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Mohammad Faizal Amir
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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 
Creative Character Development Through Drawing Activities in Elementary Students: Pengembangan Karakter Kreatif Melalui Aktivitas Menggambar pada Siswa Sekolah Dasar Putra, Yudhistiral Pradana; 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.v21i2.1035

Abstract

This study examines creativity development within elementary education contexts. General Background: Creativity constitutes a central component of character formation and learning processes in primary schools, particularly within arts-based instructional settings aligned with the Profil Pelajar Pancasila framework. Specific Background: Classroom observations revealed that students’ drawing activities often lacked originality and independent idea generation, indicating limited creative expression during project-based learning implementation. Knowledge Gap: Although prior studies discuss character education and creative learning models, limited empirical classroom-based research explicitly analyzes drawing activities as a structured medium for strengthening creative character within the P5 framework. Aims: This research aims to analyze how drawing-based project activities contribute to students’ creative character formation. Results: Findings indicate observable improvements in originality, participation, and student engagement during successive instructional cycles, reflected through qualitative observation and documented student work. Novelty: The study positions structured drawing practice as a concrete operationalization of creative character indicators within project-based curricular implementation. Implications: These findings provide practical pedagogical guidance for elementary educators in integrating structured artistic exploration into character education programs while maintaining alignment with national curriculum directives. Keywords: Creative Character, Drawing Activities, Elementary Education, Project Based Learning, Profil Pelajar Pancasila Key Findings Highlights Progressive originality growth observed across instructional cycles Increased active classroom participation during project implementation Documented improvement in student-generated visual concepts
Problem Based Learning Increases Fifth Grade Social Sensitivity: Pembelajaran Berbasis Masalah Meningkatkan Kepekaan Sosial Siswa Kelas Lima Rahayu, Christianti Ellis; Rezania, Vanda
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.v21i2.1037

Abstract

General Background: Character education in the Society 5.0 era requires the strengthening of social sensitivity to support harmonious social interaction among elementary students. Specific Background: Observations in Grade 5 Nyai Walidah at SD Plus Muhammadiyah Brawijaya indicated low levels of social sensitivity, reflected in limited cooperation, low empathy, weak emotional regulation, and minimal classroom interaction. Knowledge Gap: Although previous studies have applied Problem Based Learning in social studies contexts, limited classroom action research has specifically examined its structured implementation to address four aspects of social sensitivity: perspective-taking, empathy, emotional regulation, and theory of mind in primary education. Aims: This study aims to increase students’ social sensitivity through the implementation of the Problem Based Learning model in IPAS learning. Results: Using a Classroom Action Research design with two cycles, findings show an increase in social sensitivity levels from 66.8% in Cycle I to 96.5% in Cycle II, supported by observable improvements in cooperation, respect, emotional control, and responsiveness during group discussions. Novelty: The study integrates contextual social issues and structured monitoring outside the research cycle within the PBL framework to strengthen measurable social sensitivity indicators. Implications: The findings provide pedagogical guidance for elementary teachers in designing collaborative, problem-oriented IPAS instruction to foster social character development. Keywords: Social Sensitivity, Problem Based Learning, Character Education, Classroom Action Research, Elementary Students Key Findings Highlights Social awareness scores rose from 66.8% to 96.5% across cycles Stronger peer interaction observed during collaborative tasks Emotional control and empathy demonstrated in group discussions
Scrapbook Media Improves Fifth Grade Science Learning Outcomes: Media Scrapbook Meningkatkan Hasil Pembelajaran Ilmu Pengetahuan Alam Kelas Lima Nuha, Fanina Ulin; Wulandari, Fitria Eka
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.v21i2.1038

Abstract

This study examines the use of scrapbook media in elementary science learning. General Background: Science education in elementary school emphasizes cognitive development based on Bloom’s taxonomy to support students’ understanding of natural phenomena. Specific Background: In grade V at SD Muhammadiyah 1 Waru, student learning outcomes in the topic of the human respiratory system were below the minimum mastery criteria due to teacher-centered instruction and limited learning media. Knowledge Gap: Although previous studies have discussed scrapbook media, limited evidence is available regarding its application to cognitive indicators C1–C4 in elementary science contexts using N-Gain analysis. Aims: This research aims to determine the effect of scrapbook media on students’ cognitive learning outcomes. Results: Using a quantitative pre-experimental One Group Pretest-Posttest Design with 27 students, the mean pretest score was 60.8 and increased to 88.9 in the posttest, with an N-Gain score of 0.71 categorized as high. Improvements were observed across remembering, understanding, applying, and analyzing indicators. Novelty: The study provides structured cognitive indicator analysis of scrapbook-based instruction in the human respiratory system topic. Implications: Scrapbook media supports meaningful science learning and can be utilized as an alternative instructional medium in elementary classrooms. Keywords: Science Learning, Scrapbook Media, Cognitive Learning Outcomes, Elementary Education, N-Gain Analysis Key Findings Highlights Post-instruction scores showed a substantial increase compared to baseline results. Remembering and understanding indicators reached high gain categories. Applying and analyzing skills demonstrated moderate improvement trends.
Video Learning Media Improves Science Process Skills in Primary Students: Media Pembelajaran Video Meningkatkan Keterampilan Proses Sains pada Siswa Sekolah Dasar Jahro, Aminatin Chusniatu; Setiyawan, Enik
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.v21i2.1039

Abstract

This study examines the integration of multimedia learning in elementary science instruction. General Background: Science education at the primary level emphasizes the development of science process skills as a foundation for conceptual understanding and scientific reasoning. Specific Background: However, classroom observations indicate that students tend to be passive and rely heavily on textbooks, resulting in limited engagement and low science process skill performance. Knowledge Gap: Previous studies have explored video-based instruction, yet limited research has comprehensively assessed seven indicators of science process skills using researcher-designed instructional videos in ecosystem topics. Aims: This study aims to determine whether video learning media contributes to differences in science process skills among fifth-grade students. Results: Using a quasi-experimental Non-Equivalent Control Group Design with 52 students, statistical analysis through Paired Sample T-Test and Independent Sample T-Test revealed a significant difference (Sig. 0.000 < 0.05), with the experimental group achieving higher post-test scores (85.54) than the control group (78.00). Novelty: The study integrates seven complete science process indicators and employs self-developed animated videos enriched with educational songs on ecosystem material. Implications: Findings provide empirical evidence supporting multimedia-based science instruction as a practical strategy to foster active engagement and strengthen science process competencies in primary education. Keywords: Video Learning Media, Science Process Skills, Primary Science Education, Quasi Experimental Design, Ecosystem Learning Key Findings Highlights Experimental group demonstrated statistically higher post-test performance than control group Seven complete process indicators were systematically measured through structured assessment Animated ecosystem materials increased classroom engagement and active participation
Ray’s Werewolf social life deducting Card-game for learning purposes : Kartu Permainan Werewolf Ray untuk Pembelajaran Yulianto, Raysandi; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1040

Abstract

This study presents General Background on the growing integration of game-based learning in English as a Foreign Language classrooms to support communicative competence. Specific Background highlights the need for interactive media that encourage high school students to practice speaking in authentic and low-anxiety contexts. Despite various digital and traditional game applications, Knowledge Gap remains in the development of structured social deduction card games specifically adapted to foster speaking confidence in secondary EFL settings. Aims of this study are to design and describe Ray’s Werewolf Social Life Deducting Card-Game as an interactive speaking learning media for high school students. Results indicate that the game structure, consisting of role-based cards, morning and night discussion phases, and persuasive interaction, creates opportunities for spontaneous verbal expression, collaboration, and critical thinking. Preliminary user feedback suggests increased student engagement and motivation during speaking activities. Novelty lies in the pedagogical adaptation of a social deduction card game into a structured EFL speaking medium with simplified English instructions and role-based communicative tasks. Implications suggest that this card-based learning media can serve as an alternative instructional tool to support communicative language teaching and reduce speaking anxiety in secondary education contexts. Keywords: Game-based Learning, EFL Speaking, Learning Media, Social Deduction Game, Speaking Confidence Key Findings Highlights Role-based interaction facilitates spontaneous oral communication in classroom settings. Cyclical discussion phases support collaborative reasoning and verbal argumentation. Card-based design provides structured yet flexible integration into secondary language lessons.
Shadow Teacher Support and Cognitive Development in Inclusive Primary Education: Dukungan Guru Pendamping dan Perkembangan Kognitif dalam Pendidikan Dasar Inklusif Masri , Hamidah; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1042

Abstract

General Background: Inclusive education requires structured academic assistance to address the diverse learning needs of children with special needs in mainstream schools. Specific Background: In inclusive primary classrooms, shadow teachers play a central role in facilitating learning participation, classroom adaptation, and individualized academic guidance for students with conditions such as ADHD and other developmental differences. Knowledge Gap: Although the presence of shadow teachers is widely implemented, empirical analysis describing their structured pedagogical roles and observed cognitive outcomes in classroom practice remains limited. Aims: This study aims to analyze the role of shadow teachers in supporting cognitive learning processes of students with special needs within an inclusive school setting. Results: The findings indicate that shadow teachers provide individualized assistance, behavioral guidance, instructional adaptation, and coordination with classroom teachers, contributing to improved student engagement, task completion, and observable cognitive progress. Novelty: This study presents an integrated description of shadow teacher practices by linking classroom implementation, behavioral management, and cognitive learning indicators within one analytical framework. Implications: The findings provide practical guidance for inclusive education management, particularly in structuring collaborative teaching models and optimizing professional support systems for students with special needs. Keywords: Inclusive Education, Shadow Teacher, Cognitive Development, Special Needs Students, Classroom Support Key Findings Highlights Individualized academic assistance increases student task engagement and learning participation. Collaborative coordination between classroom and support teachers structures adaptive instruction. Behavioral guidance aligns learning routines with measurable cognitive indicators.
Short Video Media and Vocabulary Development in Young EFL Learners: Video Pendek dan Pengembangan Kosakata pada Pelajar Bahasa Inggris sebagai Bahasa Asing yang Masih Muda Setiawan, Muhammad Ade; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1043

Abstract

General Background: Vocabulary mastery is a fundamental component of English language learning, particularly for young learners in multilingual and technology-driven educational contexts. Specific Background: The integration of short video platforms in classroom instruction has become increasingly common, offering multimodal input aligned with cognitive multimedia learning principles. Knowledge Gap: Despite growing interest in digital video use, limited empirical evidence addresses students’ perceptions and vocabulary development within structured short video–based instruction for young EFL learners. Aims: This study aims to examine students’ perceptions of short video use in vocabulary learning and to analyze its contribution to vocabulary development in an English as a Foreign Language classroom. Results: The findings indicate positive student responses toward the use of short videos, highlighting improved vocabulary recognition, contextual understanding, and learning engagement supported by quantitative data analysis. Novelty: The study provides context-specific empirical evidence on short video–mediated vocabulary instruction within young learner settings, integrating perception analysis and structured quantitative measurement. Implications: These results contribute to technology-integrated language pedagogy and offer practical guidance for English teachers seeking to incorporate short video media into vocabulary instruction. Keywords: Short Video Learning, Vocabulary Development, Young EFL Learners, Multimedia Instruction, Student Perception Key Findings Highlights Students demonstrated strong acceptance of video-based classroom activities. Quantitative data showed measurable gains in lexical recognition and contextual usage. Multimedia-supported instruction aligned with cognitive learning principles in classroom practice.
Word Guess Bouquet for Junior High School Vocabulary Learning: Permainan Tebak Kata untuk Pembelajaran Kosakata Siswa SMP Rochmawati, Fivi; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1044

Abstract

General Background Vocabulary mastery is a fundamental component of English language learning, supporting learners’ abilities in reading, writing, listening, and speaking. Specific Background Junior high school students often experience difficulties in acquiring and retaining verbs and nouns when instruction relies on conventional memorization-based approaches. Knowledge Gap Existing studies emphasize interactive media, yet limited attention has been given to tangible, game-based visual tools that integrate categorization and contextual use of vocabulary. Aims This study aims to examine the use of Word-Guess Bouquet as an interactive medium for learning English verbs and nouns among junior high school students. Results The findings indicate that the implementation of Word-Guess Bouquet supports students’ vocabulary mastery by encouraging active participation, collaborative learning, and contextual application of words. Students demonstrated improved ability to distinguish and use verbs and nouns during learning activities. Novelty This study introduces a bouquet-shaped visual learning medium that combines guessing, classification, and contextual sentence use within a game-based format. Implications The results suggest that integrating creative, student-centered media such as Word-Guess Bouquet can support vocabulary instruction in EFL classrooms and provide practical insights for teachers seeking interactive alternatives to traditional vocabulary teaching. Keywords : Word-Guess Bouquet, Vocabulary Learning, Verbs and Nouns, Junior High School, Interactive Media Key Findings Highlights Interactive bouquet-based media supported students’ active engagement in vocabulary learning Learners demonstrated clearer differentiation between verbs and nouns during activities Game-oriented visual tools encouraged collaborative and low-anxiety classroom interaction
Flashcards Improve Junior High Students Vocabulary Achievement: Kartu flash meningkatkan pencapaian kosakata siswa SMP. Utari, Meralda Dwi; Mandarani, Vidya
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1045

Abstract

This study examines the use of flashcards in English vocabulary instruction for seventh-grade students. General Background: Vocabulary mastery is a fundamental component of English language proficiency and supports listening, speaking, reading, and writing skills. Specific Background: In Indonesian junior high schools, students often experience difficulties in retaining newly learned vocabulary due to limited use of engaging learning media. Knowledge Gap: Although digital flashcards have been widely studied, limited attention has been given to handmade flashcards supported by AI-generated images in low-technology classroom contexts. Aims: This study aims to determine whether flashcard media improves students’ English vocabulary acquisition and learning interest at SMP Muhammadiyah 8 Tanggulangin. Results: Using a pre-experimental One Group Pretest-Posttest Design with 20 students, the findings reveal an increase in mean scores from 71.00 to 75.75, with a paired sample t-test significance value of 0.000 (p < 0.05), indicating a statistically significant difference. Novelty: The study highlights the integration of AI-generated images into handmade flashcards as a practical low-cost instructional strategy. Implications: Flashcards can be integrated into English language teaching to support vocabulary retention, active participation, and meaningful repetition in junior high school contexts. Keywords: Flashcards, Vocabulary Mastery, English Language Learning, Junior High School Students, Pre-experimental Design Key Findings Highlights Mean scores increased significantly after classroom intervention. Statistical testing confirmed measurable learning gains. Visual repetition supported classroom participation and retention.
Strengthening Character Education Developing Key Personality Traits Individuality Holistic Education Perspective : Penguatan Pendidikan Karakter Mengembangkan Kepribadian Utama Entitas Individualiteit Perspektif Pendidikan Holistik Wahyuni, Akhtim; Yusuf, Arbaiyah
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.v21i2.1049

Abstract

General Background: Holistic education emphasizes the formation of whole human beings through balanced development of spiritual, intellectual, emotional, social, aesthetic, and physical potentials. Specific Background: In the Indonesian educational context, strengthening character education has become a national priority to cultivate ethical, responsible, and value-oriented students. Knowledge Gap: Despite the growing emphasis on character education, limited empirical descriptions exist regarding how holistic education frameworks are implemented in schools to develop the core personality of students, particularly within the concept of individualiteit. Aims: This study aims to describe the main personality of the individualiteit entity developed at SMA Muhammadiyah 2 Surabaya and to examine the strategies used to strengthen character education from a holistic education perspective. Results: Using a qualitative approach with interviews, observations, and documentation, the study found that the main personality developed in the school focuses on Islamic character grounded in students’ faith (aqidah) and manifested through integrated development of spirituality, intellectuality, emotional maturity, aesthetics, and physical well-being. The strengthening strategy is implemented through three interconnected approaches: class-based character education, school culture–based programs, and community participation initiatives involving parents, alumni, and professionals. Novelty: The study presents an integrated model of holistic character education centered on Islamic values and the development of the individualiteit entity within a school environment. Implications: These findings demonstrate how holistic educational practices can systematically integrate classroom learning, institutional culture, and community engagement to cultivate comprehensive student personality development. Highlights: Islamic value orientation grounded in aqidah forms the core framework of student personality formation. Integrated programs connect spirituality, intellectual growth, emotional maturity, aesthetics, and physical development. Educational practices combine classroom activities, institutional traditions, and community engagement mechanisms. Keywords: Character Education, Main Personality, Individuality, Holistic Education

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