Constructive content supports moral awareness and respectful conduct Excessive exposure relates to postponed academic and household duties
Big Book With Local Wisdom Yields Moderate Science Literacy Gains: Buku Besar Berisi Kebijaksanaan Lokal Menghasilkan Peningkatan Literasi Sains yang Moderat Adenia, Arcelita Putri; Setiyawan, Enik
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.v20i3.1029

Abstract

General Background Science literacy is an essential competency for elementary students to understand scientific concepts and solve real-life problems in modern society. Specific Background However, national assessment reports indicate low science literacy performance among Indonesian students, while existing teaching materials rarely integrate contextual local culture with scientific content. Knowledge Gap Big Book media are commonly applied to early reading activities and are seldom developed as science literacy–oriented instructional materials linked to local wisdom. Aims This study aimed to develop and evaluate a Big Book on the Sidoarjo batik jetis local wisdom theme based on science literacy for fifth-grade students. Results Using the ADDIE development model with observation, interviews, questionnaires, and tests, the product achieved media expert validity of 87 percent and material expert validity of 73.9 percent, student practicality of 88.4 percent, teacher practicality of 80 percent, and an average N-Gain of 0.6 with a 60 percent moderate category. Novelty The Big Book integrates illustrated storytelling, heat transfer concepts, and local cultural practices within a structured science literacy framework. Implications These findings indicate that culturally contextual Big Book materials are feasible and suitable for supporting science learning in elementary classrooms. Keywords: Big Book, Local Wisdom, Science Literacy, ADDIE Model, Elementary Education Key Findings Highlights Expert appraisal confirmed high feasibility of the developed material Learner and teacher responses showed strong usability during classroom use Test scores displayed medium improvement after instructional application
Phonics Media Assisted Reading Gains in Dyslexic Elementary Learners: Peningkatan Kemampuan Membaca dengan Bantuan Media Fonik pada Siswa SD dengan Disleksia Prasetya, Tita Nur; Wachidah, Kemil
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.v20i3.1030

Abstract

General Background Reading literacy is a fundamental competence in elementary education and becomes more challenging for children with dyslexia who experience phonological processing difficulties. Specific Background Instructional media that connect graphemes and phonemes, such as phonics media, are considered supportive tools to facilitate early reading practice in inclusive classrooms. Knowledge Gap However, empirical classroom-based evidence using a single-subject experimental approach to document measurable reading progress among dyslexic learners remains limited. Aims This study aimed to determine whether phonics media could improve beginning reading skills of a dyslexic child in an inclusive elementary school setting. Results Using a quantitative single-subject pre-experimental design with interviews, pretest–posttest measures, and 13 observation sessions across baseline and intervention phases, reading scores increased from 40–50% during initial baseline to 70–100% during intervention and were maintained at 90–100% in the second baseline, indicating consistent upward trends and stable performance. Novelty The study provides detailed phase-based visual analysis of individual learning progress through baseline–intervention–baseline conditions within authentic classroom practice. Implications These findings suggest that phonics-based learning media can serve as practical instructional support for teachers in inclusive schools to assist dyslexic students’ early reading development and encourage active participation in literacy activities. Keywords: Phonics Media, Dyslexia, Beginning Reading, Single Subject Research, Inclusive Education Key Findings Highlights Scores rose progressively across thirteen structured sessions Skills maintained after withdrawal of treatment phase Classroom implementation feasible for special needs learners
Snakes and Ladders Game Media for Whole Number Counting Skills: Permainan Ular Tangga sebagai Media Pembelajaran untuk Mengembangkan Keterampilan Menghitung Bilangan Bulat Amilda, Binta Naarah; Amir, Mohammad Faizal
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.v20i3.1031

Abstract

General Background: Mastery of addition and subtraction of whole numbers forms the foundation of primary mathematics learning, yet many students experience difficulties when instruction remains abstract and disconnected from daily contexts. Specific Background: Game-based learning media provide concrete and engaging experiences that support young learners’ characteristics and participation. Knowledge Gap: Despite numerous studies on educational games, a structured development of a snakes and ladders medium specifically designed for whole number operations using a systematic instructional design model is still limited. Aims: This study aims to develop and produce a whole number snakes and ladders learning media product named ultabica for second-grade primary students. Results: Using a Research and Development approach with the ADDIE model, the study completed the analysis and design stages, identifying learning needs, mapping materials and student characteristics, and producing a colorful game board and guide containing contextual addition and subtraction tasks. The product facilitates concrete practice, collaborative play, and active engagement during learning activities. Novelty: The integration of structured arithmetic problems into a modified snakes and ladders board aligned with curriculum objectives provides a contextual and participatory instructional medium. Implications: The developed media serves as a practical reference for teachers to design interactive mathematics lessons that support counting skills through meaningful gameplay. Keywords: Learning Media, Snakes and Ladders, Whole Numbers, Game Based Learning, Primary Mathematics Key Findings Highlights: Produced a board game and guide aligned with curriculum targets Identified learner needs and content mapping through systematic analysis Facilitated collaborative and contextual arithmetic practice
Arabic Language Learning Method in Madrasah Diniyah of Ar-Rohmah Putri International Islamic Boarding School Malang : Metode Pembelajaran Bahasa Arab di Madrasah Diniyah Sekolah Islam Asrama Internasional Ar-Rohmah Putri Malang Rahmah , Nabilah Nailah; Ammar, Farikh Marzuki
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.v20i3.1032

Abstract

General Background: Arabic language learning in Islamic educational institutions requires structured pedagogical approaches to achieve communicative competence and mastery of linguistic rules. Specific Background: Madrasah Diniyah Ar-Rohmah Putri International Islamic Boarding School Malang implements structured Arabic instruction as a compulsory subject supported by institutional language policies and intensive programs. Knowledge Gap: Although various studies discuss Arabic teaching methods, limited research documents the applied instructional models in Madrasah Diniyah Ar-Rohmah Putri, particularly at Marhalah Dua level. Aims: This study aims to identify and describe the Arabic language learning methods applied in Marhalah Dua at the institution. Results: Using a descriptive qualitative field research design through interviews, observation, and documentation, the findings indicate that instruction applies the Direct Method for daily communicative practice and vocabulary memorization, supported by Arabic Night activities, alongside the Eclectic Method integrating speaking, reading, writing, and grammatical instruction including nahwu and shorof exercises. Novelty: The study provides contextual documentation of the combined implementation of Direct and Eclectic Methods within a structured boarding school environment. Implications: The findings contribute practical insights for Islamic educational institutions seeking structured and varied Arabic instructional strategies aligned with communicative and grammatical objectives. Keywords: Arabic Learning Methods, Direct Method, Eclectic Method, Madrasah Diniyah, Qualitative Field Research Key Findings Highlights: Classroom instruction integrates structured vocabulary drills with communicative practice activities. Boarding school language policy reinforces daily spoken Arabic usage. Grammar instruction is systematically combined with dialogue-based exercises.
Multicultural Value Integration in Islamic Education Learning Practices: Integrasi Nilai Multikultural dalam Praktik Pembelajaran Pendidikan Islam Amin, Nashikhun; Astutik, Anita Puji
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.v20i3.1033

Abstract

General Background Multicultural education has become a central discourse in contemporary Islamic education due to increasing social diversity and the urgency of strengthening tolerance-based character formation. Specific Background In the context of Islamic Religious Education, the integration of multicultural values is expected to foster inclusive attitudes, religious moderation, and respect for cultural differences within educational institutions. Knowledge Gap However, practical implementation models that systematically integrate multicultural principles into Islamic Religious Education learning remain underexplored in specific institutional contexts. Aims This study aims to analyze and describe the integration of multicultural values in Islamic Religious Education learning processes. Results The findings indicate that multicultural values are integrated through learning planning, classroom implementation, and the development of school culture that promotes tolerance, inclusivity, and mutual respect. Novelty The study provides contextual empirical evidence on structured integration patterns of multicultural Islamic education within formal learning settings. Implications These findings contribute to the development of Islamic education curriculum design and provide a reference framework for strengthening character education grounded in multicultural and religious moderation principles. Keywords: Multicultural Education, Islamic Religious Education, Religious Moderation, Curriculum Integration, Character Formation Key Findings Highlights Multicultural principles are embedded in lesson planning and instructional strategies. Classroom activities reflect tolerance-based and inclusive learning culture. School environment supports diversity-oriented character development.
Demonstration Drawing Method and Fifth Grade Creativity Growth: Metode Gambar Demonstrasi dan Pertumbuhan Kreativitas Siswa Kelas Lima Arahman, Ba’Agil Widya; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 21 No. 2 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i2.1034

Abstract

General Background: Creativity is a fundamental component of human intelligence and plays an essential role in elementary education, particularly in visual arts learning where students are encouraged to express ideas through drawing activities. Specific Background: In Al-Ishlah Elementary School, many fifth-grade students experienced difficulties in expressing ideas independently and tended to produce similar and basic drawings, indicating limited creative development. Knowledge Gap: Although the demonstration method has been widely discussed in educational contexts, limited classroom action research specifically examines its application in structured shape drawing activities to foster creativity in upper elementary students. Aims: This study aimed to determine whether the application of the shape-drawing demonstration method could increase the creativity of fifth-grade students at Al-Ishlah Elementary School. Results: Using a two-cycle classroom action research model based on Kurt Lewin, the findings showed a progressive increase in students’ creativity scores from 70.08 in the initial observation to 85.49 in Cycle I and 90.75 in Cycle II, indicating measurable improvement after reflective refinement of instructional practice. Novelty: The study highlights structured shape-based demonstration as a practical classroom strategy to reduce students’ hesitation and dependence on peers during drawing tasks. Implications: The findings suggest that carefully implemented demonstration techniques can support creative expression in visual arts education and provide practical guidance for elementary school teachers in designing structured art instruction. Keywords: Demonstration Method, Creativity, Classroom Action Research, Drawing Shapes, Elementary Education Key Findings Highlights Creativity scores increased consistently across two classroom action cycles. Reflective revision of instruction reduced students’ hesitation and imitation behavior. Structured visual modeling supported independent artistic expression.

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