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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
 86   87   88   89   90 
Short Form Content Exposure And Bloom Taxonomy Indicators In Primary Schools: Paparan Konten Berdurasi Singkat Dan Indikator Taksonomi Bloom Di Sekolah Dasar Anis Fitriyah; Zuyyina Fihayati
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.v21i2.1108

Abstract

General Background: The rapid digital transformation has significantly altered information assimilation patterns among young learners through intensive exposure to instant social media platforms. Specific Background: This exposure triggers the brainrot phenomenon, which is heavily associated with diminished concentration spans and superficial thinking among early-age digital natives. Knowledge Gap: While previous studies widely discuss technology consequences on general attention, phenomenological research specifically mapping these early symptoms against formal cognitive metrics in concrete operational learners remains severely limited. Aims: This study explores how young learners experience this phenomenon and its specific consequences on their fundamental cognitive capacities using structured educational objectives. Results: Using a phenomenological approach at SD Negeri Pilang 2 Sidoarjo, findings reveal that basic cognitive functions in remembering and understanding remain optimal despite high gadget usage. However, early symptoms have emerged, including shortened attention spans and situational distractions during complex subjects, while higher-order skills like analysis and evaluation remain in a transitional phase shaped heavily by physical fatigue and inconsistent study habits. Novelty: This research provides a unique phenomenological mapping demonstrating that the condition currently manifests as a disruption of attention readiness rather than a severe structural cognitive impairment. Implications: Diverse and interactive pedagogical strategies from educators serve as a crucial mitigation tool, highlighting the urgent need to balance home gadget routines with structured classroom environments to preserve optimal cognitive development. Highlights: High gadget usage primarily shortens attention spans rather than degrading fundamental memory retention. The brainrot condition currently manifests as situational distraction during complex pedagogical tasks. Interactive teaching strategies successfully mitigate superficial thinking and maintain learner focus. Keywords: Brainrot Phenomenon, Cognitive Abilities, Social Media, Attention Span, Qualitative Phenomenology
Development of “Jelajah Budayaku” Android-Based Application as an Interactive Learning Media to Improve Indonesian Cultural Knowledge in Elementary School Students : Pengembangan Aplikasi “Jelajah Budayaku” Berbasis Android sebagai Media Pembelajaran Interaktif untuk Meningkatkan Pengetahuan Budaya Indonesia pada Siswa Sekolah Dasar Elda Afiyanah; Machful Indra Kuriawan
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.v21i1.1109

Abstract

General Background: Indonesian cultural diversity requires learning media that can present cultural knowledge in ways that are accessible and engaging for elementary school students. Specific Background: Conventional learning of Indonesian cultural diversity remains less varied and tends to limit students’ exposure to cultural information from different regions. Knowledge Gap: Existing learning practices require more interactive and contextual digital media that integrates cultural content with multimedia features suitable for elementary school learners. Aims: This study aims to develop “Jelajah Budayaku,” an Android-based interactive learning application for supporting elementary school students’ knowledge of Indonesian cultural diversity. Results: The application was designed using Figma and implemented through Android Studio in .apk format. It presents traditional houses, traditional clothing, traditional dances, and traditional musical instruments from various Indonesian regions through representative images and concise descriptions. An interactive text-to-speech feature is also provided, allowing users to listen to descriptions by selecting designated objects or images. Novelty: The application integrates categorized cultural content, independent regional exploration, visual and textual presentation, and interactive audio within a simple Android-based learning platform designed for elementary school students. Implications: The developed application provides an accessible and contextual alternative for interactive cultural learning and supports more varied learning experiences through the integration of visual, textual, and auditory elements. Key Findings Highlights The application organizes Indonesian cultural content into traditional houses, clothing, dances, and musical instruments from various regions. Interactive text-to-speech enables students to access cultural descriptions through auditory presentation after selecting designated visual objects. The simple navigation structure supports independent exploration of cultural materials through an Android-based learning platform. Keywords : Android Application, Interactive Learning Media, Indonesian Cultural Diversity, Elementary School, Text-To-Speech
Development of Augmented Reality-Based Flashcard Media in Praiseworthy Moral Material : Pengembangan Media Flashcard Berbasis Augmented Reality dalam Materi Akhlak Terpuji Intan Maharani Annora Nityasya; Anita Puji 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.v21i1.1110

Abstract

General Background: Praiseworthy morals are an important component of Islamic education and character formation among elementary school students. Specific Background: Students may understand moral concepts theoretically but still experience difficulties connecting them with everyday behavior, while conventional verbal instruction and limited learning media can reduce contextual learning experiences. Knowledge Gap: Previous learning media for praiseworthy morals, including comic and digital flipbook media, provide visual learning but have limitations in presenting three-dimensional and more interactive experiences. Aims: This study aims to develop Augmented Reality-based flashcard learning media for praiseworthy moral material in elementary school education. Results: The study employed Research and Development using the ADDIE model consisting of analysis, design, development, implementation, and evaluation. The developed product consists of two-sided flashcards containing 2D illustrations, trigger questions, moral explanations, and QR Codes connected to Assemblr Edu for displaying 3D animations and educational audio narration. Expert material validation produced a score of 41 out of 45, corresponding to 91.1% and a very feasible category. Novelty: The developed media combines physical flashcards with three-dimensional Augmented Reality visualization and audio narration specifically for praiseworthy moral learning. Implications: The media provides a visual, interactive, and contextual learning alternative that can help teachers present moral concepts more concretely and support students in understanding and reflecting on praiseworthy moral values. Key Findings Highlights Expert material validation produced a 91.1% score, placing the developed product in the very feasible category. Two-sided cards combine 2D illustrations, trigger questions, moral explanations, and QR Code access to digital content. Three-dimensional animations and educational audio provide concrete visual and auditory representations of praiseworthy behaviors. Keywords : Augmented Reality, Flashcard Media, Praiseworthy Morals, Islamic Education, Elementary Education
Developing Assemblr Edu 3D Media to Improve Science Learning Outcomes for Children with Intellectual Disabilities in Inclusive Elementary Schools: Pengembangan Media Assemblr Edu 3D untuk Meningkatkan Hasil Belajar IPA Anak Disabilitas Intelektual di Sekolah Dasar Inklusif Zuhriyyah ‘Amirotuz Zahidah; 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.v21i1.1111

Abstract

General Background: Science learning in elementary schools requires concrete and meaningful learning experiences, particularly for students with intellectual disabilities who may experience difficulties understanding abstract concepts. Specific Background: The five-senses topic requires clear visual representations and learning activities that correspond to students’ characteristics and everyday experiences. Knowledge Gap: Previous studies have demonstrated the use of Augmented Reality and Assemblr Edu in learning, but limited research has focused on developing Assemblr Edu 3D media for teaching the five senses to students with intellectual disabilities in inclusive elementary schools. Aims: This study aimed to develop Assemblr Edu 3D learning media for the five-senses topic and examine its feasibility and use for supporting science learning among students with intellectual disabilities. Results: Using Design Based Research, the study involved problem identification, prototype development, iterative testing and improvement, and reflection. The research involved one third-grade student with intellectual disabilities at SDN Bulusidokare. Data were collected through observation, interviews, and documentation. Expert validation resulted in an overall feasibility score of 86.5%, consisting of 83% for media feasibility and 90% for material suitability. The limited trial indicated greater student attention, engagement, and understanding during learning activities. Novelty: The developed learning product integrates simple visual presentation, interactive three-dimensional objects, contextual illustrations, and audio narration specifically adapted to the learning characteristics of a student with intellectual disabilities. Implications: The findings indicate that Assemblr Edu 3D provides a feasible technology-based learning option for presenting abstract five-senses concepts more concretely and interactively in inclusive elementary education. Key Findings Highlights Feasibility validation reached 86.5%, categorized as feasible. One learner demonstrated greater attention, participation, and understanding during the limited trial. Interactive visualizations and audio supported concrete presentation of five-senses concepts. Keywords : Assemblr Edu, Augmented Reality, Intellectual Disabilities, Science Education, Five Senses
Analysis of Elementary School Students’ Speaking Ability in Indonesian Language Learning: A Study Based on John Bowlby’s Attachment Theory: Analisis Kemampuan Berbicara Siswa Sekolah Dasar dalam Pembelajaran Bahasa Indonesia: Kajian Teori Kelekatan John Bowlby Devina Aulia Aribah; Ahmad Nurefendi Fradana
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.v21i1.1113

Abstract

General Background: Speaking ability is a fundamental skill in Indonesian language learning at the elementary school level because it supports communication, participation, and the expression of ideas. Specific Background: Students show varied speaking performance, and their participation may be related not only to linguistic competence but also to emotional conditions and classroom interactions. Knowledge Gap: Previous studies have examined speaking ability in relation to learning strategies, family environments, and communication factors, while research specifically describing elementary school students’ speaking ability in Indonesian language learning through John Bowlby’s attachment theory remains limited. Aims: This study aimed to describe elementary school students’ speaking ability and identify factors related to their speaking performance from the perspective of attachment theory. Results: Using a qualitative case study design, the research involved 13 fourth-grade students at SDN Ketimang. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data presentation, and conclusion drawing, supported by source and technique triangulation. Most students demonstrated good speaking ability across confidence, pronunciation, vocabulary selection, relevance of spoken content, and nonverbal expression. Students categorized as having secure attachment tended to demonstrate greater confidence, fluency, and oral participation, while students with insecure attachment showed hesitation and more limited participation. Novelty: The study connects the profile of elementary students’ speaking ability with emotional security and attachment relationships within Indonesian language learning. Implications: The findings suggest that supportive teacher-student interactions and emotionally secure classroom environments should be considered when developing speaking activities for elementary school students. Key Findings Highlights Most observed students demonstrated good performance across five speaking indicators. Secure attachment was associated with greater confidence and oral participation. Supportive teacher interactions encouraged students to speak without excessive fear of mistakes. Keywords: Speaking Ability, Attachment Theory, Elementary School Students, Indonesian Language Learning, Emotional Security
Strengthening Class-Based Character Education in Elementary Schools: Penguatan Pendidikan Karakter Berbasis Kelas di Sekolah Dasar Lisa Putri Yulianita; Muhlasin Amrullah
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.v21i1.1114

Abstract

General Background: Religious character education is an important part of elementary education because character development involves students’ daily attitudes, behaviors, and social interactions. Specific Background: At the elementary school level, religious values can be integrated into classroom activities through habituation, teacher modeling, social interaction, and routine religious practices. Knowledge Gap: Previous studies have discussed religious character education through school culture and classroom management, but the present study focuses specifically on the practical implementation of class-based religious character education in daily classroom activities at a public elementary school. Aims: This study aimed to explore the implementation of class-based religious character education and describe the practices used to develop religious values among elementary school students. Results: A qualitative descriptive approach was conducted at SDN Trompoasri 2 with second-grade students. Data were collected through observation, interviews, and documentation involving the principal, classroom teacher, and students. The findings show that religious character education was practiced through daily prayer, Qur’an recitation, congregational prayer, greetings, politeness, tolerance, gratitude, cleanliness, and other routine activities. Teacher modeling and consistent habituation were central features of classroom practice, while direct social interaction provided opportunities for students to experience and practice religious values. Novelty: The study presents a contextual description of how religious values are integrated into everyday classroom routines through a class-based approach. Implications: The findings provide a practical reference for understanding classroom practices that integrate religious values into elementary education. Key Findings Highlights Daily religious routines supported consistent value internalization. Teacher modeling shaped students’ observable behavioral practices. Direct social interaction provided opportunities for practicing tolerance and respect. Keywords : Religious Character, Classroom Habituation, Elementary Education, Teacher Modeling, Social Interaction
Augmented Reality Pop-Up Book Exploring My Country: Buku Pop Up Augmented Reality Petualangan Menjelajah Negeriku Umi Khabibah; Feri Tirtoni
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.v21i1.1115

Abstract

General Background: Digital technology provides opportunities to develop interactive learning resources that support elementary students in learning about Indonesian cultural diversity. Specific Background: Learning about cultural diversity requires learning resources that can present cultural objects and information in concrete, engaging, and interactive forms. Knowledge Gap: Previous studies have discussed pop-up books and Augmented Reality separately or with limited media integration, while the present work combines three-dimensional visual elements with digital features and interactive assessment in a single learning resource. Aims: This study aimed to describe the development of an Augmented Reality-based pop-up book entitled “Adventures Exploring the Riches of My Country” for elementary school learning. Results: The developed resource combines three-dimensional pop-up illustrations, Augmented Reality, QR codes, audio or music, animations, and interactive quizzes. The content introduces cultural characteristics from Java, Sumatra, Kalimantan, Sulawesi, and Jakarta through traditional houses, clothing, musical instruments, dances, and other cultural elements. The resource also presents values related to cultural appreciation, preservation of local traditions, tolerance, respect for differences, and national pride. Novelty: The work integrates physical pop-up representations with digital Augmented Reality features, audio, QR-based access, and interactive quizzes within a cultural diversity learning resource. Implications: The developed resource provides an interactive learning option for introducing Indonesian cultural diversity to elementary school students in the context of digital learning. Key Findings Highlights The resource integrates three-dimensional visuals with digital cultural content. Cultural materials represent Java, Sumatra, Kalimantan, Sulawesi, and Jakarta. Interactive features include QR codes, audio, animations, and quizzes. Keywords : Augmented Reality, Cultural Diversity, Learning Media, Elementary Education, Interactive Learning
Private Tutoring as a Solution to Learning Motivation Problems: An Analysis of Supporting and Inhibiting Factors in Learning Motivation in 9-10 Year Old Children: Les Privat Sebagai Pemecahan Masalah Motivasi Belajar: Analisis Faktor Pendukung dan Penghambat Motivasi belajar Anak Usia 9-10 Tahun Yosinda Aulia Putri; Moch. Bahak Udin By Arifin
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.v21i1.1117

Abstract

General Background: Learning motivation is an important aspect of children’s participation and engagement in educational activities, particularly during the elementary school years. Specific Background: Children aged 9–10 years require learning support that considers their learning needs, emotional conditions, and learning environment. Private tutoring provides additional assistance through individualized guidance and varied learning activities. Knowledge Gap: Previous discussions of learning motivation have examined teaching methods, family support, and learning environments, while the role of private tutoring in addressing supporting and inhibiting factors among children aged 9–10 years requires further contextual description. Aims: This study aimed to identify factors that support and hinder learning motivation and to describe the role of private tutoring as an alternative learning support for children aged 9–10 years. Results: Using a qualitative case study approach, data were collected through observation, structured interviews, and documentation at a private tutoring institution in Kwadengan Village, Sidoarjo. The findings indicate that learning motivation is supported by tutor approaches that are patient and adaptive, interactive learning activities, technology-based media, games, ice breaking, rewards, rest periods, and communication between tutors and parents. In contrast, boredom, divided attention, fatigue, and an unconducive learning environment were identified as inhibiting factors. Novelty: The study presents the role of private tutoring through the combination of adaptive tutoring, technology-based learning media, varied activities, and parental communication within a specific learning context. Implications: The findings suggest that private tutoring can serve as an alternative learning support when accompanied by professional tutors, varied learning methods, and collaboration with parents. Key Findings Highlights Tutor approaches were adapted to children’s learning needs and conditions. Technology-based media, games, ice breaking, rewards, and rest periods supported learning participation. Boredom, divided attention, fatigue, and an unconducive environment hindered learning motivation. Keywords : Private Tutoring, Learning Motivation, Supporting Factors, Inhibiting Factors, Elementary Education
The Effect of Learning Motivation and Facilities on Arabic Language Student’s Learning Achievements at Alam Ar-rohmah Elementary School Malang: Pengaruh Motivasi Belajar dan Fasilitas Belajar Terhadap Prestasi Belajar Bahasa Arab Siswa di SD Alam Ar-rohmah Malang Wahyu Kurniawan; Najih Anwar
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.v21i1.1118

Abstract

General Background: Learning achievement is an important indicator of students’ academic development and can be associated with internal and external factors within the educational environment. Specific Background: Learning motivation and learning facilities are two factors considered relevant to students’ achievement, particularly in Arabic language learning at the elementary school level. Knowledge Gap: Previous studies have reported different findings regarding the relationships of learning motivation and learning facilities with learning achievement, indicating the need for further investigation in specific educational contexts. Aims: This study aimed to analyze the partial and simultaneous relationships of learning motivation and learning facilities with Arabic language achievement among students at SD Alam Ar-Rohmah Malang. Results: A quantitative associative approach was applied to 32 students of class VB using total sampling. Data were collected through questionnaires with a Likert scale and analyzed using multiple linear regression, t-test, F-test, and the coefficient of determination. The results showed significant positive relationships between learning motivation and Arabic language achievement, as indicated by t = 5.227 and Sig. = 0.000, and between learning facilities and achievement, with t = 2.962 and Sig. = 0.006. Simultaneously, both variables were significant, with F = 34.735 and Sig. = 0.000. The adjusted R² was 0.685, while learning motivation had the larger standardized coefficient. Novelty: This study examines these variables within the specific context of Arabic language learning at an Islamic elementary school. Implications: The findings indicate that attention to students’ motivation and the provision of adequate learning facilities are relevant considerations in supporting Arabic language achievement. Key Findings Highlights Higher learner motivation corresponded with stronger Arabic subject achievement. Adequate classroom facilities showed a significant statistical relationship with academic attainment. Motivation had the larger standardized coefficient, while both predictors jointly explained 68.5% of model variation. Keywords : Learning Motivation, Learning Facilities, Arabic Language, Learning Achievement, Elementary Education
Development of the E-Comic "Four Children with Great Stories" as a Medium for Instilling National Cultural Character Values for Elementary School Students: Pengembangan E – Comic “Empat Anak dengan Cerita Hebat” sebagai Media Penanaman Nilai Karakter Budaya Bangsa bagi Siswa Sekolah Dasar Itqon Tsaqif; Machful Indra Kurniawan
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.v21i1.1119

Abstract

General Background: Digital transformation in education requires innovative learning media that can connect formal learning with character education for elementary school students. Specific Background: E-comic media provides a visual and narrative format for presenting cultural and moral values through stories that are accessible to children. Knowledge Gap: Existing e-comic development has addressed various learning materials and character-related themes, while an integrated e-comic focusing on national cultural character values through contextual environmental and social stories remains relevant for development. Aims: This study aimed to develop an interactive e-comic entitled “Empat Anak dengan Cerita Hebat” as a learning medium for instilling national cultural character values among elementary school students. Results: The developed e-comic consists of 81 pages and integrates five main character values: mutual cooperation, creativity, tolerance, love of peace, and appreciation of achievement. The story presents environmental problems, waste management, recycling activities, social collaboration, character interactions, and reflective activities. The media was developed using Canva and provides visual navigation through digital devices connected to the internet. Novelty: The product integrates visual storytelling, national cultural character values, environmental themes, and digital learning within an interdisciplinary learning medium applicable to Pancasila Education, Social Studies, and Indonesian Language. Implications: The e-comic can serve as supplementary learning material and a reference for teachers in implementing character education through innovative digital media at the elementary school level. Key Findings Highlights The e-comic integrates five core character values through a contextual environmental storyline. The 81-page digital medium combines storytelling, visual interaction, and reflective activities for elementary learners. The product connects character education with Pancasila Education, Social Studies, and Indonesian Language learning. Keywords : E-Comic, Character Education, National Culture, Digital Learning Media, Elementary Education

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