cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mohammad Faizal Amir
Contact Email
ijemd@umsida.ac.id
Phone
+6285646424525
Journal Mail Official
ijemd@umsida.ac.id
Editorial Address
Jl. Mojopahit No. 666B, Sidoarjo, Jawa Timur
Location
Kab. sidoarjo,
Jawa timur
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
 88   89   90   91   92 
Kahoot Gamification Facilitates Narrative Text Comprehension In Secondary Foreign Language Education Gita Desire Sujarwo; Dian Novita
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.v21i2.1130

Abstract

General Background: Reading proficiency constitutes a complex cognitive process and a critical challenge for students learning English worldwide. Specific Background: Mastering story structures proves particularly demanding due to the required ability to decode unfamiliar vocabulary, deduce implicit meanings, and recognize sequential plot events. Knowledge Gap: Although interactive quiz platforms demonstrate broad pedagogical utility, empirical evaluations specifically investigating their application on tenth-grade literary mastery within Indonesian contexts remain remarkably scarce. Aims: This pre-experimental research investigates the application of digital game-based instruction on the reading proficiency of tenth-grade learners at a public senior high school in Sidoarjo. Results: Utilizing a one-group pretest-posttest design with 36 participants, statistical analysis via the Wilcoxon Signed Rank Test revealed a significant mean score progression from 55.69 to 78.11, accompanied by a large practical effect size of 0.805. Novelty: The intervention distinctly operationalizes competitive game mechanics as a direct reading instruction technique, transforming passive story decoding into a highly interactive, feedback-driven cognitive exercise. Implications: Integrating this digital pedagogical framework provides educators with a practical strategy to mitigate reading anxiety and actively engage students during complex literary analyses. Highlights: Digital quiz platforms significantly increase mean assessment scores regarding narrative text comprehension among high school learners. Game-based instructional interventions successfully facilitate active learner engagement and immediate corrective feedback during reading activities. Non-parametric statistical analysis confirms a large practical effect size associated with interactive vocabulary and inference exercises. Keywords: Game Based Learning, Reading Proficiency, Literary Analysis, Digital Pedagogy, Wilcoxon Signed Rank Test
Interactive Quizalize Application Advances Descriptive Text Comprehension Among Tenth Grade Students Calista Ananda Nabhila; Vidya Mandarani
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.v21i2.1131

Abstract

General Background: Reading mastery represents a complex cognitive process requiring both vocabulary acquisition and background knowledge integration within foreign language learning. Specific Background: Many high school learners struggle to interpret contextual clues, deduce implicit meanings, and identify main ideas when processing descriptive materials. Knowledge Gap: Although digital platforms exist, the specific application of adaptive game-based systems for targeted reading mechanics remains underexplored in senior secondary settings. Aims: This pre-experimental study investigates the application of game-based reading tools on literary mastery among 35 learners at a public school in Sidoarjo. Results: Utilizing a one-group pre-test and post-test design evaluated via the Wilcoxon Signed Rank Test, the analysis demonstrated a significant progression in assessment scores. Learners showed substantial development in vocabulary retention, detailed information retrieval, and inferential reasoning, while digital leaderboards and immediate feedback stimulated active classroom participation. Novelty: The intervention distinctly utilizes an adaptive online framework to transform passive reading tasks into dynamic, data-driven cognitive exercises. Implications: Deploying this engaging pedagogical model provides language educators with a technological strategy to fulfill foundational literacy requirements and modernize instructional delivery. Highlights: Game-based platforms significantly raise assessment scores by providing immediate feedback and adaptive quizzes. Digital pedagogical interventions successfully develop vocabulary mastery and inferential reasoning capabilities. Leaderboards and gamified elements actively stimulate learner engagement during complex literary analysis tasks. Keywords: Game Based Learning, Reading Proficiency, Digital Pedagogy, Foreign Language Education, Wilcoxon Signed Rank Test
Educators Perceptions Of Artificial Intelligence Integration In English Language Instruction Maheswara Handaru Arya Satya; Wahyu Taufiq
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.v21i2.1132

Abstract

General Background: The rapid incorporation of digital technologies into modern education significantly alters traditional classroom dynamics and instructional methodologies. Specific Background: Within foreign vocabulary learning, artificial intelligence provides unprecedented opportunities for personalized learning and material preparation, yet successful adoption heavily relies on pedagogical acceptance. Knowledge Gap: Although existing studies frequently measure technological outcomes, qualitative explorations investigating how high school instructors negotiate the practical and ethical dimensions of these advanced tools remain notably scarce. Aims: This qualitative study explores perspectives on utilizing automated systems in pedagogy, specifically examining perceived usefulness, ease of use, and associated challenges guided by the Technology Acceptance Model. Results: Thematic analysis of semi-structured interviews with four instructors reveals that while automated platforms efficiently accelerate lesson planning and resource generation, participants harbor deep concerns regarding student overreliance, academic integrity, and diminished critical thinking capabilities. Novelty: This research uniquely positions automated educational technology as a dual-support mechanism, highlighting the delicate tension between instructional efficiency and the preservation of authentic communication production in Indonesian secondary schools. Implications: Sustaining sound teaching practices requires comprehensive professional training in ethical technology use, institutional guidelines, and the reaffirmation of teachers as irreplaceable facilitators of human-centered skill acquisition. Highlights: Automated educational systems significantly accelerate lesson planning and resource generation for secondary school teachers. Instructors harbor deep concerns regarding student overreliance and the potential degradation of authentic communication skills. Preserving sound pedagogical practices necessitates targeted professional training focusing on ethical usage and critical evaluation. Keywords: Technology Acceptance Model, Qualitative Research, Thematic Analysis, Pedagogical Challenges, Professional Development
Illustrated Storybooks For Overcoming Reading Comprehension Difficulties In Primary Education: Buku Cerita Bergambar Untuk Mengatasi Kesulitan Membaca Pemahaman Pada Pendidikan Dasar Siti Maryam; Muhlasin\ Amrullah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1133

Abstract

General Background Reading comprehension serves as a foundational skill for acquiring broad knowledge and facilitating personal development. Specific Background Third-grade students at Way Perancang Elementary School encounter significant challenges with text analysis, often struggling to answer questions, summarize plots, and maintain focus due to rapid boredom with dense texts. Knowledge Gap Although conventional reading causes fatigue, there is a lack of interactive, visual-based approaches utilized to simplify abstract information and maintain student engagement. Aims This study intends to optimize narrative understanding and foster a highly interactive learning atmosphere using image-based story media. Results Implemented through a cyclical Classroom Action Research framework, the intervention raised the average student score from 62.08 to 81.25. Furthermore, learner mastery reached 100 percent, accompanied by heightened enthusiasm and active participation in arranging and retelling narratives. Novelty Integrating visual media with direct instructional scaffolding acts as a cognitive bridge, uniquely transforming abstract textual data into easily processable information for young learners. Implications The deployment of graphic-based narratives offers an engaging pedagogical alternative that prevents cognitive overload and successfully optimizes basic literacy within elementary settings. Highlights: The implementation of sequential visual media increased the average test score from 62.08 to 81.25 across evaluation cycles. Interactive discussions based on character graphics successfully eliminated learner boredom and restored focus during text analysis. A 100 percent mastery rate was attained as learners successfully summarized narratives and arranged disordered plots. Keywords: Reading Comprehension, Illustrated Story Media, Elementary Students, Action Research, Cognitive Bridge
Interactive Letter Cards Optimize Beginning Reading Skills In Primary Education: Kartu Huruf Interaktif Mengoptimalkan Keterampilan Membaca Permulaan Pada Pendidikan Dasar Siti Mufiah; Muhlasin Amrullah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1134

Abstract

General Background Foundational reading proficiency represents an essential prerequisite for young learners before advancing to higher educational stages. Specific Background Second-grade students at Batu Raja State Elementary School 2 encounter severe difficulties in distinguishing similar alphabet symbols, synthesizing syllables, and maintaining focus during study sessions. Knowledge Gap Conventional teaching methods often fail to concretize abstract phonetic concepts into tangible forms, leading to low participation and boredom among early learners. Aims This classroom action research seeks to accelerate spelling, alphabet recognition, and word pronunciation through game-based visual media. Results Conducted over two evaluation cycles, the implementation of brightly colored visual media raised the average learner score from 63.75 to 85.38. Furthermore, classical learning completeness surged from 25 percent in the pre-cycle phase to a perfect 100 percent by the final assessment. Novelty Integrating visual manipulatives with a play-and-learn instructional approach uniquely transforms abstract linguistic symbols into concrete objects for young students. Implications Deploying interactive visual tools provides an engaging pedagogical strategy to resolve phonics confusion and establish strong foundational literacy in elementary settings. Highlights: The deployment of visual phonetic media raised the average evaluation score from 63.75 to 85.38 across two cycles. Classical learning completeness achieved a 100 percent mastery rate by the final assessment phase. Game-based instructional methods successfully converted monotonous study sessions into highly engaging environments. Keywords: Early Literacy, Visual Phonetic Media, Elementary Students, Action Research, Play-Based Instruction
Sports Teaching Aids Optimize Locomotor Development In Primary Schools: Alat Peraga Olahraga Mengoptimalkan Perkembangan Lokomotor Di Sekolah Dasar Iwan; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1135

Abstract

General Background Physical education plays a pivotal role in developing fundamental motor capabilities for young learners. Specific Background Third-grade students at SD Negeri 01 Ujung Gunung Udik encounter significant difficulties executing basic movements, such as jumping and running, with adequate coordination and self-confidence. Knowledge Gap Traditional instructional methods remain overly verbal and teacher-centered, lacking concrete practical media to maintain learner focus and prevent early boredom. Aims This study seeks to optimize coordination and elevate active participation through the deployment of circuit-based practical activities. Results Following a two-meeting intervention involving thirty participants, the average movement evaluation score escalated from 65 to 85. Additionally, active learner participation surged from 40 percent to 90 percent, while concentration levels during dynamic exercises rose from 45 percent to 75 percent. Novelty The integration of concrete visual targets, including hula hoops and cones, within a structured circuit framework shifts instruction from monotonous verbal delivery to a dynamic, student-centered practical experience. Implications Utilizing simple equipment offers a low-cost, inclusive, and highly engaging pedagogical strategy to maximize fundamental physical literacy in early education settings. Highlights: The application of circuit-based visual targets raised average evaluation scores from 65 to 85. Active learner participation surged significantly from 40 percent to 90 percent during practical sessions. Concrete activity markers successfully elevated student concentration and reduced boredom during dynamic exercises. Keywords: Locomotor Movement, Sports Equipment, Circuit Training, Active Participation, Motor Coordination
Truth Or Dare Gamification Fosters Student Discipline In Elementary Civic Education: Gamifikasi Truth Or Dare Membentuk Disiplin Siswa Pada Pendidikan Kewarganegaraan Dasar Siti Sumarni; Muhlasin Amrullah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1136

Abstract

General Background Civic education plays a fundamental role in cultivating moral values and character development among early learners. Specific Background Fourth-grade students at Cahaya Makmur State Elementary School exhibit passive behavior, rote memorization of norms, and frequent minor disciplinary violations such as late assignments. Knowledge Gap Conventional instructional models often present moral concepts abstractly, failing to provide interactive mechanisms that translate theoretical character education into concrete daily habits. Aims This Classroom Action Research seeks to cultivate student discipline, honesty, and responsibility in civic education through a structured Truth or Dare gamification model. Results Implemented using the Kemmis and McTaggart framework on twelve students, the intervention transformed a monotonous classroom into a highly participatory environment. Observational data across cycles demonstrated significant increases in timely task completion, strict adherence to class rules, and academic honesty. Novelty Adapting the Truth or Dare framework for primary education uniquely gamifies moral reflection and positive behavioral challenges, replacing punitive measures with constructive educational actions. Implications Integrating this interactive methodology provides educators with an innovative, game-based pedagogical strategy to strengthen character education and behavioral compliance in elementary settings. Highlights: Interactive card-based activities transformed passive learning into a highly participatory environment. Timely task completion and academic honesty increased significantly across observational cycles. Constructive behavioral challenges successfully replaced punitive measures to build moral character. Keywords: Character Education, Game Based Learning, Moral Values, Action Research, Primary School
SQ3R Method Optimizes Reading Comprehension Outcomes In Elementary Language Education: Metode SQ3R Mengoptimalkan Hasil Membaca Pemahaman Pada Pendidikan Bahasa Dasar Jasmi Reni Putri; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1137

Abstract

General Background Reading comprehension constitutes a fundamental linguistic skill critical for acquiring diverse academic knowledge in primary education. Specific Background Fourth-grade students at SDN 05 Air Dingin exhibit significant difficulties in identifying main ideas, extracting essential information, and summarizing texts coherently. Knowledge Gap Many students engage in passive, rapid reading without a structured cognitive framework to actively process, retain, and review textual information. Aims This classroom action research aims to optimize active reading engagement and narrative summarization using the structured Survey, Question, Read, Recite, and Review framework. Results Conducted across two cycles involving twenty-one students, the intervention increased learner activity from 66.67 percent to 87.30 percent. Correspondingly, reading comprehension mastery surged from 61.90 percent in the initial cycle to 90.48 percent, with average evaluation scores rising from 71.41 to 87.14. Novelty Integrating student-generated questions and iterative review mechanisms within the reading process transforms learners from passive text consumers into active information processors. Implications The deployment of the SQ3R methodology provides primary educators with a highly structured, systematic pedagogical strategy to resolve comprehension deficits and maximize elementary literacy. Highlights: The deployment of the structured reading framework increased learner activity from 66.67 percent to 87.30 percent. Reading comprehension mastery surged significantly from 61.90 percent to 90.48 percent across two cycles. Generating questions and reviewing content actively transformed students from passive consumers into critical readers. Keywords: Reading Comprehension, Language Education, Action Research, Active Reading, Elementary Literacy
Phonics Method Optimizes Early Reading Skills In First Grade Students: Metode Fonik Mengoptimalkan Kemampuan Membaca Permulaan Pada Siswa Kelas Satu Sri Astuty S; Muhlasin Amrullah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1138

Abstract

General Background Early reading proficiency serves as a fundamental literacy skill necessary for comprehending various academic subjects in elementary education. Specific Background First-grade students at SDN 02 Bumi Ratu encounter significant difficulties in recognizing letter forms, pronouncing letter sounds, and combining alphabets into simple syllables. Knowledge Gap Many early learners lack a systematic instructional approach that connects abstract alphabetic symbols with their corresponding phonetic sounds, leading to reading hesitancy and low self-confidence. Aims This study intends to optimize early reading capabilities by applying a structured phonics approach focused on grapheme-phoneme correspondence. Results Implemented among six first-grade learners focusing on the letter B and its phonetic sound, the intervention yielded substantial diagnostic improvements. Post-test evaluations revealed that participant reading scores surged, with all subjects achieving mastery levels between 75 percent and 100 percent, compared to initial pre-test scores as low as 25 percent. Novelty Utilizing a step-by-step grapheme-to-phoneme decoding process specifically tailored for early learners uniquely bridges the cognitive gap between symbol recognition and word pronunciation. Implications Deploying the phonics strategy provides educators with an actionable and systematic pedagogical framework to successfully accelerate foundational literacy and build reading confidence among lower-grade elementary students. Highlights: The systematic phonetic intervention raised participant evaluation scores from a minimum of 25 percent to full mastery. Learners successfully transitioned from struggling with alphabet recognition to fluently pronouncing simple syllables and contextual vocabulary. Structured grapheme-to-phoneme instruction significantly elevated student confidence and participation during individual oral assessments. Keywords: Early Reading, Phonics Method, First Grade, Elementary School, Foundational Literacy
Discovery And Cooperative Learning Optimize Prefix Application In Elementary Education: Pembelajaran Penemuan Dan Kooperatif Mengoptimalkan Penerapan Awalan Pada Pendidikan Dasar Jasri Mulia Nasution; Kemil Wachidah
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1139

Abstract

General Background Mastering morphological structures constitutes a fundamental linguistic skill in elementary language education. Specific Background Grade IV students frequently experience difficulties applying the Indonesian prefix me- (meN-) accurately due to complex morphophonemic rules, particularly the contextual deletion of specific initial consonants. Knowledge Gap Traditional grammar instruction often fails to provide interactive frameworks that allow young learners to systematically discover and correct these complex morphological patterns. Aims This classroom implementation investigates the integration of guided discovery, cooperative learning, and contextual digital word games to optimize structural accuracy in prefix application. Results Following an intervention involving twenty-one students, the class achieved an average final score of 84.79, with 90.5 percent of participants successfully meeting the targeted mastery criterion. The ability to identify root words recorded the highest performance metric at 3.81 out of 4.00, although creative sentence construction remained below the desired threshold at 2.90. Novelty Fusing digital gamification with peer-assisted discovery learning uniquely shifts morphophonemic instruction from passive rote memorization to active, contextualized pattern recognition. Implications Deploying this multimodal pedagogical strategy provides educators with a highly engaging framework to secure foundational morphological competence, though supplementary open-ended tasks are necessary to fully foster linguistic creativity. Highlights: The integration of digital gamification and peer collaboration raised the average morphological mastery score to 84.79. Over 90 percent of participating learners successfully met the established academic proficiency criterion for structural accuracy. While root word identification achieved peak metrics, creative sentence construction requires further open-ended instructional support. Keywords: Discovery Learning, Cooperative Learning, Morphological Competence, Elementary Education, Digital Gamification

Page 90 of 94 | Total Record : 938

 88   89   90   91   92 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 21 No. 4 (2026): November Vol. 21 No. 3 (2026): August Vol. 21 No. 2 (2026): May Vol. 21 No. 1 (2026): February Vol. 20 No. 4 (2025): November Vol. 20 No. 3 (2025): August Vol. 20 No. 2 (2025): May Vol. 20 No. 1 (2025): February Vol. 19 No. 4 (2024): November Vol. 19 No. 3 (2024): August Vol. 19 No. 2 (2024): May Vol. 19 No. 1 (2024): February Vol. 18 No. 4 (2023): November Vol. 18 No. 3 (2023): August Vol. 18 No. 2 (2023): May Vol. 18 No. 1 (2023): February Vol. 17 No. 4 (2022): November Vol. 17 No. 3 (2022): August Vol. 17 No. 2 (2022): May Vol. 17 No. 1 (2022): February Vol. 16 (2021): November Vol. 15 (2021): Agustus Vol. 14 (2021): May Vol. 13 (2021): February Vol. 12 (2020): November Vol. 11 (2020): August Vol. 10 (2020): May Vol. 9 (2020): February Vol. 8 (2019): November Vol. 7 (2019): August Vol. 6 (2019): May Vol. 5 (2019): February Vol. 3 (2018): August Vol. 2 (2018): May Vol. 1 (2018): February More Issue