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Mohammad Faizal Amir
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Jl. Mojopahit No. 666B, Sidoarjo, Jawa Timur
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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
 90   91   92   93   94 
The Principal’s Managerial Leadership in Promoting Literacy and School Digitalization at SD Muhammadiyah 2 Sidoarjo : Kepemimpinan Manajerial Kepala Sekolah dalam Mendorong Literasi dan Digitalisasi Sekolah di SD Muhammadiyah 2 Sidoarjo Risky Nadhifah Az Zahro; Nurdyansyah
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.v21i3.1151

Abstract

General Background: School literacy and educational digitalization have become important components of contemporary educational management, requiring systematic leadership and coordinated implementation. Specific Background: At SD Muhammadiyah 2 Sidoarjo, the principal manages literacy and digitalization programs through planning, organizing, implementation, and monitoring. Knowledge Gap: Previous studies have discussed school literacy, digital transformation, and principal leadership separately, while their integration within a managerial leadership framework remains insufficiently described. Aims: This study examines the managerial leadership of the principal in implementing literacy and digitalization programs and identifies supporting and inhibiting factors at the school. Results: Using a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving the principal, educators, and the literacy development team. Data were analyzed through data condensation, data display, and conclusion verification. The findings show that the principal applies managerial functions systematically through collaborative planning, task organization, program implementation, and continuous evaluation. Supporting factors include systematic planning, collaboration among school components, and available infrastructure, while obstacles include limited facilities, differences in teachers’ digital competence, and low reading motivation among some students. Novelty: The study integrates literacy and digitalization within the managerial leadership practices of a primary school principal. Implications: Adaptive, collaborative, and problem-oriented managerial strategies can support the continuity of school literacy and digitalization programs. Key Findings Managerial functions were implemented through planning, organizing, implementation, and continuous evaluation. Collaboration, systematic planning, and supporting infrastructure facilitated program implementation. Limited facilities, varied teacher competence, and low reading motivation remained major challenges. Keywords : Managerial Leadership, School Literacy, Educational Digitalization, Principal Leadership, Primary Education
Developing Website-Based Teaching Materials for Maharah Istima' Using the ADDIE Model : Pengembangan Bahan Ajar Maharah Istima' Berbasis Website Menggunakan Model ADDIE Farah Khairunnisa Lobud; Khizanatul Hikmah
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.v21i3.1152

Abstract

General Background: Arabic language learning requires mastery of listening skills as a foundational receptive skill, while technological developments provide opportunities for innovative instructional materials. Specific Background: At MI Muhammadiyah III Penatarsewu, Grade 3 students experienced difficulties understanding spoken Arabic, while learning remained dominated by conventional textbooks and teacher-centered instruction. Knowledge Gap: Previous studies have addressed various Arabic language learning methods and media, but interactive technology-based instructional materials specifically designed for Maharah Istima’ at the elementary madrasah level remain limited. Aims: This study aimed to develop and determine the feasibility of website-based instructional materials for Maharah Istima’ for Grade 3 students at MI Muhammadiyah III Penatarsewu. Results: Using Research and Development with the ADDIE model, the study involved analysis, design, development, implementation, and evaluation. Data were collected through interviews, observations, documentation, and questionnaires. Media expert validation obtained 78.67%, categorized as Feasible, while content and language expert validation obtained 89.33%, categorized as Highly Feasible. Implementation findings indicated positive student responses to interactive audio, repetition, matching-pairs activities, and instant feedback, although unstable internet access was identified as a technical challenge. Novelty: The study developed website-based Maharah Istima’ materials incorporating vocabulary, dialogue, audio, and interactive exercises adapted to Grade 3 students’ learning context. Implications: The developed materials provide a feasible digital resource for Arabic listening instruction at the elementary madrasah level. Key Findings Expert assessment confirmed strong content and language feasibility at 89.33%. Interactive audio and matching-pairs activities supported students’ independent learning experiences. Unstable internet access remained a technical challenge during classroom implementation. Keywords : Maharah Istima’, Arabic Language Learning, Website-Based Materials, ADDIE Model, Digital Learning
Application of Loose Parts Media in Improving Fine Motor Skills in Children Aged 3-4 Years at KB Aisyiyah Bustanul Athfal 1 Wonoayu : Penerapan Media Loose Parts dalam Meningkatkan Motorik Halus Anak Usia 3-4 Tahun di KB Aisyiyah Bustanul Athfal 1 Wonoayu Laila Al Ramadhani; Luluk Iffatur Rocmah
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.v21i3.1153

Abstract

General Background: Fine motor development is an important component of early childhood development, particularly in activities requiring hand, finger, and eye coordination. Specific Background: Children aged 3–4 years at KB Aisyiyah Bustanul Athfal 1 Wonoayu showed limited fine motor performance, especially in grasping, picking up and transferring objects, and hand–eye coordination. Knowledge Gap: Classroom activities and available learning media had not provided sufficient and varied stimulation for these fine motor abilities. Aims: This study aimed to examine the application of loose parts media and its results in developing the fine motor skills of children aged 3–4 years. Results: This Classroom Action Research involved eight children and was conducted through planning, action, observation, and reflection in two cycles. Data were collected through observation, interviews, and documentation. Fine motor achievement increased from 25% in the pre-cycle to 50% in Cycle I and 87% in Cycle II, exceeding the predetermined 75% success criterion. Novelty: The study applied loose parts in a structured integrated medium containing activities such as inserting objects into bottles, arranging shells and stones, threading ribbons, and attaching rubber bands, combined with preparatory activities in Cycle II. Implications: The findings indicate that structured loose parts activities can serve as an alternative learning medium for stimulating fine motor development among children aged 3–4 years. Key Findings Highlights Achievement increased progressively from 25% at baseline to 50% after the first cycle and 87% after the second cycle. Seven of eight participants reached the predetermined completion criterion in the second cycle. Preparatory hand activities supported greater readiness, concentration, and coordination during subsequent learning tasks. Keywords : Fine Motor Development, Loose Parts Media, Early Childhood Education, Classroom Action Research, Hand-Eye Coordination
Spelling Method Application For Basic Reading Literacy In First Grade Students: Aplikasi Metode Eja Untuk Literasi Membaca Dasar Pada Siswa Kelas Satu Susmiati; 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.v21i4.1154

Abstract

General Background Basic reading skills, including phoneme recognition and syllable blending, are fundamental for early literacy acquisition in primary education. Specific Background First-grade students frequently experience difficulties in distinguishing letters and blending phonemes, which severely delays their overall learning progress. Knowledge Gap While traditional reading approaches exist, the specific pedagogical adjustments required to prevent monotonous memorization and hesitant reading in early education remain under-explored. Aims This study describes the application of the spelling method, combined with interactive visual tools, to develop basic reading literacy in first-grade elementary school students. Results Through classroom action research, the structured implementation of letter recognition, syllable blending, and word formation resulted in high reading accuracy and fluency. The utilization of brightly colored flashcards and interactive guessing games fostered high student engagement, although some learners still experienced challenges with diphthongs and multi-syllabic words. Novelty The research introduces "MEJA" (Media Eja) alongside game-based learning as critical adaptations to transform traditional rote spelling into an engaging, interactive literacy experience. Implications These pedagogical findings suggest that educators should integrate phonetic approaches and interactive visual media into early literacy curricula to prevent hesitant reading and sustain student motivation. Highlights: The structured spelling method successfully developed phoneme recognition and simple word fluency in first-grade students. Interactive visual tools and game-based adaptations prevented student boredom during daily reading exercises. Integrating phonetic approaches with spelling exercises is recommended to resolve student difficulties with complex syllables and diphthongs. Keywords: Spelling Method, Early Reading, Primary Education, Basic Literacy, Visual Media
Interactive Scratch Games For Fostering Computational Thinking In Elementary Informatics: Permainan Scratch Interaktif Untuk Menumbuhkan Pemikiran Komputasional Pada Informatika Sekolah Dasar Juli Manahara Gultom; 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.v21i4.1155

Abstract

General Background Computational thinking and basic programming logic are essential components of modern primary education informatics. Specific Background Elementary students frequently perceive coding concepts as highly abstract and difficult when instructions are delivered solely through theoretical explanations without practical application. Knowledge Gap Traditional pedagogical approaches lack immediate visual feedback mechanisms required to sustain young learners' motivation during complex algorithmic problem-solving tasks. Aims This study investigates the application of game-based project learning using the visual block programming environment Scratch to stimulate learning interest among fifth-grade students. Results The implementation of pair programming and guided debugging activities resulted in an 85 percent increase in student engagement and active participation. Learners successfully constructed movement and scoring variables by manipulating colored blocks and receiving immediate system responses. Novelty This research demonstrates that transforming isolated coding exercises into collaborative, interactive gaming missions significantly demystifies computational complexity for early-stage learners. Implications Informatics curricula should integrate visual programming tools and peer collaboration to establish concrete, project-oriented computing education in elementary schools. Highlights: The visual block programming environment stimulated an 85 percent active participation rate among fifth-grade learners. Pair programming application successfully reduced technical barriers during complex algorithm structuring and debugging sessions. Immediate system feedback accelerated learner comprehension regarding the correlation between algorithmic instructions and object movements. Keywords: Visual Programming Environment, Primary Education Informatics, Game Based Learning, Computational Thinking, Pair Programming
Concrete Teaching Aids For Three Dimensional Geometry Comprehension In Elementary Education: Alat Peraga Konkret Untuk Pemahaman Geometri Tiga Dimensi Pada Pendidikan Dasar Lili Suryani; 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.v21i4.1156

Abstract

General Background Mathematics education requires visual and kinesthetic experiences to facilitate the comprehensive recognition of spatial object structures. Specific Background Students frequently experience cognitive barriers in identifying the components of three-dimensional figures due to theoretical, textbook-centered instructional methods. Knowledge Gap The application of low-cost manipulative media integrated with structured observation sheets to resolve curved surface misconceptions remains rarely explored in depth. Aims This teaching implementation report describes the utilization of physical models made from recycled materials to bridge spatial abstraction for fifth-grade learners. Results The exploration of concrete objects enabled students to calculate vertices and edges precisely, allowing them to compare characteristics among figures with high accuracy. Observations also indicated that angular objects were mastered faster than curved shapes like cylinders and cones, which required further instructional demonstration. Novelty The integration of simple physical manipulation and group discussion offers an inclusive learning route that directly resolves geometric abstraction barriers. Implications These findings recommend educators to construct instructional scenarios involving manipulative activities to establish meaningful spatial concept retention. Highlights: The utilization of recycled materials facilitated direct spatial structure visualization for learners. Vertex and edge identification became highly accurate through manipulative classroom activities. Curved shapes necessitated additional instructional guidance compared to angular objects. Keywords: Recycled Materials, Three Dimensional Figures, Observation Worksheets, Spatial Visualization, Manipulative Activities
Plastic Waste Management For Civic Environmental Duty In Elementary Science: Pengelolaan Sampah Plastik Untuk Tugas Lingkungan Kewarganegaraan Pada Sains Dasar Siti Ani; Mahardika Darmawan Kusuma Wardana
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.v21i4.1157

Abstract

General Background Natural and Social Sciences education requires holistic integration to form comprehensive student understanding. Specific Background Fourth-grade students frequently struggle to connect scientific theories regarding material cycles with their corresponding social ecological obligations. Knowledge Gap Previous instructional methods predominantly relied on text-based memorization without addressing authentic ecological issues through practical applications. Aims This study investigates the application of a deep learning approach through school-based recycling activities to bridge scientific concepts and civic duties among young learners. Results The project-based implementation involving twenty-five students demonstrated significant academic and behavioral growth. Active ecological care participation rose to 88 percent from an initial 50 percent. Furthermore, conceptual understanding scores escalated from an average of 64 to 85, with 84 percent of students successfully creating recycled products and explaining their community relevance. Novelty Utilizing local discarded materials as a direct pedagogical tool successfully transforms abstract interdisciplinary theories into tangible community actions for young learners. Implications Real-world ecological projects should be embedded within curricula to foster both scientific literacy and sustainable civic consciousness. Highlights: Project-based recycling activities grew active ecological care participation among young learners. Conceptual understanding of material cycles escalated significantly following the practical intervention. Students successfully transformed discarded bottles into functional items while explaining social obligations. Keywords: Plastic Waste Management, Material Cycle, Deep Learning Approach, Civic Responsibility, Interdisciplinary Education
Role Playing Application For Concrete Civic Mutual Cooperation Comprehension In Primary Education: Aplikasi Bermain Peran Untuk Pemahaman Gotong Royong Kewarganegaraan Konkret Pada Pendidikan Dasar Maneria Dakhi; 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.v21i4.1158

Abstract

General Background Civic education in elementary schools aims to instill fundamental social values, including solidarity and mutual cooperation, into young learners. Specific Background Fifth-grade students in disadvantaged areas frequently perceive mutual cooperation strictly as a memorized theoretical concept, severely lacking active participation and direct practice. Knowledge Gap Although civic education emphasizes character building, practical pedagogical approaches that transition abstract social values into concrete, participatory experiences remain insufficiently applied in primary classrooms. Aims This teaching implementation report evaluates the role-playing method's application in enhancing fifth-grade students' comprehension and affective awareness of mutual cooperation. Results A 70-minute classroom implementation involving twenty-one students divided into heterogeneous groups demonstrated significant improvements in active engagement. Assigning specific roles—such as group coordinators, cleaners, and reporters—enabled students to conduct school cleaning simulations using safe tools effectively. The observation results indicated average scores of 85 for both active participation and teamwork, while conceptual understanding through structured reflection achieved an average score of 75. Novelty Integrating explicit role cards and safe physical tools transforms traditional rote civic learning into an experiential, egalitarian, and highly participatory civic exercise. Implications Primary educators should consistently embed structured role-playing simulations within civic curricula to actualize abstract social values and foster authentic collaborative skills among students. Highlights: The role-playing application shifted civic learning from rote memorization to active student participation. Students demonstrated strong teamwork capabilities by executing specific assigned roles during the simulation. Explicit role cards and structured reflection significantly improved cognitive understanding of mutual cooperation. Keywords: Civic Education, Role Playing, Mutual Cooperation, Active Participation, Experiential Learning
Project Based Learning Application For Enhancing Elementary Pancasila Education Outcomes: Aplikasi Pembelajaran Berbasis Proyek Untuk Meningkatkan Hasil Pendidikan Pancasila Dasar Sinar Dewi Rahayu; Mahardika Darmawan Kusuma Wardana
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.v21i4.1159

Abstract

General Background Pancasila Education aims to cultivate foundational civic understanding, particularly regarding fundamental rights and responsibilities within familial structures. Specific Background Third-grade students frequently demonstrate passive rote memorization rather than practical comprehension of their domestic obligations, resulting in stagnant learning outcomes. Knowledge Gap Current literature lacks empirical evaluations of applying structured Project-Based Learning specifically adapted for contextual domestic rights education in third-grade settings. Aims This study investigates the application of the Project-Based Learning model to improve both conceptual understanding and learning outcomes regarding domestic rights and obligations among third-grade students. Results The intervention facilitated active collaborative projects, such as creating a "Responsibility Tree," which translated abstract civic concepts into tangible routines. Following the intervention, the class average score improved substantially from 62.5 to 81.0, and the classical completeness rate escalated from 45 percent to 85 percent. Novelty This implementation demonstrates that replacing passive lecture methods with collaborative, visually structured civic projects significantly contextualizes domestic obligations for early-stage learners. Implications Primary school educators should embed tangible project methodologies into civic education curricula to transform theoretical rights and duties into actionable, understood daily practices. Highlights: The intervention raised classical completeness rates in civic understanding from 45 percent to 85 percent. Students successfully conceptualized abstract domestic obligations through collaborative visual projects like the Responsibility Tree. Applying structured project methodologies effectively eliminated passive rote memorization in early civic education. Keywords: Project Based Learning, Pancasila Education, Domestic Obligations, Elementary Education, Learning Outcomes
Cultivating Democratic Character And Diversity Appreciation In Elementary Instruction: Menumbuhkan Karakter Demokratis Dan Apresiasi Keberagaman Pada Instruksi Dasar Mulyadi; 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.v21i4.1160

Abstract

General Background Indonesia possesses vast cultural and religious variations requiring early integration within school curricula to foster societal harmony. Specific Background Sixth-grade lessons frequently rely heavily on conventional teacher explanations, causing students to become passive and hesitant to express personal opinions regarding tolerance. Knowledge Gap Although modern schools provide digital facilities like touch-screen technology, their optimization as collaborative media to build civic norms remains severely underutilized. Aims This study describes the integration of digital display panels with a cooperative thought-sharing model to foster respect for diverse backgrounds among twenty students. Results The implementation transformed passive listening into active visual collaboration, raising student participation rates from 38 percent to approximately 92 percent. Furthermore, conceptual understanding of tolerance and daily cultural awareness escalated from an initial 38 percent to 85 percent following the intervention. Novelty Combining structured paired discussions with large-scale digital screens bridges the gap between abstract civic concepts and tangible, participatory collaboration. Implications Educators should maximize available visual technologies paired with cooperative frameworks to make civic learning more inclusive and engaging. Highlights: The integration of an Interactive Flat Panel and Think-Pair-Share models raised active participation to 92 percent. Students' conceptual grasp of cultural and religious differences escalated to 85 percent post-intervention. Combining visual technology with collaborative stages resolved student hesitancy in expressing personal opinions. Keywords: Interactive Flat Panel, Think Pair Share, Civic Education, Cultural Tolerance, Cooperative Learning

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