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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 
Interactive Quizzes For Formative Assessment In Elementary Environmental Science: Kuis Interaktif Untuk Asesmen Formatif Pada Ilmu Pengetahuan Alam Dasar Nasiron; 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.v21i4.1161

Abstract

General Background Environmental science education necessitates concrete and engaging activities to help young learners comprehend ecological concepts. Specific Background Third-grade science instruction frequently relies on textbook memorization and teacher-centered explanations, leading to passive student engagement. Knowledge Gap There is a lack of integrated evaluation tools that simultaneously function as active, visual learning media for early elementary students. Aims This study investigates the application of interactive quizzes utilizing picture cards and point rewards to foster participation and conceptual mastery of environmental conservation. Results The implementation across two sessions with sixteen students demonstrated a substantial increase in verbal participation from 31 percent to 100 percent. Furthermore, the proportion of students achieving the targeted understanding score escalated from 38 percent to 100 percent, while dominant misconceptions regarding waste disposal dropped significantly from 44 percent to 6 percent. Novelty Integrating competitive, image-based evaluation transforms standard evaluation procedures into dynamic learning experiences that immediately correct student misconceptions in real time. Implications Elementary educators should adopt visual point-based evaluation as a dual-purpose pedagogical instrument to continuously measure comprehension while maintaining high student engagement. Highlights: Verbal participation among young learners escalated to a complete rate following the visual evaluation. Conceptual mastery regarding waste disposal improved significantly during the two study sessions. Point reward systems successfully corrected prior ecological misconceptions rapidly and effectively. Keywords: Conceptual Mastery, Picture Cards, Point Rewards, Ecological Misconceptions, Active Learning
Classroom Reading Corners For Basic Literacy Acquisition In Primary Education: Pojok Baca Kelas Untuk Pemerolehan Literasi Dasar Pada Pendidikan Dasar Marhidaya; Ermawati Zulikhatin Nuroh
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.v21i4.1162

Abstract

General Background Fundamental reading and writing proficiencies constitute the main educational foundation for students in early elementary grades. Specific Background Conventional teaching sessions frequently cause second-grade students to become bored, resulting in low enthusiasm and difficulties in understanding simple story plots. Knowledge Gap Despite the recognized value of non-formal school facilities, maintaining continuous student engagement and overcoming limited book varieties within the classroom remains a significant pedagogical challenge. Aims This study investigates the application of reading corners to stimulate the foundational text comprehension and writing skills of second-grade students. Results The descriptive qualitative implementation revealed that utilizing comfortable spaces equipped with age-appropriate illustrated books successfully transformed student attitudes from passive to highly enthusiastic. Furthermore, students demonstrated notable progress in text fluency, vocabulary enrichment, and the ability to compose three to five simple sentences with correct spelling in their journals. Novelty This research demonstrates that integrating a structured fifteen-minute habituation routine with interactive reflection trees and routine book rotations successfully sustains early childhood scholastic engagement. Implications Schools should actively establish and creatively manage non-formal learning spaces, supported by parental involvement and varied book collections, to ensure continuous foundational skill development. Highlights: Implementing daily fifteen-minute book exploration routines fostered enthusiastic student participation. Students successfully formulated simple sentences and grasped new vocabulary through interactive journal assignments. Routine material rotation and reward systems resolved boredom and sustained long-term engagement. Keywords: Reading Habituation, Vocabulary Enrichment, Second Grade, Writing Skills, Nonformal Facility
Letter Card Media Application For Basic Reading Literacy In Elementary Education: Aplikasi Media Kartu Huruf Untuk Literasi Membaca Dasar Pada Pendidikan Dasar Maryati; Ermawati Zulikhatin Nuroh
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.v21i4.1163

Abstract

General Background Early phonics proficiency forms the primary academic foundation for first-grade students transitioning from preschool to formal schooling systems. Specific Background First-grade students frequently struggle to differentiate visually similar alphabet characters and blend syllables due to monotonous instructional methods lacking engaging visual stimuli. Knowledge Gap While manipulative tools are recognized in pedagogy, their specific integration with color-coding and peer tutoring to systematically overcome initial phonetic boredom remains insufficiently explored. Aims This study investigates the utilization of physical visual instruments to accelerate alphabet recognition, syllable blending, and simple word pronunciation among young learners. Results The implementation transformed conventional phonetic activities into interactive games, resulting in an average class score increase from 53.6 to 85.3. Students successfully manipulated physical tools to form words, demonstrating significant improvements in character differentiation and pronunciation fluency. Novelty Integrating color-coded vowels and consonants with interactive word-puzzle games provides a tangible approach that rapidly demystifies abstract phonetic structures for early learners. Implications Primary educators should adopt physical, manipulative instruments combined with structured play activities to replace rote memorization and accelerate early phonetic fluency in lower grades. Highlights: The utilization of physical manipulative tools escalated the average comprehension score from 53.6 to 85.3. First-grade students successfully distinguished similar alphabet characters by engaging with colorful visual instruments. Transforming phonics exercises into interactive word puzzles significantly reduced student boredom during instructional sessions. Keywords: Early Phonics, Letter Cards, Primary Education, Syllable Blending, Visual Media
The Utilization of Loose Parts Media to Develop Creativity in Children Aged 4–5 Years at TK Aisyiyah Bustanul Athfal 1 Candi: Pemanfaatan Media Loose Parts dalam Mengembangkan Kreativitas Anak Usia 4–5 Tahun di TK Aisyiyah Bustanul Athfal 1 Candi Tiara Novianti; 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.v21i3.1164

Abstract

General Background: Creativity is an important aspect of early childhood development that can be stimulated through meaningful play and flexible learning experiences. Specific Background: Loose parts media provide children aged 4–5 years with opportunities to explore, manipulate, combine, and transform various natural and recycled materials in learning activities. Knowledge Gap: The article addresses the use of loose parts within center-based learning, particularly the creativity center, and describes how children's creativity is manifested through classroom activities. Aims: This study aims to describe the utilization of loose parts media and their contribution to children's creativity at TK Aisyiyah Bustanul Athfal 1 Candi. Results: Using a descriptive qualitative approach, data were collected through participatory observation, interviews, and documentation and analyzed using the Miles and Huberman model. Loose parts were used through activities that encouraged children to generate ideas, use materials flexibly, produce distinctive works, and elaborate their creations. Among 11 observed children, 8 were categorized as Very Well Developed and 3 as Developed as Expected. Novelty: The study provides a contextual description of loose parts utilization in a creativity-centered learning setting through concrete examples of children's creative activities. Implications: The findings indicate that flexible loose parts activities can provide meaningful opportunities for children to explore, express ideas, and create works according to their imagination. Key Findings Highlights : Children transformed natural and recycled materials into varied creative works. Exploration encouraged diverse ideas and flexible use of available materials. Eight of 11 children reached the Very Well Developed category, while three reached Developed as Expected. Keywords : Loose Parts Media, Children’s Creativity, Early Childhood Education, Center-Based Learning, Creative Activities
Teachers’ Perceptions of the Cultural Literacy Content Related to Sidoarjo in the “Wonderful Insight English” Textbook Niko Fediyanto; Dina Permata Ayu
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.v21i3.1166

Abstract

General Background: Integrating local culture into English language teaching can support cultural identity while developing learners’ global competencies. Specific Background: Within the Merdeka Curriculum, culturally relevant English textbooks can connect language learning with students’ local experiences, although previous studies have identified limited representation and depth of Indonesian cultural content in EFL textbooks. Knowledge Gap: Limited research has examined teachers’ perceptions of Sidoarjo-related cultural literacy in the “Wonderful Insight English” textbook, particularly in the context of Grade 8 English instruction. Aims: This study investigates teachers’ perceptions of the textbook’s Sidoarjo-related cultural literacy content, including its use, cultural representation, relevance, challenges, and possible improvements. Results: A qualitative descriptive approach was employed through semi-structured interviews with three English teachers at SMPN 1 Sukodono, Sidoarjo. The findings indicate favorable perceptions of cultural elements such as lontong kupang, petis, and udeng pacul gowang because they relate to students’ local context and support cultural awareness alongside English learning. Teachers nevertheless reported difficulties in explaining some unfamiliar cultural topics and frequently supplemented the textbook with additional resources and digital media. Novelty: The study highlights teachers’ perspectives on localized Sidoarjo cultural literacy within a Grade 8 English textbook under the Merdeka Curriculum. Implications: The findings indicate the need for broader cultural coverage, more detailed explanations, interactive activities, and supporting resources to facilitate culturally responsive English instruction. Key Findings Highlights Teachers valued Sidoarjo cultural elements for their relevance to students’ local experiences. The textbook supported instructional planning while remaining adaptable to classroom needs. Teachers recommended broader cultural coverage, detailed explanations, and interactive digital activities. Keywords : Cultural Literacy, Local Culture, Teachers’ Perceptions, English Textbook, Sidoarjo
The Effect of Lapbooks on IPAS Instruction on the Topic of Cultural Diversity and Its Impact on the Learning Outcomes of Fourth-Grade Elementary School Students : Pengaruh Media Lapbook Pada Pembelajaran IPAS Materi Keragaman Budaya terhadap Hasil Belajar Siswa Kelas IV Sekolah Dasar Hafrida Nakhmah; Zuyyina Fihayati
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.v21i3.1167

Abstract

General Background: Cultural diversity is an important topic in elementary IPAS learning because students need to understand various cultural forms through meaningful learning experiences. Specific Background: Learning about cultural diversity may become less engaging when instruction relies mainly on conventional materials, creating a need for visual, interactive, and contextual learning media. Knowledge Gap: Previous studies have examined Lapbook media in relation to learning activities, creativity, critical thinking, and learning outcomes, but studies specifically addressing Lapbook use for Cultural Diversity in IPAS while integrating local Krian culture remain limited. Aims: This study aims to examine the use of Lapbook media in IPAS learning on Cultural Diversity and its relationship with the learning outcomes of fourth-grade students at SDN Gamping 1. Results: Using a quantitative approach with a one-group pretest–posttest design, the study involved 28 fourth-grade students selected through saturation sampling. Data were collected through achievement tests and analyzed using descriptive statistics and N-Gain. The average score increased from 73.21 in the pretest to 89.79 in the posttest, while learning completion increased from 64.29% to 100%. The N-Gain score was 0.58, categorized as moderate. Novelty: The study combines Lapbook-based Cultural Diversity learning with local Krian cultural content in fourth-grade IPAS instruction. Implications: The findings indicate that Lapbook media can serve as an alternative visual and contextual learning medium for supporting students’ understanding of Cultural Diversity. Key Findings Highlights Mean achievement rose by 16.58 points after the learning intervention. Learning completion reached 100% among all 28 participants. The measured gain reached 0.58 within the moderate category. Keywords : Lapbook Media, Cultural Diversity, Learning Outcomes, IPAS Learning, Elementary School
Development of Ethnoscience-Based E-Book Media to Improve Learning Motivation of Grade IV Students : Pengembangan Media E-Book Berbasis Etnosains Untuk Meningkatkan Motivasi Belajar Siswa Kelas IV Ilvi Nurdiana; 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.v21i3.1169

Abstract

General Background: Digital learning media are increasingly relevant in elementary education, particularly for supporting meaningful science learning and connecting classroom concepts with students’ surrounding environment. Specific Background: Learning on energy transformation at the elementary level may be difficult when instruction remains dominated by conventional materials and abstract explanations, while students require engaging and contextual learning experiences. Knowledge Gap: Previous studies have examined ethnoscience-based learning media and e-books, but the development of an ethnoscience-based e-book specifically designed to support Grade IV students’ learning motivation on energy transformation remains limited. Aims: This study aims to develop an ethnoscience-based e-book for Grade IV students on energy transformation and examine its feasibility and implementation results in learning. Results: The study employed Research and Development using the ADDIE model, involving analysis, design, development, implementation, and evaluation stages. Material expert validation reached 87.75%, while media expert validation reached 87.4%, both categorized as very feasible. Implementation with 11 Grade IV students produced an average motivation score increase from 74.91 to 94.09, with an N-Gain of 0.76 in the high category. Student and teacher responses reached 89.25% and 90.25%, respectively, both categorized as very good. Novelty: The developed e-book integrates ethnoscience and local cultural elements into energy transformation learning through contextual content and visual learning activities. Implications: The findings indicate that the developed e-book provides a feasible and contextual digital learning medium for supporting students’ motivation and engagement in elementary science learning. Key Findings Highlights Material validation reached 87.75%, categorized as very feasible. Media validation reached 87.4%, also categorized as very feasible. Motivation scores increased from 74.91 to 94.09 with an N-Gain of 0.76. Keywords : Ethnoscience-Based E-Book, Learning Motivation, Energy Transformation, Elementary Science Learning, ADDIE Model
Teaching Note:The Use of Behavior Trees to Enhance Compliance with School Regulations Among Grade 1 Learners : Teaching Note: Penggunaan Media Pohon Perilaku Untuk Meningkatkan Kepatuhan Terhadap Aturan Sekolah Pada Siswa Kelas 1 Suparmi; Mahardika Darmawan Kusuma Wardana
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.v21i3.1170

Abstract

General Background: Classroom discipline is an important part of character development in early primary education, particularly in helping Grade 1 learners follow instructions, participate appropriately, and manage their behavior. Specific Background: Teachers may face difficulties maintaining consistent classroom behavior, making clear routines, visual guidance, and positive reinforcement relevant to early-grade learning. Knowledge Gap: Practical classroom guidance that combines visual behavior reinforcement with immediate student reflection remains important for supporting consistent rule-following among young learners. Aims: This teaching note presents the use of Behavior Tree media combined with positive reinforcement, observation checklists, and visual exit tickets to support compliance with school and classroom rules. Results: The implementation used a Behavior Tree with stars or leaves as visual rewards, daily behavioral observation, and a three-minute visual exit ticket. The aggregate results showed that 85% of students reached a score of at least 2 for rule understanding, while 65% reached the criterion for the reflection component and 55% demonstrated independent action in attaching behavior leaves. The main difficulties included students interpreting rules differently across learning and break times and attaching rewards because they expected additional leaves. Novelty: The teaching note combines a visible behavior tree, positive reinforcement, and visual reflection within a practical early-grade classroom routine. Implications: The practice provides teachers with a structured classroom strategy that can be adapted through visual prompts, guided verbal instructions, and alternative reflection activities according to students’ literacy levels and classroom conditions. Key Findings Highlights 85% of students achieved the specified criterion for rule understanding. 65% achieved the criterion in the visual reflection component. 55% demonstrated independent behavior when attaching the leaves. Keywords : Behavior Reinforcement, Classroom Discipline, Positive Reinforcement, Visual Reflection, Elementary Education
Picture Word Cards Resolving Early Reading Difficulties In Primary Schools: Kartu Kata Bergambar Mengatasi Kesulitan Membaca Permulaan Di Sekolah Dasar Maulidin; Ermawati Zulikhatin Nuroh
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.v21i4.1171

Abstract

General Background Initial literacy is a fundamental skill essential for students as a foundation for understanding various learning materials. Specific Background In first grade, learning involves introducing alphabets and basic spelling, yet many pupils face trouble recognizing these characters. Knowledge Gap While academic challenges are common, specific obstacles like confusing similar shapes such as b, d, and p require targeted instructional interventions. Aims This qualitative descriptive study aims to analyze initial literacy obstacles among first-grade learners and identify contributing factors while deploying illustrated vocabulary tools. Results Data collected through observation, interviews, and documentation reveal that learners struggle to distinguish characters, blend sounds into syllables, and comprehend simple texts. These obstacles stem from internal variables like low motivation and external variables including limited learning materials, unvaried teaching methods, and lacking family support. Deploying illustrated vocabulary tools, combined with individualized mentoring and repetitive practice, helped most learners recognize characters correctly, read simple syllables, and build self-assurance. Novelty The study highlights the targeted application of visual tools in concurrently diagnosing specific alphabet confusion and facilitating decoding progression within classroom settings. Implications Instructors and parents must collaborate to create engaging learning experiences, utilizing concrete visual tools and specialized mentoring to support literacy development. Highlights: First-grade learners frequently experience trouble distinguishing similar alphabets and blending syllables. Low motivation combined with limited family support heavily constrains initial decoding skills. Illustrated vocabulary media successfully builds self-assurance and independent spelling capabilities for children. Keywords: Initial Literacy, Learning Obstacles, Illustrated Vocabulary Media, Elementary Education, Decoding Skills
Problem Based Learning Strengthens Tolerance And Moral Values In Elementary Students: Pembelajaran Berbasis Masalah Memperkuat Toleransi Dan Nilai Moral Siswa Sekolah Dasar Miril Eryadi; Ahmad Nurefendi Fradana
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.v21i4.1172

Abstract

General Background Character education emphasizes both moral knowledge and the direct application of these principles in everyday life. Specific Background In Civics and Religious Education, fifth-grade pupils often struggle with inclusivity and tend to socialize exclusively based on similar backgrounds. Knowledge Gap Previous classroom discussions were dominated by a few active learners, leaving others passive and hesitant to express their perspectives on diversity. Aims This study implements a contextual problem-solving model to cultivate respect and character comprehension among young learners. Results Observation and exit ticket assessments demonstrated that active participation surged from 46% to 73% after analyzing contextual social cases. Furthermore, participants achieving a passing score in inclusivity comprehension increased from 60% to 83% by the second meeting. Novelty Integrating contextual social case studies with exit ticket rubrics provides a measurable and participatory collaborative character evaluation approach. Implications Collaborative instruction based on real-world scenarios is fundamental for character education success, suggesting educators utilize group dynamics in classroom settings. Highlights: Contextual social case discussions significantly stimulate active participation among young learners. Analyzing real-world scenarios builds respect for diverse backgrounds among classmates. Exit ticket instruments and group reflections accurately evaluate character education progress. Keywords: Contextual Instruction, Civic Education, Religious Studies, Character Development, Social Diversity

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