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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
 87   88   89   90   91 
The Use of Local Wisdom-Based E-Books with Outdoor Learning Methods on Elementary School Science Learning Outcomes: Penggunaan e-Book Berbasis Kearifan Lokal dengan Metode Outdoor Learning Terhadap Hasil Belajar Siswa IPA Sekolah Dasar Vera Dwi Lestari; Fitria Eka 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.v21i1.1120

Abstract

General Background: Digital transformation in education creates a need for innovative learning media that can support character development among 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: Previous studies have developed e-comic media for various learning materials and character-related themes, while an integrated digital medium that presents national cultural 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 introducing national cultural character values to elementary school students. Results: The developed e-comic consists of 81 pages and integrates five character values: mutual cooperation, creativity, tolerance, love of peace, and appreciation of achievement. The storyline presents environmental problems, waste management, recycling activities, social collaboration, character interactions, moral messages, and reflection activities. The media was developed using Canva and can be accessed through digital devices connected to the internet. Novelty: The product combines visual storytelling, national cultural values, environmental themes, social collaboration, and digital learning in an interdisciplinary medium for Pancasila Education, Social Studies, and Indonesian Language. Implications: The e-comic can be used as supplementary learning material and as a reference for teachers in integrating character education and cultural values through digital learning media at the elementary school level. Key Findings Highlights Five character values are integrated into a contextual storyline involving environmental and social issues. The 81-page product combines visual narratives, moral messages, character interactions, and reflective activities. Canva supports web-based access and interdisciplinary use across Pancasila Education, Social Studies, and Indonesian Language. Keywords : E-Comic, Character Education, National Culture, Digital Learning Media, Elementary Education
Flashcards for English Vocabulary Acquisition in Primary Education Settings Yuni Lusiana Dewi; Sheila Agustina
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.v21i2.1121

Abstract

General Background Vocabulary acquisition serves as the fundamental basis for foreign language proficiency and communication. Specific Background Elementary school learners frequently experience limited motivation and engagement during language instruction, often due to passive teaching strategies. Consequently, educators increasingly utilize visual tools to stimulate interest and interaction within the classroom. Knowledge Gap While previous research predominantly measures the quantitative outcomes of visual aids on memory retention, limited studies explore learner perceptions regarding how these materials transition passive instruction into experiential learning. Aims This study investigates the perceptions of fifth-grade students regarding the role of picture cards in supporting language mastery. Results Utilizing a qualitative approach with semi-structured interviews among twenty-eight participants in Sidoarjo, the findings reveal a highly positive reception. Specifically, twenty-six participants reported increased active participation, motivation, and retention, describing the media as an engaging game-like experience. Conversely, a minority noted minor difficulties in memorizing abstract terms, which require minimal pedagogical adjustments. Novelty This research distinctly applies Jean Piaget’s constructivist principles to demonstrate that visual materials are not mere memory aids, but active catalysts transforming traditional rote learning into dynamic educational play. Implications These insights suggest that integrating interactive media into curricula provides vital emotional and cognitive support, encouraging educators to design participatory strategies that foster autonomous learner engagement. Highlights: Fifth-grade learners experienced elevated motivation and confidence during interactive language sessions. Visual materials successfully transformed passive instruction into dynamic participatory play experiences. Complex descriptive terms presented minor memorization challenges requiring localized pedagogical adjustments. Keywords: Flashcards, Vocabulary Mastery, Interactive Learning, Visual Media, Language Strategies
Instructional Modifications for Special Needs Students in Full Inclusive Elementary Education: Modifikasi Instruksional bagi Siswa Berkebutuhan Khusus pada Pendidikan Dasar Inklusi Penuh Aisyah Nur Widya Utami; Moch. Bahak Udin By Arifin
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.v21i2.1122

Abstract

General Background: Disabled children frequently face social rejection and stigma, making adaptability and supportive environments crucial for their psychological development. Specific Background: Inclusive schools integrate children with disabilities, such as those diagnosed with ADHD, dyslexia, dyscalculia, and dysgraphia, into regular classrooms requiring tailored pedagogical support. Knowledge Gap: Despite the adoption of these integrating models, educational institutions consistently struggle with teacher competency, rigid curriculum standards, and a lack of specialized resources to support diverse learning requirements. Aims: This study investigates the practical implementation of learning strategies, identifying constraints and solutions for youth with disabilities within a heterogeneous model at SD Muhammadiyah 2 Sidoarjo. Results: Findings reveal that educators apply specific instructional adaptations, utilizing active breaks to manage ADHD, concrete media to assist with dyscalculia, and oral evaluations to overcome dyslexia and dysgraphia. Furthermore, classroom success relies heavily on collaboration between regular teachers, specialized assistant personnel, and parents, though schools still confront critical shortages in expert staff and assistive technologies. Novelty: This research provides an in-depth mapping of practical adaptive strategies executed for multiple distinct learning disabilities simultaneously within a single regular classroom setting. Implications: Optimizing this educational framework requires urgent institutional adjustments to provide flexible curriculum guidelines, advanced teacher competency training, and accessible technological facilities. Highlights: Active breaks and concrete tools facilitate cognitive development among youth experiencing ADHD and dyscalculia. Oral evaluations successfully accommodate learners diagnosed with reading and writing difficulties. Collaboration between regular instructors and dedicated assistants determines classroom success. Keywords: Learning Disabilities, Adaptive Pedagogy, Special Assistant Teachers, Classroom Management, Educational Collaboration
Make a Match Cooperative Pedagogy Facilitates Reading Comprehension In Elementary Students: Pedagogi Kooperatif Make a Match Memfasilitasi Pemahaman Membaca Pada Siswa SD Ika Puspita Sari; Mahardika Darmawan Kusuma Wardana
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.v21i2.1123

Abstract

General Background: Reading comprehension serves as a fundamental literacy skill essential for knowledge acquisition and overall academic success in early education. Specific Background: Fourth-grade learners frequently struggle to identify main ideas, differentiate factual from fictional information, and grasp implicit meanings within narrative texts. Knowledge Gap: While interactive models are widely recognized, the systematic integration of card-pairing strategies specifically grounded in Tarigan’s literary reading theory remains underexplored for primary education. Aims: This research investigates the application of Tarigan-based collaborative card-pairing on the narrative text mastery of fourth-grade students at SDN Krembung 1. Results: Utilizing a quantitative one-group pretest-posttest design with 20 participants, the statistical analysis demonstrated a significant mean score progression from an initial 55.00 to 84.75, supported by a paired sample t-test significance value of 0.000. Novelty: The intervention uniquely merges active pairing mechanics with structured fiction analysis, prompting learners to collaboratively evaluate characters, plots, and implicit narrative messages. Implications: Incorporating this student-centered approach provides educators with a practical framework to transform passive text deciphering into a dynamic, peer-driven process that solidifies deeper literary analysis. Highlights: Active card-pairing exercises significantly raise narrative text evaluation scores among young learners. Integrating Tarigan’s literary theory bridges the gap between literal decoding and implicit meaning identification. Interactive instructional frameworks transform passive literary deciphering into dynamic peer-driven knowledge construction. Keywords: Literacy Development, , Tarigan Theory, Student Centered Learning, Educational Interventions
Structured Metacognitive Frameworks Facilitate Academic Progression Among Lower Primary Students: Kerangka Metakognitif Terstruktur Memfasilitasi Kemajuan Akademik Pada Siswa Sekolah Dasar Kelas Rendah Amalia Qurrotul A’yun; Mahardika Darmawan Kusuma Wardana
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.v21i2.1124

Abstract

General Background: Reading literacy constitutes a fundamental educational priority for human resource development, yet national assessment scores frequently indicate suboptimal scholastic achievement on global scales. Specific Background: Third-grade learners specifically struggle to grasp core information, identify main ideas, and answer analytical questions regarding expository texts despite possessing basic reading fluency. Knowledge Gap: Although the Know, Want to Know, Learned (KWL) strategy is a proven metacognitive tool, previous implementations predominantly target upper elementary or secondary classes, leaving its viability for early-grade learners in the concrete operational stage largely underexplored. Aims: This quasi-experimental research analyzes the application of the KWL instructional model on third-grade reading comprehension regarding expository materials at SDN Jerukgamping. Results: Utilizing a pretest-posttest control group design with 32 participants, the experimental group demonstrated a notable progression from an initial mean score of 70 to 84, significantly outperforming the control group. Statistical testing confirmed a significance value of 0.000, validating the intervention's success. Novelty: The study uniquely adapts this active learning framework for nine-year-old learners, bridging abstract questioning with concrete expository facts to stimulate targeted curiosity. Implications: Deploying this student-centered pedagogy provides educators with an engaging mechanism to build foundational literacy, though it requires intensive instructor facilitation and extended instructional time to accommodate younger developmental needs. Highlights: The Know Want Learn model successfully guides third-grade learners through decoding factual narratives. Integrating curiosity-driven questioning significantly advances reading assessment scores compared to conventional teacher-centered methodologies. Intensive instructor facilitation ensures nine-year-olds systematically organize new information within concrete operational stages. Keywords: Expository Reading, Know Want Learn, Cognitive Development, Quasi Experimental Design, Student Centered Pedagogy
Interactive Video Media Facilitates Main Idea Identification In Elementary Education: Media Video Interaktif Memfasilitasi Identifikasi Ide Pokok Pada Pendidikan Dasar Devi Indi Astuti; Mahardika Darmawan Kusuma Wardana
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.v21i2.1125

Abstract

General Background: Digital transformation necessitates the integration of engaging multimedia resources to stimulate active learning within modern classrooms. Specific Background: Fifth-grade learners frequently experience difficulties comprehending Indonesian language materials, particularly in isolating paragraph concepts during reading exercises. Knowledge Gap: Existing educational resources predominantly rely on static visuals or non-interactive worksheets, lacking comprehensive multimedia approaches that combine live-action, animation, and direct interactivity specifically designed for reading comprehension. Aims: This Research and Development study utilizes the ADDIE framework to construct and validate a digital learning tool focused on paragraph comprehension for fifth-grade students. Results: Assessments revealed material and content validity scores of 96.6 percent and 86.6 percent respectively, alongside practical acceptance rates of 85.83 percent from learners and 83.3 percent from educators. Furthermore, student mastery progressed from 55 percent to 68.75 percent following implementation. Novelty: The developed product distinctly integrates live actors with animated features to specifically address literacy challenges without requiring conventional experimental control groups for validation. Implications: Deploying this validated multimedia tool provides educators with a practical pedagogical resource to foster reading interest and facilitate textual comprehension in primary schools. Highlights: Multimedia integration featuring live actors and animation successfully drives student engagement during reading tasks. Product assessments confirm high validity and practicality scores from both pedagogical experts and users. Implementation of the developed resource yields a measurable progression in literacy mastery rates. Keywords: Interactive Video, Reading Comprehension, ADDIE Model, Multimedia Pedagogy, Primary Schools
Stick On Visual Media Cultivates Elementary English Vocabulary Acquisition And Student Engagement Suhailah Himmatul Ulya; Sheila Agustina
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.v21i2.1126

Abstract

General Background: Vocabulary acquisition constitutes a fundamental pedagogical challenge in primary language education due to abstract instructional methods and limited contextual exposure. Specific Background: Integrating concrete instructional tools, such as stick-on visual labels attached directly to physical classroom objects, aligns with cognitive constructivist theories by connecting abstract linguistic concepts with tangible reality. Knowledge Gap: While previous empirical studies extensively document quantitative vocabulary retention metrics, qualitative research exploring the subjective pedagogical perceptions and lived experiences of young learners regarding these physical media remains notably limited. Aims: This descriptive qualitative research investigates elementary students' perceptions of acquiring English vocabulary through stick-on visual media at primary schools in Sidoarjo. Results: Data collected through participatory observation and semi-structured interviews with three fifth-grade students across varying cognitive levels demonstrated overwhelmingly positive pedagogical responses. Learners reported that tangible labels connected words to physical objects, cultivated classroom enjoyment, accelerated vocabulary mastery, and built their confidence in active language use. Novelty: The study uniquely foregrounds young learner voices to validate the utility of environmental print labeling, shifting the analytical focus from isolated test scores to holistic student experiences. Implications: Educators must strategically integrate environmental visual labels as routine classroom features and apply differentiated instructional scaffolding to support diverse cognitive levels during language acquisition. Highlights: Tangible stick-on labels successfully translate abstract linguistic concepts into concrete learning experiences for young language learners. Physical environmental labeling directly builds student confidence and drives active vocabulary usage within the classroom. Learner feedback validates the integration of visual environmental tools as a core strategy for language acquisition. Keywords: Stick-On Visual Media, English Vocabulary Acquisition, Student Perception, Constructivist Theory, Primary Education
Canva Based Visual Media Cultivates Cognitive Mastery In Elementary Science Education: Media Visual Berbasis Canva Menumbuhkan Penguasaan Kognitif Pada Pendidikan Sains Dasar Salma Rohmadani; Niko Fediyanto
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.v21i2.1127

Abstract

General Background: The twenty-first-century digital transformation necessitates the integration of engaging, student-centered technological tools into primary education. Specific Background: According to Piagetian developmental theory, fifth-grade learners are in the concrete operational stage, requiring dynamic visual support to grasp complex scientific subjects like the solar system. Knowledge Gap: Although graphic design platforms are widely utilized in higher education, empirical studies quantitatively analyzing their direct pedagogical utility for supporting cognitive developmental stages in elementary classrooms remain severely limited. Aims: This quasi-experimental research investigates the application of Canva-based instructional materials on the cognitive capabilities of fifth-grade students during solar system lessons at SDN Candi 1. Results: Utilizing a one-group pretest-posttest design with 92 participants, the statistical analysis revealed a significant mean score progression from 67.9 to 82.4, accompanied by a shift in high-category cognitive mastery from 15 percent to 67 percent. Novelty: This study distinctly maps the integration of digital graphic platforms to concrete operational cognitive indicators within Bloom's taxonomy, transforming conventional elementary science instruction into an interactive visual experience. Implications: Deploying this digital visual methodology provides primary educators with a highly engaging pedagogical framework to modernize instruction, stimulate academic curiosity, and fulfill the student-centered mandates of the Merdeka Curriculum. Highlights: Graphic design platforms successfully translate abstract astronomical concepts into concrete interactive learning experiences. Digital instructional tools significantly raise student assessment scores across multiple Bloom taxonomy indicators. Active learner participation and conceptual comprehension rise notably following the implementation of modern classroom technologies. Keywords: Digital Pedagogy, Graphic Design Platforms, Solar System Instruction, Piagetian Development, Bloom Taxonomy
Digital Graphic Platforms Advance Cognitive Mastery In Elementary Solar System Education: Platform Grafis Digital Memajukan Penguasaan Kognitif Pada Pendidikan Tata Surya Dasar Shintia Dwi Puspita Sari; Niko Fediyanto
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.v21i2.1128

Abstract

General Background: The twenty-first-century educational landscape necessitates integrating dynamic technological tools to support student-centered instruction within modern classrooms. Specific Background: According to Piagetian developmental theory, fifth-grade learners exist in the concrete operational stage, requiring strong visual stimulation to successfully comprehend complex scientific subjects like the solar system. Knowledge Gap: Although digital design platforms are widely recognized in higher education, empirical quantitative studies investigating their direct pedagogical utility for advancing cognitive development stages in elementary science classrooms remain severely limited. Aims: This quasi-experimental research investigates the application of Canva-based instructional materials on the cognitive capabilities of fifth-grade students during solar system lessons at SDN Candi 1. Results: Utilizing a one-group pretest-posttest design involving 92 participants, statistical analysis revealed a significant mean score progression from 67.9 to 82.4, alongside a dramatic shift in high-category cognitive mastery from 15 percent to 67 percent. Novelty: This study distinctly maps the integration of graphic design applications to concrete operational cognitive indicators within Bloom's taxonomy, transforming conventional elementary science instruction into a highly interactive visual experience. Implications: Deploying this digital visual methodology provides primary educators with an engaging pedagogical framework to modernize instruction, stimulate academic curiosity, and fulfill the student-centered mandates of the Merdeka Curriculum. Highlights: Graphic design platforms successfully translate abstract astronomical concepts into concrete interactive learning experiences. Digital instructional tools significantly raise student assessment scores across multiple Bloom taxonomy indicators. Active learner participation and conceptual comprehension rise notably following the implementation of modern classroom technologies. Keywords: Digital Pedagogy, Graphic Design Platforms, Solar System Instruction, Piagetian Development, Bloom Taxonomy
Canva Interactive Videos Facilitate Arabic Orthography Acquisition In Junior High Schools: Video Interaktif Canva Memfasilitasi Penguasaan Ortografi Arab Di Sekolah Menengah Pertama Eva Asnifa Rizqiyah; Farikh Marzuki Ammar
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.v21i2.1129

Abstract

General Background: Arabic orthography acquisition serves as a fundamental prerequisite for mastering advanced linguistic competencies and structural sentence formation. Specific Background: Conventional instructional approaches relying on passive board copying fail to accommodate the dynamic visual needs of seventh-grade digital natives, resulting in pervasive spelling and vowel placement errors. Knowledge Gap: While previous literature explores digital platforms within Islamic boarding schools or for oral proficiency, the specific integration of animated audiovisual tools for foundational writing mechanics in formal junior high settings remains severely underexplored. Aims: This quantitative research investigates the application of Canva-based interactive videos on the basic writing mastery of seventh-grade students at SMP Muhammadiyah 10 Sidoarjo. Results: Utilizing a one-group pretest-posttest experimental design with 30 purposively selected learners, the analytical data demonstrated a substantial mean score progression from 24.00 to 63.33. The paired t-test yielded a significance value of 0.000, accompanied by a moderate N-Gain score of 0.52, with 17 participants ultimately achieving perfect evaluation scores. Novelty: The intervention distinctly shifts rote vocabulary memorization into an active visual process, utilizing dynamic animations and synchronized audio to systematically model accurate letter formation. Implications: Integrating such accessible, multimedia-rich pedagogical tools provides language educators with a highly engaging strategy to fulfill foundational literacy requirements while addressing the technological inclinations of modern learners. Highlights: Animated audiovisual tools elevate pretest orthography scores from an initial 24.00 to a 63.33 average. Seventeen out of thirty participants achieved perfect evaluation marks following the digital multimedia intervention. Statistical analysis confirms a moderate N-Gain progression alongside significant p-value metrics for foundational literacy acquisition. Keywords: Language Learning, Multimedia Pedagogy, Digital Instruction, Vocabulary Mechanics, Educational Technology

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