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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 938 Documents
 84   85   86   87   88 
Deep Learning in the Arabic languague learning curriculum : An Analytical Study at the Integrated Islamic Junior High School (SMPIT) of Utsman Bin Affan Islamic Boarding School, Tulangan, Sidoarjo : Penerapan Deep Learning dalam Kurikulum Pembelajaran Bahasa Arab: Sebuah Studi Analitis di Sekolah Menengah Pertama Islam Terpadu (SMPIT) Pesantren Utsman Bin Affan, Tulangan, Sidoarjo Syifa Shobrina; Khizanatul Hikmah
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.v21i1.1087

Abstract

General Background: Arabic language education requires innovative approaches that move beyond memorization toward deeper understanding and meaningful use of language. Specific Background: Within the Merdeka Curriculum, deep learning is presented as an approach emphasizing conceptual understanding, contextual learning, active participation, and the integration of mindful, meaningful, and joyful learning. Knowledge Gap: Previous studies have examined deep learning in Arabic reading, teacher perceptions, and classroom methods, but its implementation within the Arabic curriculum at an integrated Islamic junior high school remains less comprehensively discussed, particularly regarding planning, classroom practice, evaluation, and supporting and inhibiting factors. Aims: This study examines the implementation of deep learning in Arabic language learning at SMPIT Utsman Bin Affan Tulangan, Sidoarjo, and identifies factors supporting and constraining its implementation. Results: Using a descriptive qualitative approach through interviews, observations, and documentation, the study found that teachers prepared learning through training, curriculum planning, teaching modules, and supporting facilities. Classroom practices involved lectures, dialogic activities, collaborative learning, visual media, and extracurricular Arabic activities. Students reportedly showed better motivation, understanding, communication, and language practice, while diverse educational backgrounds created challenges in selecting appropriate methods. Novelty: The study provides a contextual analysis of deep learning implementation in an Arabic curriculum within an integrated Islamic boarding school setting. Implications: The findings suggest that teacher preparation, adequate facilities, contextual activities, and appropriate method selection are important considerations for sustaining deep learning in Arabic education. Key Findings Highlights Teacher training and adequate facilities supported classroom and extracurricular activities. Collaborative discussion fostered understanding, communication, and empathetic listening. Differences in prior schooling complicated method selection, while project-based work remained limited. Keywords : Deep Learning, Arabic Language Education, Merdeka Curriculum, Contextual Learning, Islamic Junior High School
The Effect of Ethno Puzzle Learning Media on the Descriptive Writing Skills of Fourth Grade Elementary School Students: Pengaruh Media Pembelajaran Etno Puzzle Terhadap Keterampilan Menulis Teks Deskripsi Siswa IV Sekolah Dasar Dhiya Putri 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.v21i1.1088

Abstract

General Background: Descriptive writing is an important language skill in elementary education, yet students may experience difficulties in developing ideas, selecting vocabulary, organizing paragraphs, and applying language conventions. Specific Background: At SD Islam Nurul Hikam Banjarbendo, fourth-grade students showed limitations in developing ideas, organizing descriptions, and applying spelling and punctuation, indicating the need for more contextual learning media. Knowledge Gap: Previous studies have examined puzzle and visual media for language learning, but empirical evidence concerning puzzle media that integrates local wisdom through an ethnopedagogical approach remains limited. Aims: This study examines the use of Ethno Puzzle learning media in developing fourth-grade students’ descriptive writing skills. Results: Using a quantitative approach with a one-group pretest-posttest pre-experimental design, the study involved 20 fourth-grade students selected through saturated sampling. Data were collected through writing tests and analyzed using IBM SPSS Statistics 27. The paired sample t-test showed a significant difference between pretest and posttest scores (p < 0.001), while the mean N-Gain score of 0.6293 was categorized as fairly effective. Improvements were particularly observed in idea development, title-content alignment, word choice, sentence structure, paragraph coherence, and neatness, while spelling and punctuation required further practice. Novelty: The study applies Ethno Puzzle as a visual and manipulative learning medium that incorporates local wisdom within descriptive writing instruction. Implications: The findings suggest that Ethno Puzzle can serve as a contextual and locally grounded alternative for supporting descriptive writing instruction in elementary schools. Key Findings Highlights Students showed clearer idea development and more organized descriptive writing after the learning activities. Local cultural content supported concrete observation and active student engagement during writing instruction. Spelling and punctuation remained areas requiring continued practice despite broader writing improvement. Keywords : Ethno Puzzle, Descriptive Writing, Learning Media, Local Wisdom, Elementary Education
Assemblr Edu-Based Augmented Reality (AR) Learning Media in Science Learning of Water Cycle Material for Fifth Grade Elementary School Students : Media Pembelajaran Augmented Reality (AR) Berbasis Assemblr Edu pada Pembelajaran IPA Materi Siklus Air untuk Siswa Kelas V Sekolah Dasar Novi Sinta Febriyanti; Fitria Wulandari
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.v21i1.1089

Abstract

General Background: Science learning in elementary school requires learning media that can make abstract natural phenomena more concrete and understandable. Specific Background: The water cycle involves evaporation, condensation, precipitation, and infiltration, which are difficult for fifth-grade students to observe as a continuous process. Knowledge Gap: Conventional representations may not sufficiently provide direct and interactive visualization of the complete water cycle, creating a need for digital media that connects physical learning materials with three-dimensional representations. Aims: This article develops an Augmented Reality (AR) learning medium based on Assemblr Edu for fifth-grade elementary school students learning the water cycle. Results: The developed medium integrates printed markers with real-time three-dimensional visualizations, animations of the main water cycle processes, interactive labels, conceptual explanations, audio, and touch-based features for rotating and zooming objects. The product is designed to support concrete observation, active exploration, conceptual understanding, and student motivation in science learning. Novelty: The product combines Assemblr Edu, printed markers, interactive 3D visualization, dynamic animations, and pedagogical considerations based on students’ concrete operational stage in one water cycle learning medium. Implications: The media provides an interactive and contextual option for elementary science learning and supports the integration of digital technology into classroom and independent learning. Key Findings Highlights The 3D model presents the complete sequence of major hydrological processes. Interactive labels and animations provide contextual explanations for each process. Marker-based exploration connects printed materials with real-time digital visualization. Keywords : Augmented Reality, Assemblr Edu, Water Cycle, Interactive Learning, Elementary Science
Analysis of the Application of the Project-Based Learning Model in Improving the Mutual Cooperation Attitude of Primary School Students: Analisis Penerapan Model Pembelajaran Berbasis Proyek dalam Meningkatkan Sikap Gotong Royong Siswa Sekolah Dasar Kharisma Putri Andini; Supriyadi
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.v21i1.1090

Abstract

General Background: Character education in primary schools is important for developing students who are able to participate, communicate, and cooperate with others. Specific Background: In classroom learning at SD Negeri Ketajen 2, some fourth-grade students were still passive, lacked initiative, had limited confidence in expressing opinions, and tended to work individually during group activities. Knowledge Gap: These classroom conditions indicate the need to examine how learning activities can provide direct experiences that encourage cooperation and mutual assistance among students. Aims: This study analyzes the implementation of the Project-Based Learning model in developing the mutual cooperation attitude of fourth-grade students in Pendidikan Pancasila at SD Negeri Ketajen 2. Results: Using a qualitative approach, the study involved one teacher and 25 students and collected data through observation, interviews, and documentation. The findings show that project activities encouraged students to participate more actively, divide tasks, exchange ideas, help peers, communicate, assume collective responsibility, and respect the contributions of group members. Students who were previously more passive or preferred to work individually began to participate more actively in group activities. The implementation also faced challenges related to differences in student characteristics and limited learning time. Novelty: The study presents the implementation of Project-Based Learning in Pendidikan Pancasila with specific attention to the development of mutual cooperation among fourth-grade students at SD Negeri Ketajen 2. Implications: Project-based activities provide direct collaborative experiences that can support character education, particularly the value of mutual cooperation in primary school learning. Key Findings Highlights Students became more active in discussions, task sharing, and group activities. Collaborative projects encouraged responsibility, peer support, communication, and respect. Differences in student characteristics and limited learning time remained implementation challenges. Keywords : Project-Based Learning, Mutual Cooperation, Pendidikan Pancasila, Character Education, Primary School
Development of AR (Augmented Reality) Puzzle Media to Improve the Social and Emotional Competence of Students with Autism Spectrum Disorder in Primary School : Pengembangan Media Puzzle AR (Augmented Reality) untuk Meningkatkan Kompetensi Sosial Emosional Siswa Autism Spectrum Disorder di Sekolah Dasar Ayu Nur Roudhotul Jannah; Kemil Wachidah
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.v21i1.1091

Abstract

General Background: Inclusive primary education requires learning approaches that accommodate the social and emotional needs of students with Autism Spectrum Disorder (ASD). Specific Background: Students with ASD may experience difficulties in social interaction, emotional regulation, communication, and understanding social situations, while conventional teacher-centered learning may limit their engagement. Knowledge Gap: Previous Augmented Reality research has largely focused on cognitive learning outcomes, while studies addressing social-emotional development among students with ASD, particularly in Indonesian inclusive primary schools, remain limited. Aims: This study develops and examines AR Puzzle media for supporting the social-emotional competence of fourth-grade students with ASD in an inclusive primary school. Results: Using Design-Based Research supported by a One-Subject Experiment with an A-B-A design, the study developed an AR Puzzle integrated with Pendidikan Pancasila content on rights and responsibilities. The media combines physical puzzle activities, visual scenes, three-dimensional AR animations, group collaboration, discussion, and reflection. The limited trial showed higher observation scores during the intervention phase than the initial baseline, with the second baseline remaining above the initial baseline. The media supported student attention, engagement, conceptual understanding, and social-emotional activities. Novelty: The study integrates AR Puzzle with the CASEL social-emotional framework for ASD learning in an Indonesian inclusive primary school context. Implications: AR Puzzle provides a concrete, visual, interactive, and contextual learning medium that can support inclusive learning while allowing further development of visual characters and learning scenarios. Key Findings Highlights Intervention scores remained above the initial baseline during the A-B-A trial. Visual scenes and group activities supported attention, engagement, and social-emotional learning. Expert feedback identified the need for more varied three-dimensional character expressions. Keywords : Augmented Reality, Autism Spectrum Disorder, Social Emotional Competence, Inclusive Education, Educational Media
The Effect of the Think-Pair-Share Cooperative Learning Model on Elementary School Students Social Studies Learning Outcomes : Pengaruh Model Pembelajaran Kooperatif tipe Think-Pair-Share terhadap hasil belajar IPS siswa Sekolah Dasar Tiara Dewi; Zuyyina Fihayati
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.v21i1.1093

Abstract

General Background: Social Studies learning in elementary school plays an important role in developing students’ understanding of social life and values. Specific Background: Students may show limited cooperation, empathy, willingness to help, and acceptance of classmates with different backgrounds, while conventional teacher-centered instruction can restrict active participation. Knowledge Gap: Previous studies on Think Pair Share have commonly examined academic achievement, social attitudes, religious character, discipline, or general cooperation, while research addressing learning about social and cultural diversity in a heterogeneous and inclusive elementary school context remains limited. Aims: This study examines the application of the Think Pair Share cooperative learning model to Social Studies learning outcomes among fourth-grade students. Results: Using a quantitative one-group pretest-posttest design, the study involved 19 fourth-grade students at SDN Sawocangkring. Data were collected through 15-item multiple-choice pretests and posttests, supported by instrument validity and reliability testing. The instrument produced a Cronbach’s Alpha coefficient of 0.902. The Shapiro-Wilk test showed that the pretest data were not normally distributed, leading to the use of the Wilcoxon Signed Rank Test. The analysis produced an Asymp. Sig. (2-tailed) value of < 0.001 and a Z value of -3.712, indicating a significant difference between pretest and posttest scores. Novelty: The study applies Think Pair Share to learning about social and cultural diversity while emphasizing acceptance of differences, willingness to help, and empathy in a heterogeneous elementary school context. Implications: The findings provide empirical support for using structured individual thinking, paired discussion, and classroom sharing as an alternative approach to Social Studies instruction. Key Findings Highlights Posttest scores were significantly higher than pretest scores, with p < 0.001. Students became more willing to collaborate with unfamiliar classmates and present their ideas. The 15-item instrument achieved high reliability with a Cronbach’s Alpha of 0.902. Keywords : Cooperative Learning, Think Pair Share, Social Studies, Social Diversity, Elementary Education
Innovation in Fiqh Learning Through the Utilization of Interactive Canva Media : Inovasi Pembelajaran Fiqh Melalui Pemanfaatan Media Canva Interaktif Nimas Qurrotin Ainin; Ida Rindaningsih
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.v21i1.1094

Abstract

General Background: Islamic Religious Education plays an important role in developing students’ moral, spiritual, and social values, while Fiqh learning introduces religious rules and practices. Specific Background: Fiqh learning at the elementary level can become monotonous and difficult to understand when abstract concepts are presented mainly through conventional instruction. Knowledge Gap: Previous studies have discussed Canva as a digital learning medium, including its use for motivation, interest, and learning outcomes, but studies specifically examining interactive Canva presentations for Fiqh learning, particularly circumcision material at the Madrasah Ibtidaiyah level, remain limited. Aims: This study analyzes Fiqh learning innovation through interactive Canva media at MI Darul Arqom and describes the challenges faced by teachers in developing interactive Canva presentations for circumcision material. Results: A qualitative approach was employed using classroom observation, in-depth interviews with Fiqh teachers and students, and documentation. The findings show that interactive Canva presentations made learning more active, engaging, and meaningful. Students reported greater enjoyment, concentration, motivation, participation in questioning and discussion, and easier understanding of the material. Teachers also reported that visual presentations helped explain previously abstract concepts. The main challenges involved technological facilities, unstable internet access, limited time, and teachers’ digital literacy. Novelty: The study focuses on interactive Canva use for circumcision material within Fiqh learning at MI Darul Arqom while examining both classroom responses and implementation challenges. Implications: The findings suggest that interactive visual presentations can be considered in developing more engaging Fiqh learning while requiring adequate technological support, preparation, and teacher development. Key Findings Highlights Students reported greater motivation, concentration, participation, and understanding after the visual presentation was introduced. Teachers found that visual elements helped make circumcision concepts easier to explain and understand. Limited infrastructure, unstable internet, time constraints, and digital literacy were the main implementation challenges. Keywords: Fiqh Learning, Interactive Canva, Digital Learning Media, Islamic Education, Elementary Education
Teacher Strategies in Improving Students’ Science Literacy in Elementary School: Strategi Guru dalam Meningkatkan Literasi Sains Siswa di Sekolah Dasar Sri Wulandari; Ruli 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.v21i1.1095

Abstract

General Background: Islamic Religious Education plays an important role in developing students’ moral, spiritual, and social values, while Fiqh introduces religious rules and practices. Specific Background: Fiqh learning at the elementary level can become monotonous and difficult to understand when abstract concepts are presented mainly through conventional instruction. Knowledge Gap: Previous studies have examined Canva as a digital learning medium for motivation, interest, and learning outcomes, but studies specifically addressing interactive Canva presentations for Fiqh learning, particularly circumcision material at the Madrasah Ibtidaiyah level, remain limited. Aims: This study analyzes Fiqh learning innovation through interactive Canva media at MI Darul Arqom and describes the challenges faced by teachers in developing interactive Canva presentations for circumcision material. Results: A qualitative approach was employed using direct observation, in-depth interviews with Fiqh teachers and students, and documentation. The findings indicate that interactive Canva presentations made classroom activities more active, engaging, and meaningful. Students reported greater enjoyment, concentration, motivation, participation in questioning, discussion, and presentation, as well as easier understanding of the material. Teachers also reported that visual presentations helped explain previously abstract concepts. The main challenges involved limited technological facilities, unstable internet access, limited time, teachers’ digital literacy, and concerns regarding digital ethics and security. Novelty: The study focuses specifically on interactive Canva presentations for circumcision material in Fiqh learning at MI Darul Arqom while examining classroom responses and implementation challenges. Implications: Interactive visual presentations can be incorporated into Fiqh learning through adequate preparation, teacher training, school support, and appropriate digital literacy practices. Key Findings Highlights Students became more focused, motivated, and active in questioning, discussion, and presentation. Visual slides helped clarify circumcision concepts that were previously abstract. Infrastructure limitations, unstable internet, limited time, and digital literacy remained the main implementation barriers. Keywords : Fiqh Education, Interactive Media, Canva Presentation, Digital Learning, Madrasah Ibtidaiyah
Implementing the Burhany Method in Quranic Reading Learning at the Burhany Quranic Education Center (TPQ) in Surabaya: Penerapan Metode Burhany dalam Pembelajaran Membaca Al-Quran di Pusat Pendidikan Al-Quran Burhany (TPQ) di Surabaya Muhammad Alfin Salim; Eni Fariyatul Fahyuni
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.v21i1.1096

Abstract

General Background: Qur’anic reading instruction in Taman Pendidikan Al-Qur’an (TPQ) is important for developing students’ ability to read the Qur’an according to tajwid principles. Specific Background: Differences in students’ abilities, limited motivation, learning discipline, and less varied instructional approaches remain challenges in Qur’anic reading instruction. Knowledge Gap: Previous studies have examined methods such as Ummi, Tilawati, and Iqra’, while specific studies on the implementation of the Burhany Method in Qur’anic reading instruction remain limited. Aims: This study aims to describe the implementation of the Burhany Method at TPQ Burhany Surabaya, identify its supporting and inhibiting factors, and examine the development of students’ Qur’anic reading after its implementation. Results: Using a qualitative descriptive-analytical approach, data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model. The findings show that Burhany applies systematic stages through explanation, tasmi’, takrir, repeated practice, and habituation. Students demonstrated development in reading speed, fluency, pronunciation, and tajwid accuracy. Learning motivation and parental support supported the process, while limited discipline, learning commitment, psychological conditions, and differences in students’ abilities presented challenges. Novelty: The study provides a focused description of the Burhany Method through direct evidence from its implementation at TPQ Burhany Surabaya. Implications: The findings highlight the importance of systematic instruction, consistent practice, teacher guidance, student motivation, and parental support in Qur’anic reading learning at TPQ institutions. Key Findings Highlights Students developed greater fluency, pronunciation accuracy, reading speed, and tajwid precision. Repetition, individual practice, structured levels, and habituation characterized the instructional process. Student motivation and parental support supported learning, while discipline and learning commitment remained challenges. Keywords : Burhany Method, Qur’anic Reading, Tajwid Learning, TPQ Education, Islamic Education
The Correlation between Listening Anxiety and Listening Skill among B-1 Level EFL Learners in an Indonesian Kampung Inggris Pare Program : Korelasi antara Kecemasan Mendengarkan dan Keterampilan Mendengarkan di Kalangan Pembelajar EFL Tingkat B-1 dalam Program Kampung Inggris Pare di Indonesia Fizky Laurenza; Niko Ferdiyanto
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.v21i1.1097

Abstract

General Background: Listening is an important source of language input for EFL learners, yet it can become stressful when learners process rapid speech, unfamiliar accents, dense information, or other demanding conditions. Specific Background: Foreign language listening anxiety (FLLA) is a language-specific affect that may be associated with learners’ ability to process spoken English in real time. Knowledge Gap: Existing Indonesian research has examined listening difficulties, instructional practices, and TOEFL-related tasks, but limited evidence directly examines the relationship between listening-specific anxiety and listening comprehension among B1-level learners using CEFR-based measures. Aims: This study examines the relationship between FLLA and listening test performance among B1-level EFL learners in Kampung Inggris Pare, Indonesia. Results: Using a cross-sectional correlational design, data were collected from 40 B1-level learners through an adapted FLLA questionnaire and a CEFR A2–B1 listening test. The FLLA questionnaire demonstrated high internal consistency (Cronbach’s alpha = 0.93), while the listening test showed moderate reliability (KR-20 = 0.58). FLLA was moderately and negatively correlated with listening performance (r = −0.51, p = .001), while regression analysis showed that FLLA accounted for 26% of the variance in listening achievement. Novelty: The study provides contextual evidence from B1 learners in the Kampung Inggris Pare setting by examining listening-specific anxiety alongside CEFR-based listening performance. Implications: The findings support attention to anxiety-related listening conditions, strategy-aware instruction, and appropriate listening assessment while recognising that factors beyond FLLA also contribute to listening achievement. Key Findings Highlights: Higher FLLA scores corresponded to lower listening test scores. Anxiety levels varied substantially among the 40 B1 learners. FLLA explained 26% of listening achievement variance, leaving substantial variation attributable to other factors. Keywords: Foreign Language Listening Anxiety, Listening Comprehension, B1 EFL Learners, Kampung Inggris, Listening Assessment

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