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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
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Quizizz Video Responses Reveal Patterns in Students’ English Speaking Performance Florentine Ananda RatnaNegara; Fika Megawati
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.10.2025.12047

Abstract

General Background: English speaking ability is a core productive skill essential for effective communication and academic readiness in a global context. Specific Background: Interactive platforms such as Quizizz provide gamified environments and video response features that allow students to practice oral language in flexible settings. Knowledge Gap: Prior studies have emphasized reading or grammar outcomes, leaving limited understanding of how Quizizz supports specific dimensions of speaking performance. Aims: This study explores junior high school students’ speaking performance through Quizizz video responses across fluency, vocabulary, grammar, and pronunciation using qualitative content analysis. Results: Findings indicate generally good fluency, vocabulary use, and pronunciation, while grammar remains the weakest component for most students; the video feature promotes confidence and participation. Novelty: The research offers an in-depth qualitative examination of authentic student speech recorded through a gamified platform rather than traditional classroom observation. Implications: The findings suggest that interactive video-based assessment can facilitate communicative practice while highlighting the need for complementary instruction in grammatical accuracy. Highlights: Learners demonstrated smooth delivery and intelligible articulation in most recorded tasks. Sentence structure accuracy showed frequent problems despite understandable messages. Recorded submissions encouraged participation and reduced hesitation during oral tasks. Keywords: Quizizz; Speaking Performance; Video Response; Gamified Learning; English Language Learning
Small Group Work Learning Model for Student Engagement and Achievement in Science: Model Pembelajaran Kerja Kelompok Kecil untuk Meningkatkan Keterlibatan dan Prestasi Siswa dalam Mata Pelajaran Sains Ani Wandira; Subhanadri; Opi Andriani
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: Education at the primary level plays a pivotal role in shaping students’ foundational knowledge, skills, and character, yet learning engagement often remains low. Specific Background: In the context of the Merdeka Curriculum, the integrated Science and Social Studies subject (IPAS) requires active and meaningful participation, but observations at SDN 51/II Paku Aji revealed limited student involvement and poor academic results due to monotonous teaching practices. Knowledge Gap: Although cooperative learning models are widely studied, few investigations specifically address the application of Small Group Work (SGW) within the IPAS subject in elementary schools, especially regarding students’ discussion skills. Aims: This study sought to improve learning activities and outcomes of fourth-grade students through the implementation of SGW. Results: Conducted as Classroom Action Research in two cycles with 20 students, the findings showed a significant rise in teacher performance (from 77.27% to 90.90%), student participation (from 65% to 85%), and mastery of learning outcomes (from 55% to 80%). Novelty: Unlike prior studies, this research situates SGW within the Merdeka Curriculum’s integrative IPAS framework, emphasizing collaborative discussion as a core competence. Implications: The findings demonstrate that SGW not only enhances academic achievement but also fosters active engagement and social interaction, offering a practical strategy for teachers to address low participation in IPAS learning.Highlight : Teacher performance improved significantly across learning cycles. Student activity in discussion, listening, and writing increased. Mastery of learning outcomes rose from 45% to 85%. Keywords : Learning Outcomes, Student Activity, Small Group Work, IPAS, Cooperative Learning
Teachers’ Strategies Using Canva for Recount Writing in EFL Classrooms Dea Aviani; Wahyu Taufiq
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.10.2025.12052

Abstract

General Background: Digital technologies have become integral to contemporary language education, particularly in supporting multimodal learning in English as a Foreign Language (EFL) contexts. Specific Background: Writing, especially recount text composition, remains a complex skill for EFL learners due to demands on organization, grammar, and creativity, prompting teachers to adopt visual–digital tools such as Canva to support instruction. Knowledge Gap: Despite growing use of Canva in classrooms, limited research has examined how teachers strategically design, implement, and adapt Canva-based writing lessons in authentic EFL settings. Aims: This study aimed to explore teachers’ strategies in using Canva to support students’ recount text writing in an Indonesian junior high school. Results: Using a qualitative case study involving two English teachers, data from interviews, observations, and document analysis revealed three core strategies: purposeful planning aligned with genre structure, visual scaffolding during writing activities, and adaptive responses to technological and learner challenges. Novelty: The study provides an in-depth description of pedagogically grounded practices showing Canva as a structured instructional tool rather than merely a design application. Implications: Findings suggest that successful integration of visual-digital platforms in EFL writing depends on teacher readiness, digital competence, and flexible instructional design, offering practical guidance for educators seeking to implement technology-supported writing instruction. Highlights: Instructional planning aligned visual templates with narrative structure components. Guided frameworks enabled learners to organize ideas while composing texts. Flexible adjustments addressed connectivity issues and varying technical abilities. Keywords: Canva; EFL Writing; Recount Text; Teacher Strategies; Digital Pedagogy
Instagram Captions Improve Descriptive Writing Performance in EFL Students KHUSNIA; Wahyu Taufiq
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.10.2025.12054

Abstract

The rapid expansion of social media has transformed educational practices by introducing technology-mediated learning environments that are familiar to students. General Background: Social networking platforms are increasingly integrated into language education to support engagement and authentic communication. Specific Background: Instagram offers visual content and caption features that enable learners to produce descriptive texts based on images while interacting with peers and teachers. Knowledge Gap: Despite prior studies on social media in language learning, limited research has examined the use of Instagram captions combined with a student-centered approach in Indonesian secondary schools. Aims: This study investigated whether learning through Instagram captions improves students’ ability to write descriptive texts. Results: Using a quasi-experimental design with control and experimental groups, statistical analysis of pre-test and post-test scores showed that the experimental group achieved significantly higher writing scores than the control group. Instagram functioned as contextual media that supported idea generation, vocabulary development, and paragraph organization through active participation and feedback. Novelty: The study introduces the integration of Instagram caption writing within a student-centered framework at MA Islamiyah Candi Sidoarjo. Implications: Findings suggest that social media-based tasks can serve as practical alternatives for teaching descriptive writing and fostering active learning in English as a Foreign Language classrooms. Highlights: Experimental participants achieved higher post-test outcomes than the comparison group. Visual prompts and online interaction supported idea development and textual organization. Classroom activities encouraged active participation through peer feedback and revision. KEYWORDS: Instagram; Descriptive Writing; EFL Students; Student-Centered Learning; Social Media
The Effect of Using Grammarly Apps on High School Students in Writing Recount Text Achievement: Pengaruh Penggunaan Aplikasi Grammarly terhadap Prestasi Menulis Teks Narasi Siswa Sekolah Menengah Atas Masyitah Nurilla Mahdi; Wahyu Taufiq
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.10.2025.12055

Abstract

General Background The integration of digital and artificial intelligence technologies has become increasingly prominent in English language education, particularly to support writing development among learners of English as a Foreign Language. Specific Background Writing recount texts requires accurate grammar control, especially the simple past tense, which remains a persistent difficulty for vocational high school students. Knowledge Gap While previous studies on Grammarly mainly focus on senior high schools and universities, evidence from vocational school contexts is still limited. Aims This study aimed to examine whether the use of the Grammarly application contributes to students’ achievement in writing recount texts. Results Using a quasi-experimental pre-test–post-test control group design with 28 students in each group, the experimental class obtained a higher post-test mean score (87.86) than the control class (80.54), with a statistically significant difference (t = 3.337, p = 0.002), alongside a positive gain score and reduced score dispersion. Novelty The study provides empirical data from an underrepresented vocational education setting and demonstrates structured integration of automated feedback with guided revision practices. Implications The findings indicate that AI-based proofreading tools can be systematically incorporated into EFL writing instruction to support grammatical accuracy and more consistent learner performance 212506,+newartikel+ilmiah+masyi… . Keywords : Grammarly, Recount Text Writing, Vocational EFL Students, Grammar Accuracy, Quasi Experimental Design Key Findings Highlights: Experimental group obtained higher mean outcomes than the conventional class Score variation decreased indicating more uniform learner progress Automated feedback combined with revision practice supported error correction
The Wordwall Application Improves Junior High School Reading Achievement Wahyu Taufiq
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.10.2025.12056

Abstract

General Background: Reading is a fundamental skill in English language learning and plays a crucial role in developing communicative competence in a global context. Specific Background: Technology-based media, particularly web-based interactive tools such as the Wordwall application, are increasingly integrated into classroom instruction to support engaging learning experiences. Knowledge Gap: Despite the growing use of digital learning platforms, the Wordwall application had not previously been utilized at the research site, leaving uncertainty regarding its role in supporting students’ reading performance. Aims: This study aimed to examine whether the use of the Wordwall application in teaching reading could improve junior high school students’ reading achievement. Results: Using a quantitative experimental approach with pre-test and post-test measures involving 26 students, the findings showed an increase in the mean score from 73.65 before treatment to 85.19 after implementation, supported by paired sample t-test results indicating statistical significance. Novelty: The study provides empirical evidence from a real classroom context where the application had not been previously applied, demonstrating the practical value of interactive web-based tools for reading instruction. Implications: The results suggest that integrating game-based digital platforms into English instruction can support more engaging learning environments and may be considered by teachers seeking alternative strategies to facilitate reading development. Highlights: Post-intervention scores were higher than baseline measurements across participants. Learners showed greater classroom enthusiasm during technology-supported activities. Interactive web tools provided a practical option for assessment and practice. Keywords: Wordwall Application; Reading Achievement; Junior High School; Digital Learning Media; English Instruction
Student Participation and Achievement through Student Facilitator and Explaining Model: Partisipasi dan Prestasi Siswa melalui Model Student Facilitator and Explaining Dea Galuh Firdianti; Subhanadri; Refril Dani
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.10.2025.12065

Abstract

General Background: Education in elementary schools requires strategies that encourage active learning and meaningful understanding. Specific Background: In SDN 109/II Manggis, only 29% of fifth-grade students met the minimum criteria in Natural and Social Sciences (IPAS), indicating low mastery and passive learning. Knowledge Gap: While the Student Facilitator and Explaining (SFAE) model has been applied in other subjects, its role in IPAS learning remains underexplored. Aims: This study aimed to improve the learning process and outcomes of IPAS by applying the SFAE model. Results: Conducted through Classroom Action Research (two cycles, 23 students), the study showed consistent improvements. Teacher performance rose from 73.68% to 89.47%, student activity from 59% to 79.33%, and classical mastery from 55.56% to 81.49%. Students became more active in discussions and peer explanations, leading to stronger understanding and retention. Novelty: This research applies SFAE specifically in IPAS, a newly integrated subject in the independent curriculum, highlighting its potential in contextual science-social learning. Implications: Findings suggest that SFAE fosters collaborative learning, student participation, and academic achievement, making it suitable for wider application in similar classroom contexts. Highlight Active learning with peer explanation improved student mastery in IPAS. Teacher and student performance increased across research cycles. SFAE fostered collaboration and meaningful engagement in learning. KeywordStudent Facilitator And Explaining, Elementary Education, Science Learning, Classroom Action Research, Student Participation
School Literacy Culture Cultivates Reading Interest in Primary Students: Budaya Literasi Sekolah Menumbuhkan Minat Membaca pada Siswa Sekolah Dasar Rizka Marela Nasir; Ahmad Nurefendi Fradana
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.10.2025.12069

Abstract

General Background: Low reading engagement among primary school learners remains a persistent educational concern, as reading underpins academic success and lifelong learning. Specific Background: Literacy culture in schools extends beyond basic reading and writing to include accessing, interpreting, and producing information, supported by structured activities such as classroom reading corners and routine reading sessions. Knowledge Gap: Despite widespread literacy initiatives, there is limited phenomenological evidence describing how school-based literacy culture is experienced by stakeholders and how it relates to students’ reading interest. Aims: This study aimed to describe the implementation of literacy culture in fostering reading interest among primary school students. Results: Using a qualitative phenomenological approach involving principals, teachers, and third-grade students, findings indicate that literacy culture manifests through three stages—habituation, development, and learning—supported by daily shared reading activities lasting approximately 10–15 minutes and the provision of attractive reading corners and relevant books. These practices were associated with observable enthusiasm, routine reading behavior, and increased participation in literacy activities. Novelty: The study offers an experiential account of literacy culture implementation within a classroom context, highlighting the integration of environmental design, habitual practice, and instructional support. Implications: Establishing consistent literacy routines and accessible reading environments may support sustained student engagement with texts and contribute to broader educational quality improvement in primary schools. Highlights: Structured stages of literacy practice shape sustained student reading habits. Daily shared reading sessions generate observable enthusiasm toward texts. Accessible classroom book spaces encourage voluntary engagement with printed materials. Keywords: Literacy Culture; Reading Interest; Primary Education; Reading Corner; Phenomenological Study
Classroom Application of Quantum Teaching in Elementary Science Learning: Penerapan Quantum Teaching dalam Pembelajaran IPA di Sekolah Dasar Mica Amanda; Tri Wera Agrita; Aldino
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.10.2025.12073

Abstract

General Background: Science learning in elementary schools is crucial for building students’ conceptual knowledge and critical thinking. Specific Background: At SDN 201/VI Lubuk Napal, only 29% of fifth-grade students reached the minimum learning mastery in science and social science subjects. Traditional teacher-centered methods created low motivation and poor engagement. Knowledge Gap: Previous studies rarely examined Quantum Teaching specifically in the context of integrated science and social science learning at elementary level, particularly in rural schools. Aims: This study aimed to explore how the Quantum Teaching model supports classroom processes and outcomes in fifth-grade science learning. Results: Conducted as classroom action research in two cycles with 14 students, the findings showed clear progress. Teacher observation scores rose from 70.37% to 88.89%, while student observation increased from 66.67% to 88.89%. Learning mastery improved from 57.14% in the first cycle to 92.86% in the second cycle. Novelty: This research applied the TANDUR framework of Quantum Teaching in a real classroom with low motivation, demonstrating its practical relevance. Implications: The results highlight the potential of Quantum Teaching to create an interactive, enjoyable, and meaningful science learning environment that addresses both cognitive and participatory aspects. Highlight: Improved teacher and student participation during classroom activities. Higher mastery of science learning outcomes across two research cycles. Practical use of the TANDUR framework in a low-motivation classroom. Keywords: Quantum Teaching, Science Learning, Elementary Education, Classroom Research, Student Engagement
Electric Motorcycle Regulation Distribution Across Indonesian Regions: Distribusi Peraturan Sepeda Motor Listrik di Berbagai Wilayah Indonesia Jessi Fatika Berliana; Mochammad Tanzil Multazam
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.10.2025.12081

Abstract

General Background: The rapid development of transportation technology has introduced electric motorcycles as an environmentally friendly alternative aligned with Indonesia’s carbon reduction commitments. Specific Background: Regulatory frameworks at national and regional levels are expected to provide legal certainty, safety standards, and technical feasibility for users of electric vehicles. Knowledge Gap: Despite numerous policies and incentives issued by the central government, the extent, distribution, and substantive coverage of regional regulations on electric motorcycles remain unclear and uneven. Aims: This study examines the development, distribution, and scope of electric motorcycle regulations across Indonesia and evaluates their capacity to ensure coherent governance. Results: A normative legal analysis of 1,639 regulations shows that only 0.73% explicitly address electric vehicles, while most rules continue to govern conventional transport, indicating limited regional commitment and fragmented policy adoption. Implementation of national initiatives at the local level is inconsistent, and many regional instruments remain advisory rather than binding. Novelty: The research provides a systematic mapping of regulatory distribution and thematic coverage across provinces and municipalities, revealing structural disparities between central policy direction and local legal frameworks. Implications: Strengthening harmonization between national and regional legislation and transforming local policies into imperative legal instruments are necessary to achieve uniform governance, stronger legal certainty, and safer deployment of electric motorcycles in Indonesia. Highlights: Explicit rules on battery-powered two-wheelers constitute a very small share of local legislation. Provincial and municipal frameworks display uneven thematic coverage and geographic distribution. Many local instruments function as guidance without enforceable obligations or sanctions. Keywords:Electric Motorcycles; Regional Regulation; Electric Vehicles; Legal Certainty; Traffic Law

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