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Mohammad Faizal Amir
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ijemd@umsida.ac.id
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+6285646424525
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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
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Sound Thinking and Its Relation to Meta-mood: Educational Counselors in Schools: Pemikiran yang Rasional dan Hubungannya dengan Meta-mood: Konselor Pendidikan di Sekolah Al-Mayahy, Rawaa Jaafar Abd; Al-Anzi, Hussein Karim Mohammed
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.v21i2.1053

Abstract

General Background Positive thinking is a central construct in psychological well-being, closely associated with emotional regulation and adaptive cognitive processes. Specific Background The integration of emotional intelligence and meta-mood concepts has provided a theoretical basis for understanding how individuals monitor and manage their emotional states. Knowledge Gap Despite extensive theoretical development, there remains limited clarity in linking positive thinking constructs with measurable emotional regulation mechanisms in educational and psychological contexts. Aims This study aims to examine the relationship between positive thinking and meta-mood components, focusing on emotional attention, clarity, and repair. Results The findings indicate a significant association between positive cognitive patterns and improved emotional awareness, regulation, and psychological balance. Novelty The study contributes a conceptual integration of positive thinking with meta-mood dimensions, offering a structured perspective on emotional regulation processes. Implications The results provide a theoretical basis for developing educational and counseling strategies that support emotional awareness and cognitive resilience Keywords: Positive Thinking, Meta Mood, Emotional Regulation, Emotional Intelligence, Cognitive Processes Key Findings Highlights Cognitive patterns correlate with awareness and management of emotional states Emotional clarity supports stability in psychological responses Integrated framework links cognition with affective processing
Structural and Chromatic Displacement in Contemporary Tunisian Painting: Pergeseran Struktural dan Kromatik dalam Lukisan Tunisia Kontemporer Noumi, Dr. Bashar Jawad
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.v21i2.1054

Abstract

General Background: Stylistics examines linguistic variation and expressive forms in literary and rhetorical discourse. Specific Background: Displacement is a central concept in Arabic stylistics, reflecting deviation from conventional language use to create aesthetic and semantic depth. Knowledge Gap: Despite extensive theoretical discussions, there is limited integration between classical Arabic rhetoric and modern stylistic analysis in examining displacement. Aims: This study aims to analyze the concept of stylistic displacement within Arabic discourse by exploring its linguistic, rhetorical, and critical dimensions. Results: The analysis shows that displacement operates as a key mechanism in shaping meaning through deviation, metaphor, and structural variation, supported by examples from classical and modern texts. It also reveals the continuity between traditional rhetorical concepts and contemporary stylistic frameworks. Novelty: The study bridges classical Arabic rhetorical theory with modern stylistic approaches, offering a comprehensive perspective on displacement. Implications: The findings contribute to a deeper understanding of linguistic creativity and provide a framework for analyzing literary texts within both traditional and modern critical contexts. Keywords: Stylistic Displacement, Arabic Stylistics, Rhetorical Analysis, Linguistic Deviation, Literary Criticism Key Findings Highlights Conceptual link established between classical rhetoric and modern analysis Deviation mechanisms shape semantic and aesthetic expression Analytical framework supports interpretation of literary texts
Cognitive motivation and its relationship to cognitive abilities according to Bloom's Taxonomy of Educational Philosophy in the subject of Sports Psychology among students of the College of Physical Education and Sports Sciences / Al-Qadisiyah University: Motivasi kognitif dan hubungannya dengan kemampuan kognitif berdasarkan Taksonomi Filsafat Pendidikan Bloom dalam mata kuliah Psikologi Olahraga di kalangan mahasiswa Fakultas Pendidikan Jasmani dan Ilmu Olahraga / Universitas Al-Qadisiyah Ghyaidh, Hussein Rashid
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.v21i2.1055

Abstract

General Background: Cognitive motivation plays a central role in shaping students’ engagement and learning outcomes within educational environments. Specific Background: In educational psychology, measuring cognitive motivation is essential for understanding how students think, learn, and respond to instructional strategies. Knowledge Gap: Despite extensive theoretical discussions, there is still a need for structured measurement approaches that capture cognitive motivation accurately within specific student populations. Aims: This study aims to measure cognitive motivation among students and examine its characteristics using established psychological assessment methods. Results: The findings indicate that cognitive motivation can be systematically assessed through validated instruments, revealing variations in students’ levels and patterns of engagement in learning activities. The analysis highlights meaningful differences in responses, reflecting diverse cognitive tendencies among participants. Novelty: The study applies structured measurement tools within a defined educational context, providing empirical insight into cognitive motivation assessment. Implications: The results contribute to educational practice by offering a basis for improving instructional strategies and supporting student learning through a better understanding of motivational factors. Keywords: Cognitive Motivation, Educational Psychology, Student Assessment, Learning Behavior, Psychological Measurement Key Findings Highlights Measurement framework identifies variation in student engagement patterns Assessment results show distinct motivational tendencies across participants Findings support structured evaluation in academic settings
Smartbox Media for Fraction Concept Understanding in Elementary Students: Smartbox Media untuk Memahami Konsep Pecahan pada Siswa Sekolah Dasar Nia Laily Rahmawati; Mahardika Darmawan Kusuma Wardana
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.v21i1.1056

Abstract

General Background: Mathematics is a structured discipline essential for developing logical and critical thinking skills in elementary education. Specific Background: Fraction topics are often perceived as difficult due to their abstract nature and limited use of concrete learning media. Knowledge Gap: There is limited application of interactive and technology-supported manipulatives, such as Smartbox, to facilitate fraction learning in an engaging and meaningful way. Aims: This study aims to develop and examine the use of Fraction Smartbox as an interactive learning medium to support students’ understanding of fraction concepts. Results: The developed Smartbox integrates manipulative materials with simple technological features such as light and sound indicators, enabling students to receive immediate feedback on their answers and engage actively in learning activities. Novelty: The study introduces Smartbox as a concrete and interactive instructional medium combining physical and technological elements for fraction learning. Implications: The findings suggest that the use of Smartbox provides an engaging and meaningful learning experience, supporting students in understanding abstract fraction concepts through interactive and contextual approaches. Keywords: Smartbox, Fraction, Learning Media, Elementary Education, Interactive Learning Key Findings Highlights Interactive features provide direct feedback during learning activities Concrete representation supports conceptual comprehension of fractions Learning activities become more engaging and meaningful
Interactive Media Use in Early English Vocabulary Learning: Penggunaan Media Interaktif dalam Pembelajaran Kosakata Bahasa Inggris Tingkat Awal Ristha Octhavia; Yuli Astutik
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.v21i1.1057

Abstract

General Background: English language learning at the elementary level plays an important role in developing early communication skills and literacy. Specific Background: Many young learners experience difficulties in understanding vocabulary due to limited use of engaging and interactive learning media. Knowledge Gap: Existing learning practices often lack integration of interactive technology that supports active student participation in vocabulary acquisition. Aims: This study aims to develop and apply interactive learning media to support English vocabulary learning for elementary students. Results: The findings indicate that the use of interactive media encourages student participation, supports understanding of word meanings, and creates a more engaging learning environment. Novelty: This study highlights the application of interactive technology-based media tailored for young learners in English vocabulary instruction. Implications: The results suggest that integrating interactive media into classroom activities can provide a more meaningful and engaging learning experience for students. Keywords: Interactive Media, Vocabulary Learning, English Education, Elementary Students, Learning Engagement Key Findings Highlights Student participation increased during learning activities Vocabulary understanding improved through media interaction Learning atmosphere became more engaging

Page 84 of 84 | Total Record : 835

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