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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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Ergonomic Risk Levels in Administrative Computer Work Using REBA and ROSA: Tingkat Risiko Ergonomis dalam Pekerjaan Komputer Administratif Menggunakan REBA dan ROSA Andi Priyo Utomo; Boy Isma Putra
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.10.2025.12340

Abstract

General Background: Musculoskeletal disorders are cumulative injuries in the musculoskeletal system commonly associated with prolonged non-ergonomic occupational activities, particularly in office environments. Specific Background: Administrative employees frequently perform tasks involving continuous computer usage for approximately seven hours daily, which may result in discomfort and postural strain. Knowledge Gap: Limited workplace-based assessments simultaneously examine overall body posture and office workstation conditions among administrative personnel in agricultural equipment companies. Aims: This study aims to evaluate administrative employee posture and workstation conditions at PT. XYZ through Rapid Entire Body Assessment and Rapid Office Strain Assessment supported by Nordic Body Map data. Results: Data from 15 respondents indicated predominant complaints in the waist, right elbow, and neck regions. The posture evaluation produced a score of 5, indicating a medium level requiring corrective action, while workstation evaluation also generated a score of 5, demonstrating a high level requiring immediate modification. Identified issues included non-adjustable chairs, suboptimal arm support, low monitor position, and prolonged task duration. Recommended interventions comprised periodic muscle stretching after two hours of screen activity, replacement of seating facilities with adjustable ergonomic chairs, establishment of standard operating procedures for external mouse utilization, and additional document storage facilities. Novelty: This study integrates multi-instrument ergonomic assessment to generate targeted intervention recommendations within an administrative office setting. Implications: The findings provide evidence-based ergonomic guidance for reducing musculoskeletal complaints and improving workplace comfort among office personnel. Highlights: Postural Evaluation Demonstrated Moderate Musculoskeletal Hazard Requiring Corrective Action Soon. Workplace Facility Assessment Revealed Urgent Modification Needs Related to Seating and Monitor Placement. Reported Discomfort Was Most Frequent in Waist, Elbow, and Cervical Regions. Keywords: Musculoskeletal Disorders, Nordic Body Map, Rapid Entire Body Assessment, Rapid Office Strain Assessment, Office Ergonomics
Teacher Social Competence and Parent Satisfaction Correlation in Primary Schools: Korelasi Antara Kompetensi Sosial Guru dan Kepuasan Orang Tua di Sekolah Dasar silvia putri ramadhani; ), 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.10.2025.12348

Abstract

General Background: Teacher professionalism in primary education includes social competence that supports communication and collaboration with parents as key stakeholders. Specific Background: Classroom teachers are expected to interact effectively with families, yet parental satisfaction is often shaped by direct service experiences rather than internal professional practices. Knowledge Gap: Previous studies rarely examine the direct quantitative association between teachers’ social competence and parent satisfaction at the elementary level. Aims: This study analyzes the relationship between classroom teachers’ social competence and parents’ satisfaction in a public primary school context. Results: Using a quantitative correlational design with Spearman Rank analysis involving 15 parents and internal teacher assessments, the correlation coefficient was 0.280 (p = 0.285), indicating a positive but weak and statistically insignificant relationship. Descriptive findings show teachers demonstrate adequate communication, collaboration, and parental involvement, while satisfaction is primarily shaped by personal communication, attention to children, and classroom services. Novelty: The study provides direct measurement of the correlation between social competence dimensions and parental perceptions within a specific elementary school setting. Implications: Findings suggest that professional development should prioritize visible, parent-centered communication practices alongside internal collaboration to align teacher competence with stakeholder expectations. Keywords :  Teacher Social Competence, Parent Satisfaction, Elementary School, Spearman Rank, Educational Service Quality Key Findings Highlights: Parents reported high approval of classroom interaction and information clarity Professional networking participation remained limited among educators Statistical association between measured variables categorized as low
Project-Based Teaching Modules for Character Formation: A Case Study of the Pancasila Student Profile Program in Elementary School: Modul Pembelajaran Berbasis Proyek untuk Pembentukan Karakter: Studi Kasus Program Profil Siswa Pancasila di Sekolah Dasar Novia Ramadhani Budianingsih; 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.10.2025.12349

Abstract

General Background: The implementation of the Merdeka Curriculum in Indonesia emphasizes character education through the Pancasila Student Profile Strengthening Project (P5) in elementary schools. Specific Background: Teaching modules function as key instructional tools that guide teachers in organizing project-based learning activities integrating collaboration, caring, and sharing values. Knowledge Gap: Empirical evidence describing how teachers practically implement these modules to cultivate mutual cooperation in real classroom contexts remains limited. Aims: This study analyzes the implementation of teacher teaching modules in the P5 mutual cooperation project at SDN Ketajen 1 using a qualitative case study. Results: Data from observation, interviews, and documentation indicate that learning activities were interactive, inspiring, enjoyable, challenging, and motivating, with high implementation scores across indicators, while small-group projects such as ecoprint facilitated communication, collaboration, empathy, and active participation, although some students remained passive. Novelty: The study provides a contextual description of module-based project learning that systematically integrates social character values through structured classroom practices. Implications: Findings offer practical guidance for teachers and schools to design student-centered modules and professional development programs that strengthen character formation and meaningful learning within elementary education. Keywords: Teaching Modules, P5 Project, Mutual Cooperation, Character Education, Elementary School Key Findings Highlights: Small-group projects fostered peer support and shared responsibility Classroom activities recorded consistently high implementation indicators above ninety percent Structured lesson design encouraged initiative and independent problem solving
Differentiated Teaching Strategies for Diverse Learners in Elementary Classrooms: Strategi Pengajaran yang Disesuaikan untuk Siswa Beragam di Kelas Sekolah Dasar Helda Destiana Sabila Rosyid; 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.10.2025.12352

Abstract

General Background: Elementary classrooms frequently face learning disparities caused by uniform instructional practices that overlook individual differences. Specific Background: At SD Negeri Larangan, teachers encounter varied student readiness, interests, and learning styles, requiring adaptive classroom approaches. Knowledge Gap: Previous studies often discuss differentiated teaching conceptually, yet limited research documents its concrete implementation in primary school contexts. Aims: This study explores the planning, implementation, and evaluation of teaching strategies applied by a Grade V teacher using a descriptive qualitative design. Results: Data from observation, interviews, and documentation reveal strategies centered on learning style adaptation (visual, auditory, kinesthetic), varied access to materials, creative activities, and individualized guidance, with learning style alignment recorded as the most frequently applied approach and associated with higher student engagement and participation. Novelty: The study provides field-based evidence that links differentiation principles to practical classroom actions across content, process, and product. Implications: Findings offer actionable guidance for teachers and school leaders to design inclusive, responsive, and student-centered instruction in elementary education while supporting policy and professional development planning. Keywords: Differentiated Instruction, Teaching Strategies, Elementary Education, Learning Styles, Qualitative Study Key Findings Highlights: Adaptation to visual, auditory, and kinesthetic preferences dominated classroom practice Creative tasks and flexible material access supported varied participation patterns Individual mentoring addressed heterogeneous readiness levels among pupils
The Application of the Teams Games Tournament (TGT) Cooperative Learning Model Assisted by Blindbox Media on the Science Learning Outcomes of Junior High School Students: Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) Berbantuan Media Blindbox terhadap Hasil Belajar IPA Siswa SMP Erlinda Ayu Indrastuti; 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.10.2025.12353

Abstract

This study aims to determine the effect of applying the Teams Games Tournament (TGT) cooperative learning model assisted by blind box media on students' science learning outcomes. This quantitative research, using a nonequivalent control group design, involved 64 students from two classes: an experimental class using the TGT cooperative learning model with blind box media and a control class using a direct instruction model with quiz media. The research instruments consisted of a 20-item multiple-choice cognitive test (C1–C4) that was proven valid and reliable. The data were analyzed using N-gain tests, normality tests, homogeneity tests, and an Independent Samples T-Test. The results showed a significant increase in students' cognitive learning outcomes in the experimental class, with an N-gain score of 0.89 in class VIII-F, which was higher than class VIII-G's score of 0.57. The normality and homogeneity tests showed that the data were normally distributed and homogeneous. A T-test value of 0.022 proved that the application of the TGT cooperative learning model with blind box media significantly affected students' science learning outcomes. The implementation of the TGT model assisted by blind box media has a major impact. For students, this model makes them excited and more knowledgeable about science material because they are motivated to master it to improve their learning outcomes. The surprise element from the blind box makes learning fun and not boring. For teachers, this model provides an opportunity to be more creative in their teaching. Teachers can also feel satisfied seeing their students more enthusiastic and their science learning outcomes improve. For future research, this model opens up many new ideas. For example, researchers can find out if this model is suitable for other subjects like math, or if different types of surprises in the blind box yield better results. In short, this model makes the learning process more enjoyable and effective for everyone involved.
Congklak Game Based Learning for Early Childhood Numeracy Growth: Pembelajaran Berbasis Permainan Congklak untuk Pertumbuhan Kemampuan Numerasi pada Anak Usia Dini Putri Mayasari; 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.10.2025.12382

Abstract

General Background Early childhood education emphasizes concrete and play based activities to stimulate cognitive and numeracy development during the golden age period. Specific Background In one kindergarten classroom, children’s counting skills were low because learning relied mainly on worksheets and less engaging media. Knowledge Gap Limited use of traditional game based learning created a need for contextual strategies that actively involve children in numeracy practice. Aims This study aimed to improve early childhood numeracy skills through the implementation of the traditional congklak game. Results Using classroom action research with 11 children, data from observation and tests showed progressive improvement from 9% achievement in the pre cycle to 27% in cycle I and 81% in cycle II after structured congklak activities and gradual modification of game materials. Novelty The study applied staged seed quantities and reward supported play to scaffold counting performance systematically. Implications The findings indicate that traditional game based instruction provides an engaging classroom strategy to support number recognition, counting, and simple operations in early childhood settings. Keywords: Congklak Game, Early Childhood Education, Numeracy Skills, Classroom Action Research, Game Based Learning Key Findings Highlights: Achievement rose from very low baseline to high mastery after two cycles Gradual manipulation of seeds simplified number operations for children Play centered sessions promoted active participation and sustained attention
Guided Learning Model Raises Elementary Science Concept Mastery: Model Pembelajaran Terbimbing Meningkatkan Penguasaan Konsep Sains pada Tingkat Dasar M.Aliffiyano Rozzaq; Fitria Wulandari
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.10.2025.12390

Abstract

General Background: Concept mastery in elementary science learning is essential to develop students’ scientific reasoning and meaningful understanding of natural phenomena. Specific Background: Classroom practice often remains teacher-centered, resulting in passive participation and limited comprehension of core science concepts. Knowledge Gap: Although various instructional models and media have been reported, contextual evidence describing their classroom application and students’ conceptual outcomes remains limited. Aims: This study aims to describe the implementation of a guided learning model supported by instructional media and to examine students’ concept mastery within an elementary classroom. Results: Using educational research procedures with tests, observations, and documentation, the findings show increased student engagement, more active participation, and higher post-learning scores compared with initial performance. Structured activities, visual media, and collaborative tasks supported understanding, while time constraints and varied readiness posed challenges. Novelty: The study provides a detailed classroom-based account of model implementation combined with analysis of supporting and inhibiting factors. Implications: The results suggest that organized instructional design and appropriate media selection can support sustainable concept mastery in elementary science education. Keywords: Science Education, Concept Mastery, Elementary Students, Learning Model, Instructional Media Key Findings Highlights: Greater learner participation during instructional activities Posttest scores surpassed baseline achievement Classroom tools assisted clearer material comprehension
Woman Work Participation in Yogyakarta Insights from a Comprehensive Study Hadioetomo Hadioetomo; Joko Susanto; Agus Santosa
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.10.2025.12393

Abstract

General background: Women’s participation in the labor market has long been recognized as a critical driver of household welfare and national economic growth, yet disparities persist across regions. Specific background: In Indonesia, particularly the Special Region of Yogyakarta, women’s labor force participation remains considerably lower than men’s, reflecting enduring socio-cultural constraints. Knowledge gap: Despite growing research on gender and employment, limited attention has been given to how intersecting factors of household roles, education, and social norms shape women’s labor choices in this region. Aims: This study investigates the determinants of women’s labor market engagement using data from the National Socio-Economic Survey (Susenas), focusing on individual and household characteristics. Results: Findings reveal that only 38.5% of women participate in the labor force compared to 54.8% of men, with a gap of 16.3%. Marital status, childcare and eldercare responsibilities, educational attainment, and discriminatory practices substantially influence women’s employment decisions. Novelty: Unlike prior studies, this research highlights the dual burden of childcare and eldercare as critical, often overlooked barriers limiting women’s opportunities. Implications: The results underscore the need for targeted policies addressing structural and cultural obstacles, thereby fostering gender equality, enhancing household resilience, and supporting sustainable economic development. Highlights: Women’s labor participation in Yogyakarta remains significantly lower than men’s. Caregiving roles for children and elderly strongly limit women’s employment. Policies are needed to address socio-cultural and structural barriers. Keywords: Gender Equality, Labor Force Participation, Household Well-Being, Social Norms, Care Responsibilities
Developing Local Culture-Based Teaching Module to Enhance Children’s Cultural Appreciation Nani Nuriani; Dadi Setiadi; Asrin Asrin; Sri Subarinah; Sukri Sukri
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.10.2025.12394

Abstract

General background: Early childhood education plays a pivotal role in shaping cognitive, affective, and psychomotor development, with cultural integration enhancing meaning and identity. Specific background: In North Lombok, despite rich traditions, globalization has eroded cultural practices and language use among children, creating an urgent need for culturally grounded pedagogy. Knowledge gap: Previous studies emphasized cognitive aspects of local culture but lacked comprehensive teaching modules explicitly designed to foster cultural appreciation in early childhood. Aims: This study aimed to develop and validate a local culture-based teaching module for early childhood education in North Lombok. Results: Using a modified 3-D model (define, design, develop), the module was validated by experts (design 79%, language 87%, material 96%, practitioner 94%) and trialed with 92 students, achieving an average effectiveness score of 88%, categorized as “developing as expected.” Novelty: Unlike prior works, this module integrates multiple cultural elements (games, food, clothing, customs, language) into both print and digital formats, with comprehensive components (CP, TP, ATP, IKTP, RPPH, assessments, and LKS). Implications: The findings demonstrate that a culturally based module can effectively enhance children’s appreciation of local heritage, offering both practical tools for educators and theoretical contributions to culture-based early education Highlights: Integration of local culture strengthens children’s identity. Validated module shows high feasibility and effectiveness. Novel contribution: complete print–digital learning tools. Keywords: Teaching Module, Local Culture, Early Childhood, Cultural Appreciation
Hubungan antara Dukungan Sosial Wali Kamar dengan Penyesuaian Diri Santri pada Tahun Pertama di SMPIT Pondok Pesantren Darul Fikri Sidoarjo: The Relationship between Dormitory Supervisors’ Social Support and The Students Self-Adjustment of in The First Year at Islamic Integrated Junior High School (SMPIT) Pondok Pesantren Darul Fikri Sidoarjo Erinda Shofatil Himmah; Effy Wardati Maryam
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.10.2025.12396

Abstract

General Background: Student self-adjustment in Islamic boarding schools represents a critical developmental process, particularly during the first year of residence in a structured dormitory environment. Specific Background: At SMPIT Pondok Pesantren Darul Fikri Sidoarjo, first-year students face academic, social, and psychological demands requiring adaptive capacity supported by dormitory supervisors. Knowledge Gap: Limited empirical studies specifically examine the correlation between dormitory supervisors’ social support and self-adjustment among first-year junior high school students in Islamic boarding school settings. Aims: This study aims to analyze the relationship between dormitory supervisors’ social support and students’ self-adjustment. Results: Using a quantitative correlational design involving 94 first-year students and psychological scales measuring social support and self-adjustment, the findings reveal a significant positive correlation (r = 0.964; p < 0.001), with social support explaining 93% of the variance in self-adjustment. Social support includes emotional encouragement, appreciation, instrumental assistance, and informational guidance. Novelty: This study specifically highlights the central role of dormitory supervisors as daily social support providers within an Islamic integrated junior high school boarding context. Implications: The findings underscore the importance of strengthening dormitory-based support systems to facilitate adaptive processes among new students and suggest broader investigations across multiple boarding institutions to improve external validity. Keywords: Dormitory Supervisors, Social Support, Self-Adjustment, Islamic Boarding School, First-Year Students Key Findings Highlights: Social assistance from residential mentors accounts for 93% variance in adaptive capacity. Emotional, informational, appreciation, and practical guidance are strongly associated with students’ adaptation. Residential mentoring systems are central to psychological adjustment during the initial boarding year.

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