cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Della Dwi Ayu
Contact Email
della.dwi.ayu@upnvj.ac.id
Phone
+62318945444
Journal Mail Official
notification@umsida.ac.id
Editorial Address
Jl. Mojopahit 666 B Sidoarjo, Jawa Timur 61215
Location
Kab. sidoarjo,
Jawa timur
INDONESIA
Academia Open
Published by Universitas Muhammadiyah Sidoarjo
ISSN : -     EISSN : 27147444     DOI : 10.21070/acopen.11.2026.12985
Core Subject : Health,
Medicine & Pharmacology Public Health
Academia Open is published by Universitas Muhammadiyah Sidoarjo published 2 (two) issues per year (June and December). This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. This journal aims is to provide a place for academics and practitioners to publish original research and review articles. The articles basically contains any topics research or review. Academia Open is available in online version. Language used in this journal is Indonesia or English.
Arjuna Subject : Profesi Kesehatan - Profesi Kesehatan (Lain-Lain)
Articles 2,389 Documents
 165   166   167   168   169 
Improving Indonesian Language Learning Outcomes Through Picture and Picture Model: Meningkatkan Hasil Pembelajaran Bahasa Indonesia Melalui Model Gambar dan Gambar Dina Lorenza; Reni Guswita; Iri Hamzah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11888

Abstract

Background (General): Indonesian language learning at the elementary level is essential for developing students’ literacy, communication, and critical thinking skills, yet national assessments (PISA, AN) indicate persistent weaknesses in reading and comprehension. Background (Specific): At SDN 36/II Sarana Jaya, many fourth-grade students struggled with low motivation and poor outcomes in Indonesian due to monotonous lecture-based teaching. Knowledge Gap: Limited empirical evidence exists on the effectiveness of visual-based learning strategies, such as the Picture and Picture model, in improving Indonesian language outcomes at the primary level. Aim: This study aimed to improve students’ learning outcomes and engagement through the implementation of the Picture and Picture model in classroom practice. Results: Conducted as Classroom Action Research in two cycles with 25 students, the study revealed improvements in teacher performance (from 83% to 91%), student activity (from 25% to 70% in the “good” category), and learning achievement (from 35% to 90% mastery). Novelty: The study demonstrates how structured use of sequential images can scaffold comprehension, stimulate interaction, and enhance narrative skills in Indonesian. Implications: The findings suggest that Picture and Picture is an effective, replicable model for promoting literacy, active learning, and classroom engagement in elementary education.Highlight : Picture and Picture model improves student learning outcomes significantly. Student participation and engagement increase across learning cycles. Teacher performance and classroom interaction become more effective. Keywords : Learning Outcomes, Picture And Picture Model, Indonesian, Student Activity, Classroom Action
Project-Based Learning Model Improves Mathematics Outcomes of Grade IV Students: Model Pembelajaran Berbasis Proyek Meningkatkan Hasil Belajar Matematika Siswa Kelas IV M. Ilham; Puput Wahyu Hidayat; Aprizan Aprizan
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11889

Abstract

General Background: Education in elementary schools forms the foundation of human resource development, yet mathematics often becomes a major challenge due to students’ limited understanding of abstract concepts. Specific Background: At SDN 027/II Sungai Arang, nearly half of the fourth-grade students failed to reach the minimum competency score in fractions, caused by monotonous, teacher-centered methods and low engagement. Knowledge Gap: While the Indonesian Kurikulum Merdeka promotes student-centered, project-based learning, its empirical implementation in rural schools with limited resources remains underexplored. Aims: This study aimed to improve mathematics learning outcomes in fractions through the application of the Project-Based Learning (PjBL) model. Results: Conducted as Classroom Action Research in two cycles, the study revealed improvements in teacher performance (from 77.27% to 100%), student engagement (increase in highly active students from 6 to 12), and learning outcomes (mastery rising from 64% to 84%). Novelty: Unlike previous studies in better-equipped contexts, this research demonstrates the effectiveness of PjBL in a resource-limited elementary school, highlighting its adaptability and contextual relevance. Implications: The findings suggest that PjBL not only enhances conceptual mastery of fractions but also fosters critical thinking, collaboration, and motivation, thus offering a viable pedagogical strategy for advancing Kurikulum Merdeka in diverse educational settings. Highlights: PjBL improves student engagement and critical thinking. Learning outcomes in fractions increased from 64% to 84%. Effective even in resource-limited elementary schools. Keywords: Project-Based Learning, Mathematics, Fractions, Elementary Education, Learning Outcomes
Parenting Styles and Social Development in Early Childhood: Gaya Pengasuhan dan Perkembangan Sosial pada Masa Kanak-kanak Awal Anik Rahayu Rahayu; Vanda Rezania Rezania
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11890

Abstract

General Background: Early childhood is a critical period in social development, during which family plays a central role in shaping children’s social behavior. Specific Background: Parenting styles represent one of the primary environmental factors influencing children’s social interaction, independence, and behavioral adjustment. Knowledge Gap: Although theoretical discussions on parenting styles are widely available, contextual empirical descriptions of how parental approaches relate to early childhood social development remain limited. Aims: This study aims to analyze the role of parenting styles in the social development of early childhood within the family environment. Results: The findings indicate that parenting patterns characterized by guidance, supervision, and emotional support are associated with positive social behaviors, including cooperation, empathy, and social responsibility. Conversely, less supportive parenting approaches correspond with weaker social adjustment. Novelty: This study provides a contextual qualitative analysis linking parenting patterns with observable social behaviors in early childhood. Implications: The results contribute to early childhood education and family education practices by emphasizing the importance of appropriate parenting strategies in supporting optimal social development. Keywords: Parenting Styles, Early Childhood Education, Social Development, Family Environment, Qualitative Research Key Findings Highlights; Parental guidance and supervision relate to cooperative behavior patterns. Emotional support corresponds with positive peer interaction. Inconsistent caregiving associates with limited social adjustment.
Project Based Learning Improves Creative Thinking in Elementary Science Students: Pembelajaran Berbasis Proyek Meningkatkan Pemikiran Kreatif pada Siswa Sekolah Dasar Mata Pelajaran Sains Salsabilla Octavia Putri; Vanda Rezania
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11893

Abstract

General Background: Creative thinking is a crucial competency in 21st-century education, particularly in elementary science learning where students are expected to explore real-world phenomena through inquiry and problem solving. Specific Background: Project Based Learning (PBL) is a student-centered approach that engages learners in designing and completing projects to construct knowledge actively. Knowledge Gap: Despite growing adoption, empirical evidence on students’ creative thinking development through PBL in Indonesian elementary science classrooms with small-scale experimental designs remains limited. Aims: This study aimed to examine the change in fourth-grade students’ creative thinking skills after participating in science learning using a Project Based Learning model. Results: Using a quantitative pre-experimental one-group pretest–posttest design with 13 students, data from eight essay tests showed normally distributed scores and a significant difference between pretest and posttest results (paired sample t-test, sig. 0.000 < 0.05), with an average gain indicating a creative category. Novelty: The study demonstrates measurable improvement in multiple indicators of creative thinking—fluency, flexibility, originality, and elaboration—through a friction-force project implemented in a real classroom context. Implications: Findings suggest that integrating project-oriented activities in elementary science instruction can foster active participation, innovation, and problem-solving abilities, supporting the development of higher-order thinking skills in primary education. Highlights: Post-instruction scores were significantly higher than baseline measurements. Learners actively generated diverse ideas while producing tangible science projects. Statistical analysis confirmed meaningful progress across assessed thinking indicators. Keywords: Project Based Learning; Creative Thinking Skills; Elementary Science Education; Pre-Experimental Design; Primary School Students  
Perceived Public Speaking Performance Predicts English Communication Confidence Nisrina Mutia Oktavira; Dian Rahma Santoso
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11896

Abstract

General Background: Speaking competence is a central component of communicative proficiency, yet many learners experience anxiety and hesitation when addressing an audience in English. Specific Background: Public speaking tasks require not only linguistic mastery but also psychological readiness, particularly self-belief in one’s speaking ability. Knowledge Gap: While prior research has largely examined how anxiety constrains oral performance, limited attention has been given to how students’ own perceptions of their speaking performance relate to their confidence in English communication. Aims: This study investigates the correlation between students’ perceived public speaking performance and their confidence in communicating in English. Results: Using a quantitative correlational design with 33 Indonesian senior high school students, Spearman Rank-Order analysis revealed a statistically significant positive relationship (ρ = 0.609, p < 0.01). Students with higher perceived performance displayed greater fluency, spontaneity, and reduced anxiety, whereas less confident peers relied more on written scripts and showed hesitation. Novelty: The study foregrounds self-perception as a key psychological factor associated with communicative confidence, extending existing research beyond anxiety-centered explanations. Implications: Findings underscore the importance of structured speaking practice, constructive feedback, and psychologically supportive classrooms to foster both self-belief and communicative competence in English learning environments. Highlights: Positive self-evaluation aligns with smoother delivery, eye contact, and spontaneous responses. Learners with lower assurance depend heavily on prepared texts and exhibit frequent pauses. Supportive instructional settings and guided practice are essential for building communicative self-belief. Keywords: Public Speaking; Self-Perception; Communication Confidence; Speaking Performance; English Communication
U-Dictionary Improves Pronunciation in Narrative Story Learning Intan Meidy; Dian Rahma Santoso
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11898

Abstract

General Background: English pronunciation is a fundamental component of oral communication competence, yet it remains one of the most challenging aspects for EFL learners, particularly in contexts where English phonology differs significantly from the native language. Specific Background: The integration of mobile-assisted language learning tools, such as the U-Dictionary application, offers audio models, phonetic transcription, and translation features that may support pronunciation practice during narrative story activities. Knowledge Gap: Previous research has largely emphasized vocabulary development or alternative media, leaving limited empirical evidence on the use of U-Dictionary for pronunciation within narrative text learning. Aims: This study examined whether the use of the U-Dictionary application significantly improves students’ English pronunciation when learning narrative stories. Results: Using a quantitative one-group pretest–posttest design with 24 ninth-grade students, the mean score increased from 50.00 to 58.13, and a paired sample t-test yielded a significance value of 0.047 (< 0.05), indicating a statistically significant difference after the intervention. Novelty: The study provides focused evidence on mobile dictionary–assisted pronunciation practice embedded in narrative story learning, particularly addressing difficulties with regular and irregular verb pronunciation. Implications: The findings suggest that accessible mobile applications can serve as practical alternative media for technology-integrated language instruction and support independent pronunciation practice in secondary school contexts. Highlights: Learners’ post-intervention scores increased compared with baseline performance. Statistical testing confirmed a meaningful difference after the treatment phase. Audio models with phonetic guidance enabled independent practice during reading tasks. Keywords: U-Dictionary; English Pronunciation; Narrative Story; Mobile-Assisted language Learning; EFL Students
Kahoot Improves Elementary Students Vocabulary Mastery in Experimental Study Indah Putri Lestari; Yuli Astutik
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11919

Abstract

General Background: The integration of gamified digital tools in education has been widely recognized as a means to increase student engagement and motivation. Specific Background: Interactive platforms such as Kahoot provide time-based quizzes, instant feedback, and competitive elements that may support language learning in elementary classrooms. Knowledge Gap: Despite extensive research on motivation and general outcomes, limited empirical evidence addresses concrete linguistic gains, particularly vocabulary mastery among young learners. Aims: This study investigates whether Kahoot-based instruction leads to greater vocabulary acquisition than conventional teaching methods among fourth-grade elementary students. Results: Using a true experimental pre-test–post-test design with 36 students, both groups improved, but the Kahoot group achieved substantially higher gains, with a statistically significant difference in post-test scores (p = 0.012) and a large effect size. Novelty: The study contributes direct experimental evidence focusing on vocabulary mastery rather than engagement alone in elementary English education. Implications: The findings indicate that integrating game-based digital platforms into language instruction can support active participation and measurable vocabulary development, suggesting practical value for teachers seeking interactive approaches aligned with contemporary curricula. Highlights: Learners using interactive quizzes achieved markedly larger score gains than those taught with textbooks and worksheets. Both instructional approaches produced progress, but the digital game group demonstrated a substantially wider improvement margin. Statistical testing confirmed a significant difference between groups, indicating strong educational relevance of the treatment. Keywords: Kahoot; Gamified Learning; Vocabulary Mastery; Elementary English Education; Experimental Study
Break Event Point (BEP) Analysis in Determining Service Prices at Duta Laundry Business: Analisis Titik Impas (BEP) dalam Penetapan Harga Layanan di Usaha Laundry Duta Raisyah Arta Novia; Juliana Nasution; Yenni Samri Juliati Nasution
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11920

Abstract

General Background: The rapid growth of laundry services in urban Indonesia reflects increasing consumer demand for convenience, yet many micro-enterprises lack structured financial planning. Specific Background: Duta Laundry, a micro-scale service provider, sets prices based on market observation without applying analytical tools such as Break Even Point (BEP) analysis. Knowledge Gap: Prior studies on BEP in laundry businesses often overlook integration with daily service volume, month-to-month performance, and strategic pricing implications. Aims: This study analyzes the application of BEP to determine service price feasibility, evaluate sustainability, and provide strategic recommendations for micro-enterprises. Results: Findings indicate Duta Laundry’s BEP is reached at 107 transactions (749 kg) or Rp2,675,000 revenue per month, far below the realized 600 transactions (4,200 kg), indicating profitability. Comparative analysis shows May incurred a Rp710,000 loss due to high variable costs, while June achieved a Rp3,710,000 profit after cost efficiency improvements. Novelty: The study integrates BEP calculation with actual operational data, monthly performance comparison, and direct linkage to pricing and efficiency strategies. Implications: Implementing BEP in micro-service enterprises enhances data-driven decision-making, improves cost control, and supports sustainable competitiveness in volatile markets.Highlight : Determine the minimum service volume to avoid losses. Cost efficiency affects profits and business continuity. Data-based pricing increases competitiveness. Keywords : Break Even Point, Duta Laundry, Service Price, Cost Efficiency, Business Sustainability
English Movies Increase Students’ Speaking Scores in Vocational High School Gatycha Allar Dezaurna Darmawan; Dian Rahma Santoso
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11922

Abstract

General Background: Speaking is a complex language skill requiring accurate pronunciation, vocabulary, fluency, and confidence for meaningful communication in English as a foreign language. Specific Background: Many high school students experience limited exposure to authentic language input and insufficient opportunities for oral practice, resulting in low speaking performance. Knowledge Gap: Although audiovisual media are widely used, empirical evidence on short English movies as classroom media in vocational high schools remains limited. Aims: This study investigated whether English movies could improve students’ speaking ability in a tenth-grade accounting class at a vocational high school. Results: Using a quantitative pre-experimental one-group pre-test–post-test design with 38 students, the average score increased from 69.47 to 90.26, a gain of 20.79 points, supported by a paired-sample t-test showing a statistically significant difference (p < 0.001). Improvements were observed in pronunciation, vocabulary, fluency, motivation, and confidence during speaking tasks. Novelty: The study demonstrates the pedagogical value of short subtitled English films integrated with recount-text retelling activities in a real classroom setting. Implications: English movies can serve as engaging audiovisual media that promote active participation, provide authentic language exposure, and support communicative competence development in secondary EFL instruction. Highlights: Mean performance rose by 20.79 points between initial and final assessment. Learners displayed greater confidence and participation during oral tasks. Subtitled short films supported clearer pronunciation and richer vocabulary use. Keywords: English Movies; Speaking Ability; Audiovisual Media; EFL Learners; Vocational High School  
Employee Retention Through Satisfaction and Engagement from Career and Compensation: Retensi Karyawan Melalui Kepuasan dan Keterlibatan dalam Karier dan Kompensasi Luluk Lestari; Tantri Yanuar R. Syah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

General Background: Employee retention has emerged as a pressing concern for organizations amid increasing competition for skilled talent, particularly in knowledge-intensive sectors. Specific Background: While career development and compensation are widely recognized as key determinants of employee commitment, their indirect effects through psychological mechanisms remain underexplored in Indonesia’s industrial context. Knowledge Gap: Previous studies have largely examined these factors in isolation, within limited geographic or sectoral contexts, and rarely integrated job satisfaction and organizational engagement as dual mediators. Aim: This study investigates the extent to which organizational career development and compensation influence employee retention, with job satisfaction and organizational engagement as intervening variables, in the pharmaceutical manufacturing industry in Jakarta. Results: Using survey data from 221 millennial employees analyzed through PLS-SEM, the findings show that career development enhances job satisfaction, while compensation improves both job satisfaction and engagement. In turn, satisfaction fosters engagement and directly increases retention, although career development and compensation do not directly affect retention. Novelty: The research advances employee retention models by simultaneously integrating career development, compensation, satisfaction, and engagement in a multi-path mediation framework. Implications: Organizations should emphasize the tangible implementation of career pathways and transparent compensation systems to build satisfaction and engagement, thereby securing long-term retention.Highlight : Career development and compensation influence job satisfaction. Job satisfaction increases organizational engagement. Engagement and satisfaction together support employee retention Keywords : Organizational Career Development, Compensation, Job Satisfaction, Organizational Engagement, Employee Retention

Page 167 of 239 | Total Record : 2389

 165   166   167   168   169 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 1 (2026): June Vol. 10 No. 2 (2025): December Vol. 10 No. 1 (2025): June Vol. 9 No. 2 (2024): December Vol. 9 No. 1 (2024): June Vol. 8 No. 2 (2023): December Vol. 8 No. 1 (2023): June Vol. 7 (2022): December Vol. 6 (2022): June Vol. 5 (2021): December Vol. 4 (2021): June Vol. 3 (2020): December Vol. 2 (2020): June Vol. 1 No. 2 (2019): December Vol. 1 No. 1 (2019): June More Issue