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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
 89   90   91   92   93 
Interactive Spelling Method Accelerates Early Literacy Mastery In Primary Education: Metode Eja Interaktif Mengakselerasi Penguasaan Literasi Awal Pada Pendidikan Dasar Sri Budy Yanti; 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.v21i4.1140

Abstract

General Background Beginning reading constitutes an essential foundational skill necessary for elementary school children to support future language development and broader academic success. Specific Background First-grade learners at SDN 3 Abung Jayo encounter significant difficulties in recognizing alphabets, differentiating vowel and consonant sounds, and combining letters into simple syllables. Knowledge Gap Monotonous traditional instruction frequently causes early learners to become passive, easily bored, and hesitant to participate in oral exercises. Aims This study investigates the application of a structured spelling approach integrated with visual learning tools to accelerate basic letter recognition and student confidence. Results Following the intervention utilizing letter cards, alphabet boards, and educational games, out of 19 participants, eight achieved fluent mastery and eight attained basic capability. Furthermore, learners exhibited increased enthusiasm, active participation, and bravery when practicing individual oral pronunciation in front of their peers. Novelty Fusing the traditional spelling approach with gamified visual media and differentiated instruction uniquely transforms abstract character recognition into a concrete, interactive experience for early learners. Implications Deploying this multimodal pedagogical strategy provides educators with an engaging framework to resolve phonetic confusion and establish strong foundational competencies in lower-grade classrooms. Highlights: The application of gamified visual tools transformed passive classroom environments into highly enthusiastic learning spaces. Sixteen out of nineteen participants successfully achieved either fluent or basic reading capability following the intervention. Structured phonetic practice successfully eliminated learner hesitation and significantly elevated confidence during oral assessments. Keywords: Beginning Reading, Spelling Method, Alphabet Recognition, Primary Education, Visual Media
Rotating Class Routines Foster Mutual Cooperation In Early Childhood Civic Education: Rutinitas Kelas Bergilir Menumbuhkan Sikap Gotong Royong Pada Pendidikan Kewarganegaraan Anak Sumarmi; 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.v21i4.1141

Abstract

General Background Civic instruction serves a fundamental function in shaping foundational character traits and social habits among young children. Specific Background The second-grade demographic at SDN Sinar Jaya consists of only three individuals, presenting a unique classroom dynamic that requires specific pedagogical adaptation. Knowledge Gap Moral theories taught in schools frequently remain abstract, lacking direct habituation mechanisms that convert theoretical citizenship concepts into tangible, daily collective actions. Aims This implementation seeks to instill shared responsibility and mutual assistance through the execution of a daily scheduled task rotation. Results Observational evaluations indicated that participants successfully completed assigned physical chores, such as sweeping and arranging chairs, achieving high assessment scores between 12 and 13. Additionally, participants demonstrated spontaneous initiative by voluntarily aiding peers who encountered difficulties during their respective assignments. Novelty Leveraging a micro-group environment enables highly intensive teacher mentoring, converting basic classroom maintenance into a deeply personalized pedagogical instrument for character formation. Implications Embedding scheduled practical activities within daily educational schedules offers teachers an actionable strategy to ensure abstract social values materialize as permanent behavioral traits. Highlights: Scheduled physical chores successfully transformed abstract moral theories into concrete daily actions. Observational assessments revealed high participant compliance and excellent micro-group performance metrics. Personalized teacher guidance triggered spontaneous peer assistance and shared responsibility among learners. Keywords: Character Building, Habituation Method, Social Learning, Shared Responsibility, Micro Cohort
Visualizing Geometric Volume Using Video And Concrete Aids In Primary Mathematics: Memvisualisasikan Volume Geometri Menggunakan Video Dan Alat Konkret Pada Matematika Dasar Jonni; 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.v21i4.1142

Abstract

General Background Understanding spatial geometry constitutes a fundamental competency in primary mathematics, bridging the gap between concrete objects and abstract mathematical concepts. Specific Background Fifth-grade students struggle with spatial reasoning regarding solid geometry, often memorizing formulas without conceptualizing volume as the physical space occupied by unit cubes, leading to frequent confusion between area and volume. Knowledge Gap Conventional mathematical instruction frequently bypasses the crucial intermediate step of concrete manipulation, immediately transitioning from abstract formulas to calculation, which causes persistent procedural and conceptual errors. Aims This study seeks to optimize conceptual understanding of cube and rectangular-prism volume by integrating dynamic video visualizations with the physical manipulation of unit cubes. Results Implemented over two sessions with fifteen participants, the pedagogical intervention significantly increased active verbal participation from 33 percent to 80 percent. Furthermore, the ability to accurately calculate volume and explain spatial concepts correctly surged from a baseline of less than half the class to 87 percent mastery. Novelty Sequencing instruction from dynamic visual representations directly into tactile unit-cube manipulation uniquely transitions learners from passive rule memorization to active, evidence-based mathematical reasoning. Implications Deploying this multimodal pedagogical sequence provides primary educators with a highly constructive framework to resolve spatial misconceptions and solidify foundational geometric competencies in elementary mathematics. Highlights: Integrating video visualizations with physical unit cubes elevated correct volume calculation rates from 40 percent to 87 percent. The pedagogical sequence significantly increased active verbal participation, shifting classroom dynamics from 5 to 12 actively engaged students. Physical manipulation successfully eliminated common misconceptions regarding the distinction between surface area and spatial volume. Keywords: Solid Geometry, Unit Cubes, Concrete Aids, Elementary Mathematics, Mathematical Reasoning
Improving Fine Motor Skills in Children Through Collage Activities Among 4- to 5-Year-Olds at Al-Ikhsan Islamic Kindergarten: Peningkatan Kemampuan Motorik Halus Anak Melalui Kegiatan Kolase Pada Kelompok Usia 4-5 Tahun di TK Islam Al-Ikhsan Salwa Taufiq; Choirun Nisak Aulina
Indonesian Journal of Education Methods Development Vol. 21 No. 3 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.1143

Abstract

General Background: Fine motor development is an important aspect of early childhood development, particularly for children aged 4–5 years who require stimulation involving small muscles and eye-hand coordination. Specific Background: At TK Islam Al-Ikhsan, several children experienced difficulties holding pencils, opening bottle caps, grasping objects, and performing activities requiring fine motor control. Knowledge Gap: The study addresses the need for a more varied classroom activity by applying collage with simple materials to the observed fine motor difficulties in Group A2. Aims: This study aims to examine the application of collage activities and the improvement of fine motor skills among 4- to 5-year-old children. Results: Using classroom action research conducted in two cycles, data were collected through observation and documentation. Achievement increased from 12.50% in the pre-cycle to 37.50% in Cycle I and 87.50% in Cycle II. The activities used origami paper pieces, corn kernels, and Dacron attached to prepared picture patterns, with improvements including enlarged patterns and easier-to-handle materials in Cycle II. Novelty: The study applies simple collage materials and step-by-step classroom improvements to train eye-hand coordination, grasping, and object-picking skills in the specific context of Group A2. Implications: The findings indicate that structured collage activities using accessible materials can be used as a classroom activity to provide repeated stimulation for fine motor development in early childhood. Key Findings Highlights Achievement increased from 12.50% before the intervention to 87.50% after two cycles. Enlarged picture patterns and easier-to-handle materials addressed difficulties observed during the first cycle. Children showed better coordination, grasping, object-picking, focus, and independence during the second cycle. Keywords : Fine Motor Skills, Collage Activities, Early Childhood, Eye-Hand Coordination, Classroom Action Research
The Effect of Video-Based Learning Media on High School Students' English Listening Skills: Pengaruh Media Pembelajaran Berbasis Video terhadap Kemampuan Mendengarkan Bahasa Inggris Siswa Sekolah Menengah Atas Andini Widia Ningsih; Wahyu Taufiq
Indonesian Journal of Education Methods Development Vol. 21 No. 3 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.1145

Abstract

General Background: Fine motor development is an important aspect of early childhood development because it involves small muscle control and eye-hand coordination. Specific Background: The study was conducted at TK Islam Al-Ikhsan, where several 4- to 5-year-old children experienced difficulties in holding pencils, opening bottle caps, grasping objects, and performing activities requiring fine motor control. Knowledge Gap: Previous studies have examined various activities for developing fine motor skills, while this study focuses on the use of simple collage materials and classroom-based improvements for children in Group A2. Aims: This study aims to examine the implementation of collage activities and the development of fine motor skills among 4- to 5-year-old children. Results: This classroom action research was conducted in two cycles involving 16 children, with data collected through observation and documentation. Fine motor achievement increased from 12.50% in the pre-cycle to 37.50% in Cycle I and 87.50% in Cycle II. The activities involved picking up, arranging, and attaching paper scraps, corn kernels, and Dacron onto prepared picture patterns. Novelty: The study emphasizes the use of simple and accessible collage materials combined with improvements in picture size and material selection based on difficulties identified during the first cycle. Implications: The findings indicate that structured collage activities can provide repeated opportunities for children to practice eye-hand coordination, finger strength, grasping, and precise hand movements in early childhood learning. Key Findings Highlights Fine motor achievement increased from 12.50% in the pre-cycle to 87.50% in Cycle II. Larger picture patterns and easier-to-grasp materials supported improved task performance. Children demonstrated better grasping, arranging, eye-hand coordination, focus, and independence. Keywords : Fine Motor Skills, Collage Activities, Early Childhood, Eye-Hand Coordination, Classroom Action Research
“Word Scavenger Hunt” A Fun Way for Literacy Skills in English Language Learning : “Word Scavenger Hunt” Cara Menyenangkan untuk Mengasah Keterampilan Literasi dalam Pembelajaran Bahasa Inggris Giska Agustina; Vidya Mandarani
Indonesian Journal of Education Methods Development Vol. 21 No. 3 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.1146

Abstract

General Background: Listening comprehension is an essential English language skill, yet Indonesian EFL learners may experience difficulties understanding authentic spoken English, natural speech rates, accents, and limited visual support. Specific Background: Preliminary observations at a public senior high school in Sidoarjo indicated that Grade XI students experienced difficulties in understanding spoken English, particularly when authentic speech was presented with limited contextual support. Knowledge Gap: Previous studies have examined video-based materials for listening development, but fewer studies have focused on authentic British Council LearnEnglish materials for Grade XI senior high school learners using measurable pre-test and post-test outcomes. Aims: This study aims to examine the effect of British Council LearnEnglish videos on the English listening skills of eleventh-grade students. Results: A pre-experimental one-group pre-test and post-test design was conducted with 36 students. Data were collected through an 18-item listening comprehension test and analyzed using descriptive statistics, the Shapiro-Wilk test, and the Wilcoxon Signed-Rank Test. The mean score increased from 64.50 before treatment to 91.28 after treatment, while the Wilcoxon test showed a significant difference with p < .05. Thirty-three students obtained higher post-test scores, while three students showed tied scores. Novelty: The study applies authentic British Council LearnEnglish audiovisual materials through guided listening followed by more independent listening practice for Grade XI learners. Implications: The findings support the use of authentic audiovisual materials as an instructional option for contextualized English listening activities in senior high school EFL classrooms. Key Findings Highlights Mean scores increased from 64.50 to 91.28 after the instructional sessions. Thirty-three participants achieved higher scores, while three participants maintained their scores. The Wilcoxon analysis produced a significance value of 0.000, indicating a statistically significant difference. Keywords : British Council Learn English, Video-Based Learning, Listening Comprehension, EFL Learners, Senior High School
Teacher's and Students' Perceptions of Wayground as a Learning Assessment in English Language Teaching : Persepsi Guru dan Siswa terhadap Penggunaan Wayground sebagai Asesmen Pembelajaran dalam Pengajaran Bahasa Inggris Ahmad Zaki Dzulfikar; Niko Fediyanto
Indonesian Journal of Education Methods Development Vol. 21 No. 3 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.1147

Abstract

General Background: Digital assessment and gamification are increasingly used to create more interactive English language learning experiences. Specific Background: Wayground is used in a senior high school in Sidoarjo as a learning assessment tool, with interactive features such as leaderboards, avatars, and instant feedback. Knowledge Gap: Although previous studies have examined Wayground and gamified learning, the perceptions of both teachers and students regarding its use as an English language assessment tool require further exploration within the specific school context examined in this study. Aims: This study explores teacher and students’ perceptions of Wayground as a learning assessment tool in English language teaching. Results: A qualitative research method was employed with one English teacher and five senior high school students. Data were collected through semi-structured interviews and analyzed using thematic analysis based on the Technology Acceptance Model, focusing on Perceived Usefulness, Perceived Ease of Use, and Attitude. The findings show positive perceptions of Wayground in supporting student engagement, motivation, participation, material understanding, classroom management, and assessment efficiency. Participants also perceived the platform as practical and accessible through web browsers without additional installation. However, unstable internet connections remained a major implementation challenge. Novelty: The study examines teacher and student perceptions together through the three TAM dimensions in the context of English language assessment. Implications: The findings provide a contextual reference for the use of interactive digital assessment and gamification in secondary school English language teaching. Key Findings Participants identified automatic feedback and reporting as useful assessment features. Web-based access and simple navigation were perceived as practical for classroom use. Unstable connectivity remained a major challenge during implementation. Keywords : Wayground, English Language Teaching, Learning Assessment, Gamification, Technology Acceptance Model
Analysis of the Impact of Teacher Readiness in Optimizing Children's Learning at KB Ahmad Yani: Analisis Dampak Kesiapan Guru dalam Optimalisasi Pembelajaran Anak Di KB Ahmad Yani Sri Winarsih; Arifin Mado
Indonesian Journal of Education Methods Development Vol. 21 No. 3 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.1148

Abstract

Abstract: General Background: Fine motor skills are an important aspect of early childhood development and require appropriate stimulation through learning activities. Specific Background: Observations at Al-Ikhsan Islamic Kindergarten showed that several 4–5-year-old children experienced difficulties in activities such as holding pencils and opening bottle caps, indicating that their fine motor abilities were not yet optimal. Knowledge Gap: Previous studies have reported the use of various artistic and learning activities to support fine motor skills, while the present study focuses on collage activities using simple materials for children aged 4–5 years in the observed classroom context. Aims: This study aims to examine the implementation of collage activities and the improvement of fine motor skills among 4–5-year-old children. Results: Classroom action research was conducted in two cycles with 16 children through observation and documentation. Fine motor achievement increased from 12.50% in the pre-cycle to 37.50% in Cycle I and 87.50% in Cycle II. The activities involved picking, arranging, and attaching simple materials, including paper scraps, corn kernels, and Dacron, onto prepared picture patterns. Improvements in the second cycle followed adjustments to the picture size, materials, and activity instructions. Novelty: The study applies simple-material collage activities as a classroom action to support fine motor skills in the specific context of 4–5-year-old children at Al-Ikhsan Islamic Kindergarten. Implications: The findings indicate that structured collage activities using accessible materials can provide stimulation for eye-hand coordination, finger strength, and controlled hand movements in early childhood learning. Key Findings Achievement increased from 12.50% before the intervention to 87.50% after two cycles. Fourteen of 16 participants reached the completion criterion in the second cycle. Larger patterns and more manageable materials supported improved task performance. Keywords: Fine Motor Skills, Collage Activities, Early Childhood, Eye-Hand Coordination, Classroom Action Research
Implementation Of Project Based Learning (PjBL) Model to The Motor Skills of Third Grade at Elementary School: Penerapan Model Pembelajaran Project Based Learning (PjBL) Untuk Kemampuan Motorik Peserta Didik Kelas III Di Sekolah Dasar Himmatun Nisa’; Tri Linggo Wati
Indonesian Journal of Education Methods Development Vol. 21 No. 3 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.1149

Abstract

General Background: Motor skills are an important component of students’ learning development and require learning activities that provide opportunities for direct practice. Specific Background: At SDN Kesambi, students’ motor skills were relatively low, while classroom learning tended to rely on lectures and worksheets and had not previously implemented Project Based Learning (PjBL). Knowledge Gap: The absence of PjBL implementation at the research site provided a contextual need to examine its use through practical learning activities. Aims: This study aims to examine the implementation of the Project Based Learning model to develop the motor skills of third-grade students at SDN Kesambi through tempe-making activities. Results: This Classroom Action Research involved 25 third-grade students and was conducted in two cycles using observation, interviews, and documentation. Motor skill achievement increased from 16% in the pre-cycle to 36% in Cycle I and 80% in Cycle II, exceeding the 75% success indicator. Improvements in Cycle II were reflected in students’ ability to follow the tempe-making steps, mix yeast evenly, package the soybeans neatly, and perform the activities more independently and carefully. Novelty: The study applies PjBL through a practical tempe-making project to develop motor skills in a third-grade elementary classroom. Implications: The findings indicate that practical project activities can provide opportunities for students to actively practice coordinated, careful, and independent movements within elementary learning.Key Findings Highlights Achievement progressed from 16% before the action to 80% after two cycles. Twenty of 25 students reached the 75% completion criterion in Cycle II. Learners became more orderly, careful, independent, and skillful during tempe preparation. Keywords : Project Based Learning, Motor Skills, Elementary Education, Classroom Action Research, Tempe Making
Improving the fine motor skills of children aged 4-5 year through the Smart Box educational geme tool (APE) TK Islamic Al-Faqih Pilang : Meningkatkan kemampuan motorik halus anak usia 4-5 tahun melalui Alat permainan Edukatif (APE) Smart Box di TK Islam Al-Faqih Pilang Endang Fatmala; Choirun Nisak Aulina
Indonesian Journal of Education Methods Development Vol. 21 No. 3 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.1150

Abstract

General Background: Fine motor skills are an important aspect of early childhood development and require appropriate stimulation through meaningful learning activities. Specific Background: Observations at Al-Ikhsan Islamic Kindergarten showed that several 4–5-year-old children experienced difficulties in holding pencils and opening bottle caps, indicating that their fine motor skills were not yet optimal. Knowledge Gap: Previous studies have examined various activities for supporting fine motor development, while this study focuses on collage activities using simple materials in the specific classroom context. Aims: This study aims to examine the implementation of collage activities and the improvement of fine motor skills among 4–5-year-old children. Results: Classroom action research was conducted in two cycles with 16 children using observation and documentation. Achievement increased from 12.50% in the pre-cycle to 37.50% in Cycle I and 87.50% in Cycle II. The activities involved picking, taking, arranging, and attaching paper scraps, corn kernels, and Dacron to prepared picture patterns. Improvements in Cycle II followed changes in material selection and larger picture patterns, which made the tasks easier for children to perform. Novelty: The study applies collage activities with simple and accessible materials to stimulate fine motor development in children aged 4–5 years at Al-Ikhsan Islamic Kindergarten. Implications: The findings indicate that structured collage activities provide opportunities for children to practice eye-hand coordination, finger strength, and controlled hand movements in early childhood learning. Key Findings Highlights Achievement rose from 12.50% before the intervention to 87.50% after two cycles. Fourteen of 16 participants reached the completion criterion in Cycle II. Larger patterns and easier-to-handle materials supported better task performance. Keywords : Fine Motor Skills, Collage Activities, Early Childhood, Eye-Hand Coordination, Classroom Action Research

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