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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
 177   178   179   180   181 
Si Bolang Game Raises Gross Motor Skills in Early Childhood: Permainan Si Bolang Meningkatkan Keterampilan Motorik Kasar pada Anak Usia Dini Siti Mutamimah Alfiah; 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.10.2025.12311

Abstract

General Background: Gross motor development is a fundamental aspect of early childhood growth, enabling children to perform coordinated physical activities involving large muscle groups. Specific Background: Many children aged 3–4 years at KB Al-Faqih demonstrated inadequate gross motor abilities, such as difficulties in running, jumping, balancing, and coordinating movements during daily activities. Knowledge Gap: Existing classroom practices relied heavily on visual instruction with limited direct physical engagement, leaving a need for structured, play-based interventions that actively stimulate large-muscle movement. Aims: This study aimed to increase the gross motor skills of children aged 3–4 years through the Si Bolang obstacle-based game using a Classroom Action Research design with two cycles. Results: Baseline observation showed a low achievement level of 41.91%, which rose to 60.29% in Cycle I and reached 82.72% in Cycle II after revising the game with a competitive two-track format. Improvements were observed across coordination, agility, balance, and strength indicators. Novelty: The study introduces a modified obstacle game incorporating treasure rewards and progressive gameplay adjustments as a structured learning medium for very young children. Implications: Findings suggest that well-designed physical play integrated into classroom activities can serve as a practical strategy for stimulating motor development and increasing children’s participation in early childhood education settings. Highlights: Performance rose markedly from baseline to the second intervention cycle. Competitive dual-track gameplay generated stronger engagement during activities. Movement tasks improved coordination, agility, balance, and strength simultaneously. Keywords:Gross Motor Skills; Early Childhood Education; Obstacle Game; Classroom Action Research; Physical Play
Culture-Based Short Story Learning for Strengthening Students’ Patriotic Character Muhammad Eza Maulana; Muhammad Ainun Najib; Latif Syaipudin
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.10.2025.12312

Abstract

General Background: Literature-based character education is essential for strengthening students’ cultural awareness and national identity. Specific Background: Despite its potential, the use of culture-based short stories in Indonesian language learning is often not optimally aligned with students’ sociocultural contexts. Knowledge Gap: Few studies have examined how locally rooted short stories function as contextual tools for cultivating patriotism within madrasah-level education. Aims: This study analyzes the use of two cultural short stories—“Yogyakarta” and “Mencintai Budaya Sendiri”—to reinforce patriotic character values among students at MTs Darul Falah Sumbergempol. Results: The findings show that “Yogyakarta” fosters religiosity, curiosity, perseverance, and appreciation for national heritage, while “Mencintai Budaya Sendiri” strengthens cultural pride, tolerance, responsibility, and identity preservation. Integrating both texts increased students’ reading interest, cultural awareness, and patriotic attitudes. Novelty: This research demonstrates that local literary works serve not only as aesthetic reading materials but also as effective instruments of cultural resistance amid globalization by embedding contextual, relatable values. Implications: Schools are encouraged to adopt local culture–based literature to enhance character education, support literacy improvement, and reinforce national identity among the younger generation. Highlights: Use of local culture–based short stories to strengthen students’ patriotic character Integration of “Yogyakarta” and “Mencintai Budaya Sendiri” increases reading interest and cultural awareness. Shows that local literature can act as an effective, contextual medium for character education in the digital/global era. Keywords: Short Stories, Character Education, Patriotism, Indonesian Language Learning, Local Culture
Reading Without Spelling Book Improves Early Reading Ability in Preschoolers: Membaca Tanpa Buku Huruf Meningkatkan Kemampuan Membaca Dini pada Anak-Anak Pra-Sekolah Nety Nur Kusuma Dewi; Luluk Iffatur Rocmah
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.10.2025.12313

Abstract

General Background: Early childhood is a critical period for language and literacy development, during which appropriate stimulation supports future academic readiness. Specific Background: Beginning reading ability in children aged 4–5 years involves recognizing letters, syllables, simple words, and simple sentences, yet many learners encounter difficulties when instruction relies heavily on spelling-based methods. Knowledge Gap: Although the Belajar Membaca Tanpa Mengeja (Reading Without Spelling) approach is widely used, empirical evidence regarding its classroom application through a structured learning book remains limited. Aims: This study aimed to examine the effect of implementing a Reading Without Spelling learning book on the early reading ability of children aged 4–5 years at TK Dharma Wanita Persatuan Tawangsari 2. Results: Using a quantitative quasi-experimental nonequivalent control group design with 30 participants, the experimental group achieved a higher mean posttest score (87.00) than the control group (78.11), with t(28) = 2.134 exceeding the critical value of 2.048 at α = 0.05, indicating a significant difference between groups. Novelty: The study evaluates a locally developed literacy book that introduces words holistically without letter-by-letter spelling, supported by visual illustrations and structured progression. Implications: The findings suggest that the Reading Without Spelling book can serve as a practical alternative learning medium for improving early reading ability and enriching literacy instruction in early childhood education settings. Highlights: Experimental participants achieved substantially higher post-assessment scores than peers receiving conventional instruction. Statistical testing confirmed a meaningful difference between the two instructional approaches at the 5% level. Holistic word recognition supported by visual cues corresponded with stronger literacy outcomes. Keywords: Early Reading Ability; Preschool Literacy; Reading Without Spelling; Quasi-Experimental Study; Early Childhood Education  
Critical Thinking Profile of Fifth Grade Students Solving GCF Problems: Profil Pemikiran Kritis Siswa Kelas Lima dalam Memecahkan Masalah GCF Suci Wulan Dari; Mahardika Darmawan Kusuma Wardana
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.10.2025.12315

Abstract

General Background: Critical thinking is a fundamental competence in 21st-century education and a core skill for elementary students to solve mathematical problems logically and responsibly. Specific Background: In mathematics learning, especially on Greatest Common Factor (GCF) topics, students are expected to interpret information, select appropriate procedures, and justify solutions using sound reasoning. Knowledge Gap: Previous studies have examined critical thinking in elementary contexts, yet detailed profiling of fifth-grade students’ critical thinking across all Facione indicators in GCF problem solving without instructional intervention remains limited. Aims: This study aims to describe the critical thinking profile of a fifth-grade student in solving GCF story problems using Facione’s six indicators: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Results: Using a descriptive qualitative design with one purposively selected high-ability student, data from tests, structured interviews, and written work show that the student successfully identified key information, justified the selection of solution methods, evaluated alternatives, produced consistent conclusions, explained procedures logically, and verified answers reflectively. Novelty: The study integrates Facione’s framework with Peirce’s semiotic analysis to examine the relationship between students’ reasoning processes and problem-solving representations. Implications: The findings provide evidence that detailed critical thinking profiling can inform the design of elementary mathematics instruction that supports higher-order reasoning in GCF learning. Highlights: The participant demonstrated full attainment of all six assessed reasoning indicators. Factor tree procedure was chosen with explicit justification and comparison to alternatives. Reflective checking confirmed answer consistency across different solution approaches. Keywords:Critical Thinking Skills; Elementary Education; Greatest Common Factor; Mathematics Problem Solving; Facione Framework
5E Learning Cycle Debate Model Improves Scientific Argumentation Skills: Model Debat Siklus Pembelajaran 5E Meningkatkan Keterampilan Berargumen Ilmiah Janatul Firdausi Nuzula; Noly Shofiyah
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.10.2025.12328

Abstract

General Background: Scientific argumentation skills are essential competencies in twenty-first-century science education, integrating communication and critical thinking abilities required for informed decision-making. Specific Background: However, junior high school students often struggle to construct evidence-based arguments, as many can state claims but fail to provide supporting data, warrants, or rebuttals. Knowledge Gap: Despite the recognized value of student-centered models, limited empirical evidence exists regarding the integration of the 5E Learning Cycle with structured classroom debate to address low argumentation performance. Aims: This study aims to analyze the application of the 5E Learning Cycle model integrated with the debate method on students’ scientific argumentation skills in junior high school science. Results: Using a quantitative one-group pretest-posttest design with 96 students, findings revealed substantial score increases across three classes, with N-Gain values of 0.83 and 0.80 (high) and 0.68 (moderate); paired t-tests showed significant pretest–posttest differences (p < 0.05), and one-way ANOVA indicated significant variation among classes (p = 0.039). Novelty: The study demonstrates that embedding structured debate within the explanation phase of the 5E cycle provides a systematic approach to fostering evidence-based reasoning and multidimensional argument construction. Implications: These findings suggest that science teachers can adopt this integrated model to promote active participation, confidence in expressing ideas, and stronger scientific reasoning in classroom learning. Highlights: Students demonstrated marked gains in constructing evidence-supported claims across all observed groups. Statistical testing confirmed meaningful differences between initial and final assessments. Performance patterns varied among classes despite consistently positive progress. Keywords: 5E Learning Cycle; Debate Method; Scientific Argumentation; Science Education; Junior High School
Management of Junior High School Science Laboratory for Students’ Practical Activities: Pengelolaan Laboratorium Sains Sekolah Menengah Pertama untuk Kegiatan Praktik Siswa Ira Puspita; Ria Wulandari
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.11.2026.12329

Abstract

General Background: Science laboratories are essential educational facilities supporting practical activities that connect scientific concepts with hands-on experiences in junior high schools. Specific Background: Effective laboratory management is required to ensure systematic planning, organization, implementation, and evaluation of science practicum activities within school contexts. Knowledge Gap: Despite the availability of laboratory facilities, detailed descriptions of how laboratory management is practically implemented at the junior high school level remain limited, particularly regarding administrative consistency, safety facilities, and evaluation mechanisms. Aims: This study aims to describe the management of a science laboratory in a private junior high school in Sidoarjo as it relates to students’ practical activities. Results: Using a qualitative case study approach, findings indicate that laboratory management has been implemented consistently in planning, organizing, and conducting practicum activities, involving curriculum units, laboratory managers, and science teachers. Practicum schedules were stable, organizational structures were formally established, and practicum implementation followed planned procedures with documented inventories and student reports. However, weaknesses were identified in documentation completeness, flexibility of planning revisions, systematic tool borrowing records, adequacy of safety equipment, and laboratory-specific evaluation forums. Novelty: This study provides an in-depth empirical description of integrated laboratory management practices and their operational challenges within a private junior high school context. Implications: The findings highlight the need for improved administrative documentation, strengthened safety management, and more focused evaluation mechanisms to support sustainable science laboratory operations and practice-based science learning. HighlightS: Laboratory planning and practicum scheduling were conducted collaboratively and applied consistently throughout the academic year. Organizational structures and practicum implementation procedures were formally established but lacked comprehensive administrative records. Evaluation and monitoring were responsive at the school level, yet laboratory-focused reporting and safety provisions remained limited. Keywords: Laboratory Management, Science Practicum, Students, Learning
Differentiated Learning Practices and Fifth Grade Social Skills Development: Praktik Pembelajaran Berdiferensiasi dan Pengembangan Keterampilan Sosial Siswa Kelas Lima Muhammad Dimas Rahmadani; Tri Linggo Wati
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.10.2025.12332

Abstract

General Background: Elementary education under the Independent Curriculum promotes student-centered instruction that integrates academic achievement with social competence. Specific Background: Differentiated learning offers adaptive strategies by adjusting content, process, and product to diverse learner characteristics in heterogeneous classrooms. Knowledge Gap: Although differentiated practices are widely implemented, limited studies examine how the learning process dimension relates to elementary students’ social skills in authentic classroom contexts. Aims: This study analyzes fifth-grade students’ social skills within the process aspect of differentiated learning and identifies supporting and constraining factors during its implementation at an elementary school. Results: Using a descriptive qualitative design through observations, interviews, and documentation, findings show teachers applied differentiation mainly in content and product, while students demonstrated progress in empathy, cooperation, responsibility, and emotional regulation. However, inconsistencies in social behavior, unequal task participation, and limited differentiation in learning processes and environments were still observed. Novelty: The research provides a focused examination of social skill indicators derived from the classroom process of differentiated instruction. Implications: The findings highlight the need for more holistic and data-based differentiation practices to foster sustainable interpersonal growth and inclusive classroom interaction. Keywords: Differentiated Learning, Social Skills, Elementary Students, Learning Process, Independent Curriculum Key Findings Highlights: Students displayed stronger empathy and peer collaboration Flexible task options encouraged responsibility and engagement Process dimension required broader classroom application
Asbabul Wurud Based Hadith Learning Practice in Tahfidz Classroom: Praktik Pembelajaran Hadits Berbasis Asbabul Wurud di Kelas Tahfidz zulfikar hidayat farizeni; Anita Puji 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.10.2025.12333

Abstract

General Background Learning strategies play a central role in shaping students’ understanding and religious character in Islamic education. Specific Background Hadith learning at the tahfidz program of PKBM Mutiara Shahabat integrates memorization activities, yet students often require contextual explanation to grasp meaning. Knowledge Gap Previous approaches have emphasized memorization, while the structured classroom use of the asbabul wurud method remains rarely documented in practice. Aims This study describes the implementation, strengths, and limitations of applying the asbabul wurud method in hadith science learning. Results Using a qualitative descriptive design with observation, interviews, and documentation, the findings show that the method is conducted through systematic planning, storytelling-based delivery of historical context, guided memorization, and continuous evaluation, enabling students to memorize faster, understand meanings, and practice hadith values in daily life. Novelty The study presents a classroom-based application of contextual hadith interpretation integrated into tahfidz routines. Implications The approach provides practical guidance for teachers to organize meaningful hadith instruction and supports collaboration between teachers, school leaders, and parents to sustain students’ religious learning outcomes. Keywords: Asbabul Wurud, Hadith Learning, Contextual Method, Tahfidz Education, Qualitative sSudy Key Findings Highlights: Structured storytelling supports quicker retention of texts Classroom routines connect historical context with daily behavior Multi level evaluation involves teachers families and supervisors
Structured Play Program Supports Gross Motor Development in Early Childhood: Program Bermain Terstruktur Mendukung Perkembangan Motorik Kasar pada Masa Kanak-kanak Awal Aisyha Nur Aini; Agus Salim
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.10.2025.12335

Abstract

General Background Early childhood education prioritizes holistic child development, including physical and gross motor abilities that support children’s daily activities and learning readiness. Specific Background Play-based learning is widely implemented in kindergarten settings, yet the organization of structured play programs to systematically stimulate large muscle coordination remains varied across schools. Knowledge Gap Limited empirical descriptions explain how daily play activities are implemented and what practical barriers teachers face in facilitating gross motor stimulation in real classroom contexts. Aims This study analyzes the implementation of a structured play activity program and identifies challenges experienced by teachers in developing gross motor skills among children at TK Aisyiyah Bustanul Athfal III Candi. Results Using a descriptive qualitative approach with observation, interviews, and documentation, findings show that activities such as running and jumping along lines, throwing and catching balls, kicking to goals, balancing objects, group exercises, and modified games foster muscle strength, balance, agility, coordination, and concentration, while constraints include limited space and varying child readiness, addressed through game modification and small-group strategies. Novelty The study provides contextual evidence of daily structured play practices aligned with national developmental indicators in one kindergarten setting. Implications The results suggest that consistent and well-managed play programs with adaptive strategies can support gross motor stimulation in early childhood classrooms. Keywords: Structured Play, Gross Motor Skills, Early Childhood Education, Kindergarten Program, Physical Development Key Findings Highlights: Daily movement sessions build strength, balance, agility, coordination, and focus Game modification and grouping address limited facilities and space constraints Teacher facilitation shapes children’s active participation during learning routines
Teacher Roles in Developing Emotional Intelligence of Preschool Children: Peran Guru dalam Mengembangkan Kecerdasan Emosional Anak Usia Dini Nur Fatma Shafira; Evie Destiana
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.10.2025.12336

Abstract

General Background: Early childhood represents a critical developmental stage in which emotional intelligence forms the foundation for social adjustment, self-regulation, and interpersonal competence. Specific Background: In kindergarten settings, teachers function not only as instructors but also as daily role models who guide children’s emotional experiences through structured and habitual learning activities. Knowledge Gap: However, limited studies describe concretely how teacher roles are implemented in classroom practices to foster emotional intelligence among children aged 4–5 years. Aims: This study aims to describe the roles of teachers in building emotional intelligence at Dharma Wanita Persatuan Sedati Gede Kindergarten. Results: Using a descriptive qualitative design through observation, interviews, and documentation, findings indicate four integrated roles: educator through role-play activities, innovator through ice breaking and creative learning, communicator through storytelling and religious habituation, and motivator through daily routines such as queuing, sharing, praying, and classroom leadership. These practices support children in recognizing emotions, regulating behavior, showing empathy, and interacting confidently. Novelty: The study provides a contextual mapping of teacher functions linked directly to daily classroom strategies. Implications: The findings offer practical guidance for early childhood educators to structure consistent, meaningful activities that cultivate emotional intelligence in preschool environments. Keywords: Emotional Intelligence, Teacher Roles, Early Childhood Education, Classroom Practices, Preschool Learning Key Findings Highlights: Four functional positions guide socio-emotional growth in daily routines Experiential play activities stimulate empathy and self-control Religious habituation supports discipline and prosocial behavior

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