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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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Role Playing Raises Communication Skills Among Children Aged Four to Five: Bermain Peran Meningkatkan Keterampilan Komunikasi di Kalangan Anak Usia Empat hingga Lima Tahun Qatrunnada Salsabila Rohadatul 'Aisy; Luluk Iffatur Rocmah
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.10.2025.12250

Abstract

General Background: Early childhood is a crucial developmental period where language and interaction abilities support social, emotional, and cognitive growth. Specific Background: Children aged 4–5 years at TKIT Al-Uswah Prigen demonstrated limited verbal participation, difficulty responding to questions, and low engagement in two-way communication due to teacher-centered learning and limited speaking opportunities. Knowledge Gap: Previous studies discussed role-playing in early childhood but rarely focused on macro role-playing integrated with thematic learning and standardized communication indicators for children aged 4–5 years. Aims: This study aimed to increase communication skills of children aged 4–5 years through macro role-playing activities. Results: Classroom Action Research conducted in three cycles showed progressive improvement in communication achievement from 50% in the pre-cycle to 59% in Cycle I, 67% in Cycle II, and 78% in Cycle III, indicating improvement in expressing ideas, listening, and responding using complete sentences. Novelty: The study applies macro role-playing combined with thematic learning and structured observation indicators tailored to early childhood communication development. Implications: The findings provide practical guidance for educators to implement structured role-playing activities to support verbal interaction, vocabulary development, and social communication in early childhood learning environments. Highlights: Structured Dramatization Scenarios Increased Learners’ Ability to Express Ideas and Respond Using Complete Sentences. Repeated Classroom Action Cycles Demonstrated Steady Progress in Listening, Vocabulary Use, and Two-Way Dialogue Participation. Teacher-Guided Thematic Activities Encouraged Confidence and Broader Social Interaction During Learning Sessions. Keywords: Macro Role Playing, Early Childhood Communication, Classroom Action Research, Thematic Learning, Verbal Interaction
Picture Book of Surabaya Legend Supports EFL Vocabulary and Cultural Learning Achmad Bachtiar Pribadi; Vidya Mandarani
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.10.2025.12251

Abstract

General Background: In English as a Foreign Language (EFL) contexts, printed teaching materials that integrate textual and visual information are widely used to support comprehension, motivation, and cultural awareness. Specific Background: Picture books that combine narrative text with illustrations provide scaffolding for understanding story progression, vocabulary, and moral values, particularly when adapted from familiar local narratives. Knowledge Gap: Despite the recognized potential of visual narrative materials, locally grounded picture books designed specifically for EFL vocabulary learning and cultural connection remain underutilized. Aims: This study developed and implemented a simplified English picture book based on the Surabaya legend to support vocabulary acquisition and narrative comprehension. Results: The Picture Book – The History of Surabaya integrates sequential illustrations with short sentences, enabling classroom activities such as reading aloud, story sequencing, retelling, vocabulary identification, and group discussion. The combined use of words and images helps learners comprehend narrative structure, expand word meaning, practice narration, and engage with moral messages while connecting local heritage to language learning. Novelty: The material embeds local folklore into an English learning resource, linking linguistic development with intercultural awareness and identity formation. Implications: The findings suggest that culturally based picture books can serve as practical supplementary materials for EFL classrooms, supporting reading comprehension, vocabulary development, narrative skills, and cultural understanding in an engaging and meaningful way.Highlights: Sequential illustrations facilitate comprehension of story structure and word meaning. Classroom practices include oral reading, panel ordering, discussion, and dramatized retelling. Local folklore integration connects language study with heritage awareness and moral learning. Keywords: Picture Book; EFL Vocabulary Learning; Narrative Text; Cultural Literacy; Visual Learning Media
High User Satisfaction and Improvement Priorities in Wondr by Bank Negara Indonesia: Kepuasan Pengguna yang Tinggi dan Prioritas Peningkatan di Wondr oleh Bank Negara Indonesia Dewi Aisarunnisa' Maunah; Rr. Rochmoeljati
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.10.2025.12253

Abstract

General Background: The rapid advancement of digital technology has transformed the banking industry, leading to the development of mobile banking applications that emphasize user experience and satisfaction. Specific Background: Bank Negara Indonesia (BNI) introduced the Wondr by BNI application as an enhancement to its previous mobile banking service, offering a more integrated financial ecosystem. However, its relatively low user rating compared to its predecessor indicates potential service quality issues. Knowledge Gap: Previous studies have rarely integrated Google’s HEART Metrics and Importance Performance Analysis (IPA) to holistically assess mobile banking user experience. Aims: This study aims to evaluate user satisfaction with Wondr by BNI using HEART Metrics—covering Happiness, Engagement, Adoption, Retention, and Task Success—combined with IPA to identify improvement priorities. Results: The findings reveal that overall satisfaction levels are high, with Happiness, Adoption, and Retention exceeding the 80% usability target, while Engagement and Task Success require improvement. Most attributes fall into the “Maintain Performance” quadrant, though several aspects such as responsiveness and notification reliability remain suboptimal. Novelty: This research uniquely applies a dual-method framework to uncover both experiential and performance-based gaps in mobile banking services. Implications: The results provide strategic insights for optimizing user experience and guiding continuous digital service innovation in Indonesia’s banking sector. Highlights: Combines HEART Metrics and IPA for comprehensive UX evaluation. Identifies key improvement areas in engagement and task success. Provides strategic guidance for enhancing digital banking services. Keywords: HEART Metrics, Importance Performance Analysis, User Satisfaction, Mobile Banking, Wondr by BNI
Hubungan antara Adversity Quotient dan Dukungan Sosial terhadap Stres Akademik pada Mahasiswa yang Bekerja di Universitas Muhammadiyah Sidoarjo: The Relationship Between Adversity Quotient and Social Support on Academic Stress Among Working Students at Universitas Muhammadiyah Sidoarjo Evi Noor Khikmah Apriliani; Ghozali Rusyid Affandi
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.10.2025.12254

Abstract

This study addresses the growing concern of academic stress among university students in higher education settings. General Background: Academic stress has become a prominent psychological issue affecting students’ well-being and academic functioning. Specific Background: Psychological resilience factors such as adversity quotient and external resources such as social support are frequently associated with students’ capacity to manage academic demands. Knowledge Gap: However, limited empirical studies have simultaneously examined the relationship between adversity quotient and social support in explaining academic stress within the same analytical model. Aims: This research aims to analyze the relationship between adversity quotient, social support, and academic stress among university students. Results: The findings indicate a significant relationship between adversity quotient and academic stress, as well as between social support and academic stress. Simultaneously, adversity quotient and social support demonstrate a significant association with academic stress levels. Novelty: The study provides an integrated empirical examination of internal resilience and external social resources in relation to academic stress within a single quantitative framework. Implications: These findings highlight the importance of strengthening students’ resilience capacity and social support systems to address academic stress in higher education contexts. Keywords: Adversity Quotient, Social Support, Academic Stress, University Students, Psychological Resilience Key Findings Highlights: Higher resilience capacity is associated with lower levels of study-related tension. External relational resources show significant association with psychological pressure in academic settings. Internal and external factors jointly demonstrate statistical relevance in predicting students’ stress levels.
A Teacher Strategies Support Social Emotional Development in Children with Autism: Strategi Guru Mendukung Perkembangan Sosial Emosional pada Anak dengan Autisme Sasya Shelomita Cahyani
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.10.2025.12257

Abstract

General Background: Inclusive education ensures equal learning opportunities for all children, including those with Autism Spectrum Disorder (ASD) who experience difficulties in social interaction and emotional regulation. Specific Background: Children with ASD present diverse needs ranging from moderate to severe and often exhibit repetitive behaviors and emotional instability that interfere with classroom participation. Knowledge Gap: There is limited in-depth understanding of how classroom teachers in inclusive early childhood settings implement practical strategies to address these challenges in daily learning contexts. Aims: This descriptive qualitative case study aims to explore teachers’ strategies for developing the social-emotional abilities of a child with ASD in an inclusive kindergarten classroom at TK ABA 1 Candi. Results: Findings indicate that area-based play activities, a safe and supportive classroom climate, consistent positive affirmation, and intensive collaboration with parents contribute to observable progress in participation, emotional control, and peer interaction, despite constraints such as limited instructional time and heavy teacher responsibilities. Novelty: The study provides a contextualized account of integrated pedagogical, environmental, and collaborative approaches implemented simultaneously within one inclusive early childhood classroom. Implications: These findings highlight the importance of structured play, supportive environments, and school–family coordination as practical considerations for educators working with children with ASD in inclusive settings.Highlights: Area-based play activities facilitated participation and peer engagement in classroom tasks. Supportive routines and classroom climate helped stabilize behavior and feelings. Close school–family coordination enabled consistent guidance across learning environments. Keywords:Autism Spectrum Disorder; Social Emotional Development; Teacher Strategies; Inclusive Education; Qualitative Case Study
Flipbook-Based Motor Teaching Materials for Literacy in Qur’an Hadith Learning Rizka Amalia; As'ad As'ad
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.10.2025.12267

Abstract

General Background: In the digital era, integrating technology into education has become essential to foster student motivation and literacy skills. Specific Background: In the context of Islamic education, particularly in Qur’an Hadith learning, students often face monotony and low interest in literacy, requiring innovative teaching media. Knowledge Gap: While previous studies have examined flipbook media in general learning contexts, little attention has been given to its application in strengthening literacy and motor engagement within Qur’an Hadith learning. Aims: This study investigates the planning, utilization, and supporting as well as inhibiting factors in the use of flipbook-based motor teaching materials for Qur’an Hadith learning at MTs Nurul Ikhwan Concession. Results: Findings indicate that well-prepared planning and application of flipbook-based teaching materials enhanced students’ literacy, increased enthusiasm, facilitated understanding, and encouraged interactive participation, despite occasional obstacles such as unstable internet and access limitations. Novelty: Unlike prior research, this study emphasizes the dual role of flipbooks as both literacy reinforcement tools and motor-based teaching aids in religious education. Implications: The research suggests that flipbook-based teaching materials can serve as effective digital literacy strategies in Islamic education, bridging technological innovation with religious character formation. Highlights: Flipbook-based teaching materials increase literacy and learning enthusiasm. Proper planning and school support enhance media utilization. Challenges include unstable networks and limited access links. Keywords: Flipbook Media, Digital Literacy, Qur’an Hadith Learning, Motor Teaching Materials, Student Engagement
Junior High School Science Teachers Supporting Independent Curriculum Transition: Guru Ilmu Pengetahuan Alam Sekolah Menengah Pertama Mendukung Transisi Kurikulum Mandiri Eva Susiana Agustin; Septi Budi Sartika
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.12268

Abstract

General Background: Educational reform in Indonesia has introduced the Merdeka Curriculum, requiring substantive adjustments in teaching practices at the junior high school level. Specific Background: Science learning under this curriculum emphasizes student-centered approaches, differentiated learning, and character development aligned with the Pancasila Student Profile, positioning science teachers as key actors during the transition period. Knowledge Gap: Empirical evidence detailing how junior high school science teachers enact their roles during the Merdeka Curriculum transition remains limited, particularly within specific school contexts. Aims: This study aims to analyze the roles of science teachers in facilitating the transition to the Merdeka Curriculum at SMP Muhammadiyah 1 Sidoarjo. Results: Using a qualitative case study design with observation, documentation, and interviews, the findings indicate that science teachers have understood and implemented the curriculum, acting as facilitators, motivators, and innovators. Supporting infrastructure, differentiated instruction, and inter-teacher collaboration supported implementation, while differences in student mindsets were identified but did not substantially obstruct learning processes. Novelty: The study provides contextualized insights into science teacher practices during the early phase of Merdeka Curriculum implementation in a junior high school setting. Implications: These findings underscore the central role of science teachers in curriculum transition processes and offer practical considerations for schools and policymakers in supporting curriculum adaptation and character-oriented science learning. Highlights: Science educators demonstrated curriculum comprehension and active classroom application during the transition phase. Institutional facilities and collegial collaboration supported differentiated science learning practices. Variations in learner mindsets emerged but did not constitute major obstacles in classroom implementation. Keywords:  Science Teacher, Merdeka Curriculum, Differentiated Learning, Curriculum Transition.  
The Monopoly Game Improves Cognitive Skills in Children Aged Five to Six: Permainan Monopoly Meningkatkan Keterampilan Kognitif pada Anak Usia Lima hingga Enam Tahun Ayulia dade; Choirun Nisak Aulina
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.10.2025.12269

Abstract

Early childhood education emphasizes play-based learning as a foundation for intellectual development (General Background). However, observations in Group B of Al-Faqih Islamic Kindergarten revealed low symbolic thinking skills, particularly in recognizing, using, and matching number symbols among children aged 5–6 years (Specific Background). Although educational games are widely recommended, limited classroom-based evidence documents structured board-game implementation for improving early cognitive competencies (Knowledge Gap). This study aimed to examine the use of a modified Monopoly game to develop cognitive abilities in young children (Aims). Using classroom action research with the Kemmis and McTaggart model, data were collected from 16 learners through observation, interviews, and documentation across two cycles. Achievement increased from 31% in the pre-cycle to 56% in Cycle I and reached 87% in Cycle II, surpassing the predetermined success indicator of 75% (Results). The study introduces an age-adapted Monopoly format integrating counting, sequencing, and symbol matching tasks within gameplay (Novelty). These findings suggest that structured board games can serve as practical instructional media to support symbolic reasoning and numeracy readiness in early childhood settings (Implications). Highlights: Learning progress rose steadily across intervention stages, culminating above the target threshold. Play sessions incorporated number recognition, ordering, and correspondence activities. High learner engagement accompanied the observed developmental gains. Keywords: Monopoly Game; Cognitive Development; Early Childhood Education; Symbolic Thinking; Classroom Action Research
Quality Analysis of Motion and Force Science Test Items Using TAP: Analisis Kualitas Item Uji Sains Gerak dan Gaya Menggunakan TAP Salma Ramadhina Fatahillah; Nur Efendi
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.10.2025.12271

Abstract

General Background: In the era of Industry 4.0, educational assessment must align with 21st-century competencies, requiring high-quality test instruments capable of measuring students’ cognitive abilities accurately. Specific Background: The quality of multiple-choice items is determined by parameters such as validity, reliability, difficulty level, discriminating power, distractor effectiveness, and cognitive level distribution according to Bloom’s Taxonomy. Knowledge Gap: In practice, many school examinations are developed from existing question banks without systematic quantitative analysis, resulting in instruments that may not fully represent students’ competencies or higher-order thinking skills. Aims: This study aimed to analyze the quality of Grade VII science test items on Motion and Force using the Test Analysis Program (TAP) based on standard psychometric criteria and cognitive domains. Results: Analysis of 40 items from 52 students indicated that 95% of the items were valid, with very high reliability (KR-20 = 0.929; split-half = 0.925). The difficulty level was dominated by easy items (82.5%), most items showed high discriminating power (60%), and 90% of distractors functioned effectively. The cognitive distribution was concentrated at the analyzing level (C4), with very limited representation of higher levels. Novelty: The study integrates TAP-based statistical analysis with cognitive domain mapping to provide a comprehensive evaluation of science test quality. Implications: The findings suggest that while the instrument meets most quality standards, improvements are needed in difficulty balance and higher-order thinking coverage to support meaningful assessment in contemporary science education. Highlights: Most questions met statistical standards for psychometric soundness. Items were heavily concentrated in low-to-moderate challenge categories. Higher cognitive levels were minimally represented in the instrument. Keywords: Test Analysis Program; Science Assessment; Item Analysis; Motion And Force; Junior High School
An Natural Material Collage Develops Fine Motor Skills in Early Childhood: Kolase Bahan Alami Mengembangkan Keterampilan Motorik Halus pada Masa Kanak-kanak Awal Aflia Irwan; Choirun Nisak Aulina
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.10.2025.12274

Abstract

General Background: Fine motor skills constitute a fundamental domain of early childhood development because they underpin writing readiness, hand–eye coordination, and creative expression. Specific Background: Learning activities that engage children in manipulating small objects, particularly art-based tasks such as collage, provide practical opportunities to train finger strength, precision, and visual–motor coordination. Knowledge Gap: However, limited research has examined the implementation of collage activities using locally available natural materials within authentic kindergarten classroom contexts and the factors that support or hinder their use. Aims: This study aimed to analyze the implementation of collage activities using natural materials to develop fine motor skills in children aged 5–6 years at an Islamic kindergarten. Results: Using a qualitative phenomenological approach with data from observations, interviews, and documentation involving teachers and 17 students, the study found that activities employing banana leaves, seeds, and twigs trained children’s abilities to cut, tear, paste, and arrange materials according to patterns while maintaining accuracy and control. Teacher facilitation, material availability, and student engagement supported successful implementation, whereas limited time, insufficient tools, and low parental understanding constrained it. Novelty: The study highlights the educational value of environmentally sourced materials integrated into structured classroom practice as a meaningful, context-based learning medium. Implications: Nature-based collage activities can serve as an accessible, low-cost strategy for stimulating fine motor development while simultaneously fostering creativity, concentration, and environmental awareness in early childhood education. Highlights: Children demonstrated improved precision and coordination through tearing, cutting, and assembling tasks. Active facilitation by teachers and accessible environmental resources supported successful classroom implementation. Time constraints, limited equipment, and insufficient parental awareness emerged as primary barriers. Keywords: Fine Motor Skills; Natural Materials; Collage Activities; Early Childhood Education; Qualitative Study

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