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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 938 Documents
 85   86   87   88   89 
Visual Media Development for Social Values in Primary Classrooms: Pengembangan Media Visual untuk Nilai Sosial di Kelas Dasar Khoirun Nisa; Feri Tirtoni
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.v21i2.1098

Abstract

General Background: Pancasila education plays a crucial role in shaping elementary school students' character and social relationships. Specific Background: Teaching materials must be concrete and contextual to help students understand self-awareness, hobbies, and religious diversity in their daily lives. Knowledge Gap: While current curricula promote active learning, there is a need for interactive media to fully engage young learners in understanding these concepts instead of relying on verbal delivery. Aims: This study develops a poster-based learning module designed to visualize social concepts in a simple and engaging manner for the "Me and My Friends" lesson. Results: The resulting module successfully integrates illustrations, student activities, and collaborative projects focusing on hobbies and togetherness, featuring specific visual materials on physical differences and religious symbols. Novelty: The module offers a structured visual approach combining contextual observation with hands-on creative tasks, shifting instruction toward interactive participation. Implications: Utilizing this approach provides teachers with an interactive tool that fosters students' tolerance, cooperation, and self-confidence. Highlights: Poster modules simplify abstract concepts regarding religious diversity and personal hobbies. Collaborative projects build cooperation and self-confidence among young learners. Interactive tasks shift character education from verbal delivery to active participation. Keywords: Visual Media, Poster Module, Character Education, Religious Diversity, Active Learning.
Interactive Reading Box Media Accelerates Early Literacy Acquisition In Young Children: Media Kotak Baca Interaktif Mempercepat Penguasaan Literasi Awal Pada Anak Usia Dini Fitrotul Masjidah; Choirun Nisak Aulina
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.v21i2.1099

Abstract

General Background: Early childhood education requires engaging, play-based pedagogical strategies to stimulate foundational language development and cognitive potential. Specific Background: Developing phonemic awareness and letter recognition is a critical prerequisite for learners aged five to six years before progressing to fluent text comprehension. Knowledge Gap: Despite the importance of this developmental stage, conventional instructional methods relying on whiteboards often cause boredom and fail to address difficulties in distinguishing similar alphabetical symbols. Aims: This classroom action research investigates the application of a visual and tactile medium to support initial phonetic proficiency at RA Ar Rochmah. Results: Across two collaborative learning cycles involving 18 participants, student mastery progressed from a baseline of 1 percent to 33.34 percent, eventually reaching 77.78 percent as learners successfully identified letters and constructed simple syllables. Novelty: The intervention shifts passive instruction into a hands-on challenge where learners actively manipulate physical cards to match visual objects and corresponding initial sounds. Implications: Integrating such value-based, experiential learning tools provides educators with a highly engaging pedagogical framework to foster foundational literacy within inclusive classroom environments. Highlights: Tactile pedagogical tools successfully convert passive instruction into engaging multisensory learning experiences. Physical alphabet arrangement tasks resolve common student difficulties in distinguishing similar phonemes and alphabetical symbols. Classroom action cycles demonstrate a rapid progression in fundamental phonetic mastery from baseline measurements. Keywords: Early Literacy Acquisition, Reading Box, Phonemic Awareness, Action Research, Visual Learning
Cultivating Moral Values Through Routine Asmaul Husna Recitation In Early Childhood: Penanaman Nilai Moral Melalui Rutinitas Pembacaan Asmaul Husna Pada Anak Usia Dini Dini Ayu Imawan; Choirun Nisak Aulina
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.v21i2.1100

Abstract

General Background: Early childhood education provides a critical foundation for stimulating cognitive growth and instilling fundamental character principles. Specific Background: Educators frequently utilize daily spiritual practices to build character and counteract societal ethical degradation among young learners. Knowledge Gap: While religious education is common, previous research has not thoroughly explored how the daily verbalization of the 99 Beautiful Names of Allah specifically translates into practical religious and humanistic behaviors in kindergarten settings. Aims: This qualitative descriptive study examines the outcomes of habituating these divine names on character building at RA Al-Hidayah Karangtinggil Lamongan. Results: Observations and interviews reveal three primary outcomes: improved memorization of the divine names, the demonstration of cleanliness behaviors such as proper trash disposal linked to the meaning of Al-Quddus, and the practice of mutual forgiveness connected to the concept of Al-Afuw. Novelty: The research highlights a direct pedagogical bridge between theological memorization and the concrete application of specific ethical actions in daily social interactions. Implications: Integrating consistent spiritual routines, supported by interactive teacher guidance and parental involvement, offers schools a practical framework for shaping robust religious and social character in young learners. Highlights: Daily spiritual memorization significantly builds social character and religious awareness among young learners. Understanding the concept of Al-Quddus translates directly into practical cleanliness behaviors like proper waste disposal. Internalizing the meaning of Al-Afuw fosters mutual reconciliation and empathy during peer conflicts. Keywords: Character Building, Religious Education, Habituation Strategy, Social Behavior, Islamic Pedagogy
Interactive Electronic Books Facilitate Text Summarization In Elementary Education: Buku Elektronik Interaktif Memfasilitasi Peringkasan Teks Pada Pendidikan Dasar Deta Rahmad Agni; Ahmad Nurefendi Fradana
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.v21i2.1101

Abstract

General Background: Reading literacy serves as a crucial foundation in elementary education, encompassing the comprehension, processing, and logical presentation of ideas. Specific Background: The advanced skill of summarizing requires students to filter irrelevant information and reconstruct core concepts using their own language, yet many students struggle with this and merely copy original texts. Knowledge Gap: While prior research extensively explores digital media for reading motivation and general engagement, few studies specifically investigate how interactive multimedia features directly support the complex cognitive skill of text summarization. Aims: This study investigates the application of interactive electronic books on elementary students' summarization abilities and identifies the most supportive interactive features within the media. Results: Employing a one-group pretest-posttest design with 20 fifth-grade students, the quantitative analysis revealed a significant mean score increase from 60.60 to 73.85. Features such as visual illustrations, prompting questions, comprehension exercises, and immediate feedback played vital roles in helping students identify main ideas before writing. Novelty: The research demonstrates that interactive digital elements extend beyond passive engagement by actively guiding the cognitive organization required for advanced literacy tasks. Implications: Integrating these interactive digital tools into elementary curricula provides a highly relevant pedagogical strategy for building critical reading competencies when accompanied by appropriate teacher facilitation. Highlights: Digital multimedia features successfully guide learners in identifying main ideas and filtering irrelevant information. Prompting questions and visual illustrations actively develop critical thinking for advanced cognitive tasks. Guided digital instruction significantly raises student test scores in text comprehension and reconstruction. Keywords: Digital Literacy, Multimedia Learning, Cognitive Development, Text Comprehension, Instructional Technology
Interactive Reading Box Media Facilitates Early Literacy Acquisition In Young Children: Media Kotak Baca Interaktif Memfasilitasi Penguasaan Literasi Awal Pada Anak Usia Dini Siti Maimona; Luluk Iffatur Rocmah
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.v21i2.1102

Abstract

General Background: Early childhood education requires engaging, play-based pedagogical strategies to stimulate foundational language development and cognitive potential. Specific Background: Developing phonemic awareness and letter recognition is a critical prerequisite for learners aged five to six years before progressing to fluent text comprehension. Knowledge Gap: Despite the importance of this developmental stage, conventional instructional methods relying on whiteboards often cause boredom and fail to address difficulties in distinguishing similar alphabetical symbols. Aims: This classroom action research investigates the application of a visual and tactile medium to support initial phonetic proficiency at RA Ar Rochmah. Results: Across two collaborative learning cycles involving 18 participants, student mastery progressed from a baseline of 1 percent to 33.34 percent, eventually reaching 77.78 percent as learners successfully identified letters and constructed simple syllables. Novelty: The intervention shifts passive instruction into a hands-on challenge where learners actively manipulate physical cards to match visual objects and corresponding initial sounds. Implications: Integrating such value-based, experiential learning tools provides educators with a highly engaging pedagogical framework to foster foundational literacy within inclusive classroom environments. Highlights: Tactile pedagogical tools successfully convert passive instruction into engaging multisensory learning experiences. Physical alphabet arrangement tasks resolve common student difficulties in distinguishing similar phonemes and alphabetical symbols. Classroom action cycles demonstrate a rapid progression in fundamental phonetic mastery from baseline measurements. Keywords: Foundational Literacy, Phonemic Awareness, Action Research, Visual Learning, Multisensory Pedagogy
Malang Mask Puppet Dance Cultivates Social Emotional Competence In Elementary Education: Tari Wayang Topeng Malangan Menumbuhkan Kompetensi Sosial Emosional Pada Pendidikan Dasar Haidar Amalia; Kemil Wachidah
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.v21i2.1103

Abstract

General Background: The period of middle childhood represents a critical developmental stage for shaping interpersonal interactions and behavioral regulation. Specific Background: Non-cognitive skills significantly determine long-term individual success, requiring structured pedagogical interventions to address apathy, egoism, and aggressive tendencies in school environments. Knowledge Gap: Although indigenous arts exist within extracurricular programs, they are typically reserved for competitive events involving select individuals rather than systematically integrated as inclusive character-building modules for all learners. Aims: This quantitative research investigates the application of a local traditional performance to cultivate psychological and interpersonal skills among fifth-grade students at SDN Kebakalan. Results: Following a pre-experimental one-group pretest-posttest design involving 29 participants, the analytical data demonstrated an average score progression from 67.03 to 76.10, marking a significant 9.07-point advancement. Novelty: This study directly translates the indigenous M5 philosophical framework—comprising physical readiness, courage, self-control, stability, and mastery—into the modern Collaborative for Academic, Social, and Emotional Learning (CASEL) parameters. Implications: Integrating regional cultural heritage into mainstream curricula provides educators with a practical, highly engaging strategy to build student empathy, teamwork, and responsible decision-making within inclusive classroom settings. Highlights: Traditional performance arts seamlessly translate into self-regulation and peer collaboration. Group choreography practices successfully resolve interpersonal conflicts and build empathy. Inclusive cultural modules advance behavioral assessment scores across student populations. Keywords: Character Building, Cultural Heritage, Collaborative Learning, Self Regulation, Traditional Pedagogy
Contextual Ecological Collage Projects Cultivate Mutual Cooperation In Elementary Education: Proyek Kolase Ekologis Kontekstual Menumbuhkan Sikap Gotong Royong Pada Pendidikan Dasar Nur Fadiyah Faiz; Supriyadi
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.v21i2.1104

Abstract

General Background: Twenty-first-century education prioritizes collaboration and mutual cooperation as fundamental competencies for elementary school students. Specific Background: Lower-grade learners frequently demonstrate passive behaviors during group activities, heavily relying on active peers rather than participating equally and sharing responsibilities. Knowledge Gap: While the Contextual Teaching and Learning (CTL) approach has been extensively researched for upper elementary grades, its specific application using tangible environmental projects to build teamwork among early-grade students remains underexplored. Aims: This research investigates the application of a CTL model based on an ecological collage project to foster cooperative attitudes in second-grade students at SDN Barengkrajan 1. Results: Utilizing a pre-experimental one-group pretest-posttest design with 21 participants, the intervention yielded a statistically significant mean score progression from 54.43 to 58.14, accompanied by a moderate Cohen’s d effect size of 0.768. Novelty: The pedagogical intervention uniquely combines contextual learning with an ecological collage activity utilizing school waste, requiring young learners to directly practice role division, active coordination, and mutual assistance. Implications: Integrating tangible, environment-based group projects into the curriculum offers lower-grade educators a practical pedagogical alternative to build essential social interactions and collaborative character aligned with the Merdeka Curriculum. Highlights: Contextual teaching models successfully translate abstract cooperation concepts into tangible collaborative behaviors. Ecological collage projects facilitate active role division and peer coordination among young learners. Group-based environmental activities produce a significant positive shift in student social interaction scores. Keywords: Contextual Teaching And Learning, Mutual Cooperation, Ecological Collage, Project Based Learning, Elementary Education
Digital Game-Based Learning Advances Pancasila Comprehension In Primary Education: Pembelajaran Berbasis Gim Digital Memajukan Pemahaman Pancasila Pada Pendidikan Dasar Eka Anandita; Machful Indrakurniawan
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.v21i2.1105

Abstract

General Background: Civic education requires active, student-centered methodologies to effectively instill foundational national values and ethical frameworks in elementary school students. Specific Background: Conventional, passive lecture methods often lead to disengagement, leaving young learners struggling to comprehend and apply the second Pancasila principle, "Just and Civilized Humanity," in real-world contexts. Knowledge Gap: While interactive digital platforms are increasingly adopted, there is limited specific research on how narrative-driven, gamified tools like Froggy Jumps directly translate abstract socio-political concepts into concrete understanding for fourth-grade students. Aims: This classroom action research investigates the application of Educaplay Frog Jumps to improve student comprehension and engagement regarding the second Pancasila principle at SDN Boro. Results: Using the Kemmis and McTaggart model across two cycles with 21 participants, learning completion progressed from 76% in Cycle I to 86% in Cycle II, with assessment scores demonstrating significant improvement. Novelty: The study demonstrates that integrating adventure-based digital games with contextual questioning transforms rote memorization of national ideology into active, critical comprehension. Implications: Utilizing targeted digital gamification provides educators with a highly engaging pedagogical framework to foster foundational civic awareness and moral development within interactive classroom environments. Highlights: Gamified digital tools successfully convert passive civic instruction into engaging, multisensory learning experiences. Adventure-based mechanics resolve common student difficulties in comprehending abstract ideological concepts. Classroom action cycles demonstrate a consistent progression in fundamental civic mastery from baseline measurements. Keywords: Civic Education, Gamified Pedagogy, Digital Learning, Active Comprehension, Pancasila Ideology
Interactive Canva Media Facilitates Cognitive Mastery of Solar System Concepts: Media Interaktif Canva Memfasilitasi Penguasaan Kognitif Konsep Tata Surya Dini Wahyu Afrianti; Nur Efendi
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.v21i2.1106

Abstract

General Background: Academic learning outcomes demonstrate student comprehension in science education, requiring an active and meaningful pedagogical process to succeed. Specific Background: Topics such as the Earth and the astronomical environment involve abstract, imaginary phenomena that are difficult to observe directly, often resulting in low academic achievement when taught conventionally. Knowledge Gap: Although digital platforms are increasingly prevalent, the specific application of Canva-based visual tools to materialize abstract astronomical phenomena and its direct correlation with higher-order thinking indicators (C1-C5) in junior high school science remains underexplored. Aims: This study investigates the application of interactive graphic design platforms on students’ academic learning outcomes regarding Earth and the surrounding astronomical bodies. Results: A quantitative approach utilizing a one-group pretest-posttest design with 38 seventh-grade students revealed an average score increase from 51.08 to 90.84, alongside an N-Gain score of 0.79, categorizing the progression as high. Furthermore, learning indicators showed comprehensive growth across all levels, particularly in the evaluation stage (C5), which experienced a 43% rise. Novelty: This research demonstrates that integrating specific graphic design platforms into science education not only materializes abstract phenomena but comprehensively advances both lower and higher-order thinking skills simultaneously. Implications: Utilizing this digital platform provides educators with an accessible pedagogical tool to foster active participation, reduce instructional monotony, and facilitate deep conceptual comprehension in science classrooms. Highlights: Digital graphic platforms significantly increase junior high school students' average science test scores. Visualizing abstract astronomical phenomena directly advances higher-order thinking skills, particularly the evaluation stage. Active learner participation and academic comprehension rise notably following the implementation of visual-based applications. Keywords: Science Education, Digital Learning Tool, Abstract Visualization, Student Achievement, Astronomical Phenomena
Active Respiratory Simulation Transforms Conceptual Biological Mastery Within Primary Education: Simulasi Pernapasan Aktif Mentransformasi Penguasaan Biologis Konseptual Pada Pendidikan Dasar Abil A’la At-Thoriiq; Machful Indra Kurniawan
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.v21i2.1107

Abstract

General Background: Science instruction in elementary schools requires concrete pedagogical approaches to facilitate active exploration and understanding of natural phenomena. Specific Background: Teaching abstract physiological processes, such as the human respiratory mechanism, traditionally relies on verbal lectures and textbooks, leading to passive memorization and low academic comprehension. Knowledge Gap: While general anatomical models are widely recognized, limited empirical research investigates how utilizing highly accessible materials—like balloons and plastic straws—as hands-on simulation tools specifically advances higher-order cognitive analysis in fifth-grade classrooms. Aims: This classroom action research investigates the application of accessible respiratory models to advance elementary students' cognitive learning outcomes regarding human breathing mechanisms at SDN Tunggal Pager. Results: Conducted across two cycles with 20 participants, the intervention shifted instruction from teacher demonstration to independent exploration, elevating the average assessment score from a pre-cycle baseline of 78.4 to 97.7 in the final cycle, achieving 100% classical completion. Novelty: The pedagogical approach distinctly maps the physical manipulation of familiar, low-cost materials directly to Bloom's taxonomy, successfully pushing student capabilities from basic recall to complex causal analysis of diaphragm movements. Implications: Integrating accessible experiential tools provides educators with a practical strategy to convert passive instruction into meaningful knowledge construction without relying on expensive laboratory facilities. Highlights: Accessible balloon and straw models successfully convert abstract physiological processes into concrete experiential learning. Shifting instruction from teacher demonstrations to independent exploration maximizes class-wide assessment scores. Physical manipulation of familiar objects directly advances analytical thinking capabilities regarding human anatomy. Keywords: Classroom Action Research, Experiential Pedagogy, Higher Order Thinking, Anatomical Models, Concrete Learning Tools

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