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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 
Canva Flashcards Resolve Lampung Language Vocabulary Difficulties In Primary Education: Flashcard Canva Mengatasi Kesulitan Kosakata Bahasa Lampung Pada Pendidikan Dasar Nurbaiti; 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.v21i4.1173

Abstract

General Background Preserving regional dialects requires engaging instructional strategies to prevent student boredom in early childhood academic settings. Specific Background First-grade students at SDN 05 Margorejo face significant challenges in remembering and pronouncing Lampung regional terms, particularly concerning body parts. Knowledge Gap Conventional lecture methods fail to maintain the attention of young learners, creating a need for concrete, attractive visual media that stimulates cognitive pathways for word retention. Aims This teaching note outlines a two-period instructional design utilizing visual tools to facilitate word recognition, comprehension, and active participation among seven first-grade students. Results The implementation of introduction sessions, guessing games, and card-matching activities successfully encouraged active student participation and oral recall. Utilizing these visual tools combined with retrieval practice proved superior to passive listening, leading to enthusiastic engagement and correct identification of anatomical terms. Novelty This approach integrates digitized card design with targeted oral exit ticket assessments, offering a practical framework specifically tailored for local dialect preservation in early elementary settings. Implications Educators should utilize simple, highly visual interactive tools to foster cultural pride and long-term memory retention in lower-grade regional linguistic instruction. Highlights: First-grade learners demonstrate high enthusiasm and active participation during interactive guessing games and card-matching activities. Combining concrete imagery with regional texts creates dual cognitive pathways that solidify long-term memory retention. Oral exit tickets paired with mini-rubrics provide efficient formative assessment for early childhood cultural studies. Keywords: Visual Media, Regional Culture, Retrieval Practice, Formative Assessment, First Grade Learners
Direct Field Instruction Resolves Foundational Soccer Dribbling Deficiencies: Instruksi Lapangan Langsung Mengatasi Kekurangan Dasar Menggiring Bola Sepak Paisin; 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.v21i4.1174

Abstract

General Background Physical education in elementary schools aims to develop foundational sports abilities, particularly in targeted athletic maneuvers. Specific Background Fifth-grade students frequently struggle to comprehend correct ball-handling techniques because instruction relies heavily on theoretical explanations rather than physical engagement. Knowledge Gap Without tangible learning tools and active physical demonstrations, learners become unfocused, easily bored, and unable to sequentially perform required movements. Aims This implementation study analyzes operational motor mechanics among fifth-grade learners through direct physical exercises utilizing tangible sporting equipment. Results Field observations and assessments involving 24 participants across two meetings demonstrated that active participant involvement surged from 60% to 100%. Additionally, on-field playing proficiency grew from 60% to 80% as learners successfully identified common movement errors and executed straight, turning, and variable-speed maneuvers. Novelty The study details a structured peer-assessment and step-by-step physical demonstration framework that bridges the theoretical understanding of athletic mechanics with real-time execution in elementary settings. Implications Educators must utilize tangible equipment and direct physical routines rather than purely theoretical instruction to foster active engagement and proper motor capability acquisition in physical education. Highlights: Theoretical physical education instruction leaves young learners unable to execute sequential athletic movements. Utilizing physical sporting equipment elevates active participant involvement to complete classroom engagement. Structured physical demonstrations coupled with peer assessments address motor execution obstacles. Keywords: Physical Education, Motor Mechanics, Tangible Equipment, Peer Assessment, Elementary Learners
Poster Media Fosters National Unity Mastery In Elementary Pancasila Education: Media Poster Menumbuhkan Penguasaan Kesatuan Nasional Pada Pendidikan Pancasila Dasar Perdaus; 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.v21i4.1175

Abstract

General Background Civic and moral instruction in elementary schools plays a crucial role in shaping early social character and patriotism. Specific Background Grade four Pancasila Education emphasizes the values of national togetherness, requiring learners to recognize the importance of cooperation and mutual respect in daily environments. Knowledge Gap Conventional classroom instruction heavily relies on lecture methods without engaging visual tools, leaving learners bored, unfocused, and unable to grasp concrete examples of cooperation. Aims This study implements contextual picture tools to facilitate active participation and conceptual mastery of civic values among grade four learners. Results Following a two-meeting intervention utilizing illustrated teamwork scenarios, learners' conceptual grasp and worksheet accuracy surged from 33% to 100%. Furthermore, active classroom participation and the ability to articulate concrete examples of cooperation grew from 67% to total engagement. Novelty This implementation demonstrates how converting abstract civic concepts into concrete visual narratives immediately resolves conceptual misunderstandings and passive learning in early education. Implications Educators must utilize highly visual, contextual instructional tools to transform passive lectures into interactive character-building experiences for young learners. Highlights: Conventional lecture instruction fails to engage young learners in abstract civic topics. Concrete contextual imagery secures academic mastery of cooperative values at total proficiency. Illustrated teamwork scenarios successfully transform passive classroom environments into active interactive discussions. Keywords: Visual Learning Tools, Civic Character Building, Cooperative Values, Contextual Instruction, Fourth Grade Students
Picture Word Cards Strengthen Beginning Reading Skills In First Grade Classrooms: Kartu Kata Bergambar Memperkuat Keterampilan Membaca Permulaan Di Ruang Kelas Dasar Pina Agustina; Niko Fediyanto
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.v21i4.1176

Abstract

General Background Beginning literacy is a fundamental capability that first-grade elementary school students must master. Specific Background In Indonesian language learning, classroom observations reveal diverse student capabilities in recognizing alphabets and pronouncing simple syllables. Knowledge Gap Despite recognizing basic alphabets, many young learners still struggle to differentiate specific letter sounds, such as "ba" and "be," and lack the confidence to read aloud in front of their peers without engaging visual aids. Aims This implementation aims to develop the early literacy capabilities and self-assurance of first-grade students at UPTD SD Negeri Catur Swako by integrating visual learning media within a Problem-Based Learning framework. Results Following the implementation of guided discussions and card-matching activities, students successfully connected images with corresponding text, leading to increased enthusiasm and active participation. Most learners successfully recognized and accurately pronounced syllables starting with the letter "b," while overcoming their initial hesitation to speak in front of the classroom. Novelty The integration of targeted visual media within a structured Problem-Based Learning model provides a concrete, interactive approach to simultaneously address specific phonetic confusion and low self-confidence in early childhood education. Implications Educators should utilize visually engaging materials accompanied by intensive individual mentoring to accommodate diverse learning paces and create a joyful, concrete educational environment for young learners. Highlights: Young learners frequently struggle to differentiate phonetic sounds and lack confidence when pronouncing basic syllables aloud. Visual media successfully connects physical objects with alphabetic combinations to facilitate early literacy progression. The Problem-Based Learning framework combined with individualized mentoring significantly boosts student enthusiasm and active participation. Keywords: Early Literacy, Visual Learning Media, Problem Based Learning, Syllable Recognition, Indonesian Language
Collaborative Inquiry Instruction Builds Junior High School Oral Communication Proficiency Noval Sendi Natama; Dian Rahma Santoso
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.v21i4.1177

Abstract

General Background Inquiry-Based Learning provides a student-centered framework that promotes active knowledge construction and verbal practice. Specific Background Secondary education learners frequently experience anxiety and restricted vocabulary during English dialogues due to conventional teacher-centered instructional methods. Knowledge Gap While interactive methods are widely recognized, limited research explains the systematic implementation of inquiry frameworks specifically integrated with the officially recommended English for Nusantara textbook. Aims This study investigates how a structured five-stage pedagogical approach utilizing contextual materials shapes the speaking performance of seventh-grade learners. Results Quantitative assessments from thirty-six participants demonstrated that conversational scores surged from an average of 43.00 to 81.78 following the instructional intervention. Furthermore, non-parametric statistical testing confirmed significant advancements across pronunciation, fluency, vocabulary, grammar, and comprehension dimensions. Novelty This research details a specialized alignment between structured active phases and the Kurikulum Merdeka framework to directly resolve conversational hesitation. Implications Educators should systematically integrate collaborative pedagogical activities with contextual reading resources to build learner confidence and achieve the communicative goals of modern educational curricula. Highlights: Integrating the English for Nusantara textbook significantly advances verbal articulation and grammatical accuracy. Structured questioning and investigating phases eliminate learner hesitation during classroom dialogue. The Kurikulum Merdeka framework successfully shifts teacher-centered environments toward interactive peer discussions. Keywords: Inquiry-Based Learning, English For Nusantara, Kurikulum Merdeka, Speaking Performance, Active Knowledge Construction
Picture Storybooks Advance Early Reading Comprehension In Primary Classrooms: Buku Cerita Bergambar Memajukan Pemahaman Membaca Permulaan Di Ruang Kelas Dasar Yusnani; 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.v21i4.1178

Abstract

General Background Reading constitutes a foundational capability that must be cultivated during early childhood education. Specific Background Many first-grade learners encounter severe difficulties in recognizing alphabets and understanding simple texts due to monotonous instructional media lacking visual appeal. Knowledge Gap Conventional teaching tools, such as standard textbooks and basic letter cards, fail to engage young learners, often leading to mechanical memorization and contextual guessing without accurate spelling. Aims This classroom implementation utilizes illustrated storytelling materials alongside guided strategies to build letter recognition, syllable decoding, and narrative understanding among twenty-eight first-grade students. Results Observational data across two structured sessions revealed that basic fluency progressed from a 39% baseline to 79%. Additionally, storytelling grasp progressed significantly, with 71% of participants fulfilling minimal rubric criteria and 64% successfully recounting narrative elements by the final session. Novelty Integrating visual narratives with explicit decoding scaffolding transforms passive memorization routines into an active, contextualized literacy experience. Implications Instructors should systematically adopt illustrated literature paired with targeted mentoring strategies to lower learning anxiety and support foundational literacy in elementary settings. Highlights: Visual media systematically lowers learning anxiety and motivates alphabet decoding among first-grade students. Guided literacy strategies transition young learners from mechanical guessing to accurate syllable spelling. Integrating narrative illustrations significantly elevates basic fluency and oral retelling proficiencies. Keywords: Illustrated Narratives, Foundational Literacy, Guided Decoding, Visual Scaffolding, First Grade Learners
Project Based Instruction Facilitates Elementary Reading Comprehension And Vocabulary Acquisition: Instruksi Berbasis Proyek Memfasilitasi Pemahaman Membaca Dasar Dan Pemerolehan Kosakata Zuni Yepti; 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.v21i4.1179

Abstract

General Background Literacy is a primary foundation for third-grade students to decode increasingly complex educational materials and process textual information. Specific Background Despite its importance, young learners frequently demonstrate low literacy interest and poor conceptual grasp due to monotonous, teacher-centered methodologies in classrooms. Knowledge Gap While decoding is traditionally treated as a solitary and abstract task, there is limited application of hands-on frameworks that convert textual data into tangible social interactions. Aims This implementation study integrates a structured pedagogical model to cultivate literacy activity, fluency, and motivation among third-grade learners through physical creation tasks. Results Following structured pedagogical stages, participants actively processed textual narratives into physical outputs such as mini pop-up storybooks and story magazines. This collaborative environment triggered natural peer tutoring, elevating decoding fluency and main idea identification from moderate or low levels to high proficiency. Furthermore, constructing visual representations directly facilitated the mastery of unfamiliar terms. Novelty Transforming passive decoding tasks into concrete physical construction processes fundamentally shifts primary literacy education into a dynamic, socially interactive experience. Implications Educators must adopt constructivist methodologies with structured time management and differentiated group roles to secure active participation and literacy mastery in early childhood settings. Highlights: Constructing physical pop-up storybooks successfully motivates third-grade learners to decode complex texts. Collaborative group tasks trigger natural peer tutoring among students with diverse literacy levels. Tangible learning models convert solitary abstract study into highly interactive social activities. Keywords: Pop-Up Storybooks, Peer Tutoring, Literacy Development, Collaborative Tasks, Third Grade Learners
Systematic Spelling Instruction Resolves Beginning Reading Difficulties In Primary Classrooms: Instruksi Mengeja Sistematis Mengatasi Kesulitan Membaca Permulaan Di Ruang Kelas Dasar Nur Aida; 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.v21i4.1180

Abstract

General Background Early literacy constitutes an essential foundational capability for young educational development. Specific Background Within first-grade environments, various learners struggle to recognize letter sounds and combine them into syllables and simple vocabulary. Knowledge Gap Conventional teaching heavily relies on random alphabet memorization rather than providing a graduated, structured approach to phonetic blending, leaving learners unable to construct words independently. Aims This implementation study applies a step-by-step phonetic framework supported by visual media and formative assessments to build decoding proficiency across diverse learner abilities. Results Following two structured sessions utilizing tactile letter and syllable cards alongside peer tutoring, active verbal participation surged from 33% to 89%. Furthermore, the proportion of learners accurately decoding at least five simple words grew from 44% to 89%, while overall fluency rubric scores progressed from 44% to 78%. Novelty The integration of tactile word media with rapid formative exit tickets establishes a highly manageable, scalable decoding structure explicitly tailored for early childhood education. Implications Educators must adopt graduated phonetic strategies and concrete visual aids to transition young learners from passive alphabet memorization to active vocabulary comprehension. Highlights: Conventional educational frameworks frequently prioritize random alphabet memorization over step-by-step syllable blending. Tactile letter cards establish a structured visual foundation for early literacy development. Rapid formative exit tickets accurately measure and guide graduated word recognition practice among diverse learners. Keywords: Phonetic Blending, Tactile Media, Formative Assessment, Early Literacy, First Grade Learners

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