Indonesian Journal of Education Methods Development

Wordwall Supports Vocabulary Mastery in Vocational English for Specific Purposes (ESP) Learning

Evy Lailatus Syarifah — 2025-08-01

General Background: Vocabulary acquisition is a crucial component of English language learning, particularly in English for Specific Purposes (ESP) at vocational high schools. Specific Background: Traditional teaching methods often fail to engage students effectively, leading to poor retention and limited practical application. Knowledge Gap: While various digital tools exist, research on the effectiveness of Wordwall in enhancing vocabulary retention in ESP contexts remains limited. Aims: This study investigates the impact of Wordwall on students' vocabulary acquisition and memory retention. Results: A quasi-experimental study using pre-tests and post-tests on two groups (experimental and control) revealed a significant improvement in vocabulary retention among students using Wordwall. The post-test scores of the experimental group (M=72.5) were significantly higher than the control group (M=58.5), supported by a Wilcoxon test (p<0.05). Novelty: Unlike conventional methods, Wordwall provides an interactive, gamified learning experience that enhances student motivation and engagement. Implications: These findings suggest that integrating Wordwall into ESP instruction can effectively support vocabulary development, promoting better language proficiency and practical communication skills in vocational education. Future research should explore its application across diverse educational settings.

Highlights:

Interactive Learning Enhances Retention – Wordwall's gamified approach significantly improves vocabulary retention compared to traditional methods.
Significant Performance Improvement – Students using Wordwall scored notably higher (M=72.5) than the control group (M=58.5), proving its effectiveness.
Practical Implications for ESP – Integrating Wordwall into vocational education fosters engagement, making language learning more relevant and effective.

Keywords: Memorial, Wordwall, Vocabulary Acquisition, English for Specific Purposes, Digital Learning

Technology, Entertainment, and Design (TED) Channel as a Tool for Improving Vocational Students' Speaking Skills

Nur Ajizah Utami Anggraini — 2025-08-08

General Background: Speaking skills are essential for English language learners, particularly in non-native English-speaking countries like Indonesia. However, many students struggle due to limited resources, unengaging teaching methods, and lack of exposure to authentic spoken English. Specific Background: The TED channel on YouTube offers a potential solution by providing diverse, high-quality spoken English content featuring various accents and speaking styles. Knowledge Gap: While previous studies suggest that TED videos enhance public speaking, limited research explores their effectiveness in improving vocational high school students' general speaking skills. Aims: This study investigates the impact of using TED channel videos on students’ speaking proficiency at SMK Dian Indonesia. Results: A pre-experimental study with pre-test and post-test design was conducted, analyzing data using paired-sample t-tests. Findings revealed a significant improvement in students' speaking skills, with mean scores rising from 71.2 to 79.9 (p < 0.05). Novelty: Unlike prior studies focusing on public speaking, this research highlights TED’s effectiveness in improving general speaking proficiency, particularly in vocational high school settings. Implications: The findings suggest that integrating TED videos into language instruction can enhance engagement and speaking performance, encouraging educators to adopt multimedia tools for language learning.

Highlights:

TED videos enhance students' pronunciation, fluency, and intonation through exposure to native speakers.
Significant score improvement from pre-test to post-test confirms the effectiveness of TED as a learning tool.
Multimedia integration in English teaching increases student engagement and motivation.

Keywords: TED Channel, Speaking Skills, Vocational Students, Language Learning, Multimedia Teaching

PowToon as a Teaching Tool for Junior High Writing Skills

Vienna Rahmi Alifina — 2025-08-08

General Background: Writing is a crucial communication skill that students must develop, yet many struggle with it. Integrating technology in education has been shown to enhance learning engagement and effectiveness. Specific Background: Traditional methods of teaching writing often fail to capture students' interest, leading to poor writing performance. PowToon, a multimedia-based tool, has gained attention as a potential solution for improving writing skills. Knowledge Gap: While previous studies have explored the effects of PowToon in online learning, research focusing on its impact on junior high school students' writing abilities through quantitative analysis remains limited. Aims: This study examines the effect of PowToon on students' descriptive text writing skills using a pre-experimental design with a pre-test and post-test approach. Results: The paired sample t-test results (t = 5.910, p < 0.05) indicate a statistically significant improvement in students' writing performance after using PowToon, confirming the effectiveness of this tool in enhancing writing skills. Novelty: Unlike previous studies that used qualitative approaches, this research employs a quantitative method to assess PowToon's impact, providing measurable evidence of its benefits for junior high school students. Implications: The findings suggest that integrating PowToon into writing instruction can enhance students' engagement and learning outcomes, supporting its adoption in language education.

Highlights:

Technology-Enhanced Learning: PowToon significantly improves students' writing skills by providing engaging, multimedia-based learning experiences.
Quantitative Evidence: The study's statistical analysis confirms a measurable improvement in students' descriptive writing abilities after using PowToon.
Pedagogical Implications: Integrating PowToon into writing instruction can enhance student motivation and learning outcomes in language education.

Keywords: Powtoon, Writing, Teaching Media, Descriptive Text, Junior High School

Improving Students’ Figurative Language Writing through Explicit Instruction

Nilam Nur Widya Ningrum — 2025-07-05

General Background: Writing in English requires mastery of lexical, compositional, and stylistic components, making it a complex skill for learners to acquire. Specific Background: Many junior high school students struggle with writing due to limited vocabulary and lack of engagement with creative language use. Knowledge Gap: While explicit instruction has been widely used to teach various language skills, its application in developing students’ use of figurative language in writing remains underexplored, particularly at the junior high school level. Aims: This study investigates how explicit instruction in figurative language contributes to improving students’ writing skills. Results: Using a pre-experimental design with 30 eighth-grade students in Sidoarjo, the study recorded an increase in mean scores from 59.5 (pre-test) to 70.67 (post-test), supported by t-test results, indicating statistically significant improvement. Novelty: This research integrates explicit instruction with figurative language teaching, offering a structured approach that enhances both linguistic creativity and writing quality. Implications: The findings suggest that explicit instruction can be a practical strategy for helping students develop stronger, more expressive writing skills, and promote independent application of language in academic and real-life contexts.

Highlights :

Uses pre-experimental design to measure writing skill development
Focuses on eighth-grade students in a real classroom context
Emphasizes the role of explicit instruction in creative writing

Implementation of Audio-Visual Media in Fiqh Learning Activities

Nor Kholip — 2025-08-26

General background: Learning media is a crucial component in modern education, serving as a bridge for knowledge transfer through audio, visual, and audiovisual formats. Specific background: In Islamic education, particularly in fiqh learning at elementary level, traditional teaching methods often limit students’ engagement and comprehension. Knowledge gap: Few studies have deeply explored how audiovisual media specifically supports cognitive, affective, and participatory aspects of fiqh learning in madrasah contexts. Aims: This study investigates the implementation of audiovisual learning media in Grade V fiqh lessons at MI Unggulan Miftahul Huda, focusing on challenges, benefits, and learning outcomes. Results: Findings indicate that audiovisual media improves students’ understanding of complex fiqh concepts, increases active participation, and stimulates motivation, although challenges remain in teacher expertise, time management, and facility availability. Novelty: The study highlights the integration of audiovisual media as a concrete approach aligned with students’ developmental stages, providing richer learning experiences than conventional methods. Implications: Proper utilization of audiovisual technology can strengthen Islamic education delivery, foster deeper comprehension, and contribute to sustainable quality improvement in religious learning.

Highlights:

Audiovisual media improves comprehension and engagement in fiqh learning.
Teachers face challenges in technology mastery and resources.
Novel integration aligns with students’ cognitive developmental stages.

Keywords: Learning Media, Audiovisual, Fiqh Education, Islamic Education, Educational Technology

Picture Puzzle Media Improves Tenth Grade Students’ Speaking Skill

Sevya Dwi Gita Nurani — 2025-08-26

General background: Speaking skill is a crucial component of English language proficiency and often becomes a major challenge for students due to anxiety, lack of preparation, and limited vocabulary. Specific background: In many classrooms, conventional methods such as repetition or memorization are less effective in encouraging active participation and confidence. Knowledge gap: Limited studies have explored the role of visual and kinesthetic media, particularly picture puzzles, in strengthening students’ speaking performance. Aim: This study investigates the use of picture puzzle media to improve speaking skills of tenth-grade students at SMA Muhammadiyah 4 Porong. Results: Employing a pre-experimental quantitative design with pre-test and post-test, findings reveal a significant increase in students’ average speaking scores from 75.27 to 88.18 after the treatment. Novelty: The integration of picture puzzles as learning media fosters both creativity and confidence, especially for kinesthetic learners, by linking visual storytelling with oral expression. Implications: These results suggest that picture puzzles can serve as an innovative pedagogical tool in EFL classrooms, providing teachers with practical strategies to reduce speaking anxiety and support students’ active communication.

Highlights:

Picture puzzles improve speaking performance significantly.
Media supports kinesthetic and visual learning styles.
Reduces student anxiety in oral activities.

Keywords: Speaking skill; Picture Puzzle; EFL Classroom; Kinesthetic Learning; Narrative Text

Snakes and Ladders Game Increases Counting Interest in Young Children

Putri Jelita Trio Seftina — 2025-08-11

General Background: Early childhood education plays a crucial role in cognitive and skill development, where engaging learning methods are essential. Specific Background: Mathematical skills, particularly counting, are fundamental for early learners; however, conventional methods often fail to maintain children's interest. Knowledge Gap: Limited research explores the effectiveness of interactive games in fostering numeracy enthusiasm among preschoolers. Aims: This study aims to investigate the impact of the Snakes and Ladders game on enhancing counting interest in children aged 5–6 years at TK PKK Sendangagung. Results: A classroom action research (CAR) method was employed with 11 students, showing a significant increase in interest—from 7.38% in the pre-cycle to 35.79% in Cycle I and 81.25% in Cycle II. Novelty: Unlike previous studies, this research modifies the traditional Snakes and Ladders game by integrating movement-based learning, aligning with children's natural inclination toward play. Implications: The findings suggest that incorporating interactive and engaging educational tools can effectively boost children's motivation and cognitive development, providing a viable strategy for early childhood educators to enhance numeracy skills through play-based learning.

Highlights:

Interactive Learning Boosts Interest – The Snakes and Ladders game significantly enhances children's enthusiasm for learning to count, increasing engagement through play.
Proven Effectiveness – Interest in counting rose from 7.38% (pre-cycle) to 81.25% (Cycle II), demonstrating the game's impact on early numeracy skills.
Practical Implications for Educators – Play-based learning strategies can be an effective alternative to traditional methods, making math more enjoyable and accessible for young learners.

Keywords: Interest Learning, Count, Old Children

Market Day Encourages Social Interaction Among Children Aged 3–4 Years Old

Nikmatul Ilmiah — 2025-08-15

General Background: Social-emotional development is a key aspect of early childhood growth, requiring children to interact effectively with peers and their surrounding community. Specific Background: Activities that simulate real-life social interactions, such as Market Day, can provide valuable opportunities for practicing social skills. Knowledge Gap: While experiential learning activities are widely discussed, empirical evidence on Market Day’s role in fostering social interaction among very young learners remains limited. Aims: This study investigates the significant relationship between Market Day activities and social interaction skills in children aged 3–4 years at KB-TK Aisyiyah Bustanul Athfal Solokuro. Results: Using a pre-test and post-test design with 20 participants, data were analyzed through normality and homogeneity tests, followed by a paired t-test in IBM SPSS 26.0. Findings showed a significance value of 0.000 ≤ 0.05 and Thitung (9.890) > Ttabel (2.101), indicating a statistically significant improvement in social interaction. Novelty: This study provides quantitative evidence of Market Day’s role in enhancing early childhood social skills in a formal educational setting. Implications: The results suggest integrating structured experiential activities into early childhood curricula to promote social development.

Highlights:

Quantitative proof of Market Day fostering social interaction in young children.
Employs pre-test and post-test design with robust statistical analysis.
Supports integrating experiential learning into early childhood curricula.

Keywords: Market Day, Early Childhood, Social Interaction, Experiential Learning, Preschool Education

Busy Book Media Improves Fine Motor Skills in Early Childhood

Edy Arizul Handika — 2025-08-26

General background: Fine motor development is a crucial aspect of early childhood education as it supports children’s cognitive, social, and language growth. Specific background: However, many preschool learning environments still rely heavily on worksheets, providing limited stimulation for fine motor practice. Knowledge gap: Limited studies in Indonesian early childhood settings have examined the systematic use of interactive learning media such as Busy Book to optimize motor skills. Aims: This study aimed to improve the fine motor skills of 4–5-year-old children through the application of Busy Book media in classroom learning. Results: Using Classroom Action Research with the Kemmis & Taggart model involving 14 children, findings showed significant improvement across two cycles. In Cycle I, imitating achieved 64.29%, finger movement 58.93%, and inserting fabric 64.29%. In Cycle II, these indicators increased to 82.14%, 94.64%, and 78.57% respectively, showing substantial progress. Novelty: This study highlights that Busy Book provides an engaging, hands-on, and child-friendly tool that enhances children’s interest and motivation while simultaneously strengthening fine motor skills. Implications: Teachers and parents are encouraged to integrate Busy Book into school and home learning to provide richer stimulation for children’s early development.6

Highlights:

Busy Book significantly increased fine motor skills within two learning cycles.
The media stimulated children’s motivation and engagement in learning.
Practical implications for teachers and parents in early education settings.9

Keywords: Fine Motor Skills; Early Childhood; Busy Book; Classroom Action Research; Learning Media

Snake and Ladder Game to Improve Students' Mastery of Arabic Vocabulary

Wiku Pulangsih — 2025-08-14

General background: Vocabulary mastery is a key element in learning Arabic, as it supports students’ overall language skills and comprehension. Specific background: In many schools, including SMP Muhammadiyah 6 Krian, Arabic vocabulary learning is still dominated by conventional media such as textbooks and whiteboards, which often fail to stimulate student interest. Knowledge gap: Limited research has explored the integration of traditional games as structured learning media for Arabic vocabulary at the junior high school level. Aims: This study aims to develop a snake and ladder game as a learning medium to improve students’ mastery of Arabic vocabulary (mufrodat). Results: Using the Borg and Gall R&D model (9 stages), data were collected via observation, interviews, and questionnaires. The media validation score was 84.4%, language validation 100%, and material validation 85.7%, all categorized as highly feasible. Student response reached 90.4%, also in the highly feasible category. Novelty: The study transforms a familiar traditional game into a structured, curriculum-based Arabic learning medium. Implications: This media can be an engaging alternative to foster active learning and motivation in Arabic classes.

Highlights :

Combines traditional games with curriculum-based Arabic learning
Achieves high validation scores from experts and students
Offers engaging media to support active vocabulary learning

Keywords : Arabic Vocabulary, Snake and Ladder, Learning Media, Junior High School, R&D Model

Implementation of Aqidah Akhlaq Learning in the Merdeka Curriculum

Indiyani Indiyani — 2025-08-15

General Background: Character education, particularly in the context of Aqidah Akhlaq, plays a vital role in shaping students’ moral and spiritual values in Islamic primary education. Specific Background: The implementation of the Merdeka Curriculum emphasizes flexibility in learning design to accommodate students’ needs, including integrating religious values in daily practice. Knowledge Gap: Previous studies have discussed character formation in Islamic education, but limited research has described in detail how Aqidah Akhlaq learning is practically implemented within the Merdeka Curriculum in specific school contexts. Aims: This study aims to describe the implementation of Aqidah Akhlaq learning and its outcomes at MI Ma’arif Pagerwojo, Sidoarjo. Results: Using a qualitative phenomenological approach with observation, interviews, documentation, and questionnaires, the study found that Aqidah Akhlaq learning is conducted both inside and outside the classroom, supported by structured lesson plans, varied learning methods, and a school-wide 6S culture. Students became more active, understood the lessons better, and showed improved behavior. Novelty: This research provides contextual insights into integrating Aqidah Akhlaq into the Merdeka Curriculum through both formal instruction and habitual practice. Implications: The findings offer practical references for teachers and schools in developing religious-based character education aligned with national curriculum reforms.

Highlights :

Contextual integration of Aqidah Akhlaq in the Merdeka Curriculum
Combination of classroom learning and habitual practice
Positive behavioral changes in students

Keywords: Merdeka Curriculum, Aqidah Akhlaq, Character Education, Islamic Primary School, Phenomenology

Religious Character Education through Habituation at MTsN 2 Kediri

Andika Nehru Rahmadin — 2025-08-26

General background: Education plays a crucial role in shaping students’ values and behaviors, particularly in fostering religious character as a foundation for moral development. Specific background: At MTsN 2 Kediri City, habituation activities such as congregational Duha prayers, tahsinul Qur’an, and morning greetings are implemented to nurture students’ religiosity. Knowledge gap: While many studies emphasize character education broadly, limited research explores the systematic role of daily Islamic habituation activities in secondary-level madrasah. Aims: This study aims to describe how religious habituation activities contribute to strengthening students’ attitudes and behaviors aligned with Islamic teachings. Results: Using a qualitative case study with observations, interviews, and document review, the findings indicate that students developed habits of punctual congregational prayer, increased solemnity in worship, stronger ukhuwah Islamiyah, regular Qur’an recitation, love and understanding of tajwid, higher faith and piety, and improved social interactions through daily greetings. Novelty: This research highlights the integrated function of school-based habituation as a sustainable model for reinforcing Islamic character. Implications: The study suggests that systematic habituation can serve as a replicable strategy for Islamic schools in promoting lifelong religious values and social harmony.

Highlights:

Habituation strengthens students’ worship discipline and religiosity.
Daily practices foster social harmony and Islamic brotherhood.
Novelty lies in systematic integration of school-based religious activities.

Keywords: Religious Character Education; Habituation; Islamic Values; Secondary Education; Social Harmony

The Principal's Role in Implementing Merdeka Curriculum in Elementary Schools

Rian Hadi Winarto — 2025-08-15

General background: The Independent Curriculum provides educators and students with the freedom to design learning according to contextual needs. Specific background: SDN Gunungsari II has implemented the Independent Curriculum in alignment with its principles for an extended period. Knowledge gap: However, limited studies specifically explore the comprehensive role of school principals in leading its implementation within elementary education, particularly in rural contexts. Aims: This study aims to describe the principal’s roles, identify supporting and inhibiting factors, and outline the principal’s strategies in implementing the curriculum at SDN Gunungsari II. Results: Findings reveal that the principal plays essential roles as educator, manager, administrator, supervisor, leader, innovator, and motivator, with significant influence on program continuity. Key challenges include limited teacher understanding, insufficient facilities, and inconsistent government policies, while supporting factors include teacher competency development, active participation in curriculum design, and provision of locally relevant learning materials. Novelty: This study provides a detailed, role-based framework for principal leadership in curriculum implementation. Implications: The findings offer practical insights for policymakers and school leaders in optimizing curriculum application in elementary schools.

Highlights:

Comprehensive mapping of principal’s roles in curriculum implementation
Identification of specific supports and barriers in rural school settings
Practical leadership framework for elementary school principals

Keywords: Kurikulum Merdeka, School Principal Role, Leadership, Elementary Education, Implementation Strategy

Website-based Scratch Media Improves Cognitive Learning Outcomes in Science for Junior High School Students

Ahmad Adil Latif — 2025-08-15

General Background: Science education plays a critical role in developing students’ cognitive abilities, requiring engaging and interactive learning media to optimize outcomes. Specific Background: In many Indonesian junior high schools, conventional methods such as textbooks and PPTs often fail to fully support students’ comprehension, particularly in topics like ecology and biodiversity. Knowledge Gap: Limited research has examined the application of Scratch, a website-based visual programming platform, in science learning at the junior high school level. Aims: This study aims to investigate the use of website-based Scratch media in improving the cognitive learning outcomes of seventh-grade students. Results: Using a quasi-experimental design with random sampling, two classes were assigned different media: Scratch for the experimental group and PPT for the control group. Analysis using the Independent Sample T-Test showed a significant difference (p = 0.039) in N-Gain scores, with the experimental group achieving 0.56 (medium) compared to the control group’s 0.41 (medium). Novelty: This research uniquely applies Scratch to junior high school science topics, offering an interactive approach to abstract concepts. Implications: Findings suggest Scratch can be an effective alternative to traditional media, fostering active participation and deeper understanding in science learning.

Highlights :

Website-based Scratch outperformed PPT in improving cognitive outcomes.
Significant N-Gain score difference between experimental and control groups.
Novel application of Scratch to ecology and biodiversity topics at SMP level.

Keywords: Science Education, Scratch, Cognitive Learning Outcomes, Junior High School, Website-Based Learning

Self-Efficacy and Academic Procrastination among Muhammadiyah Sidoarjo Students

Inayatul Habibah — 2025-08-26

General Background: Academic procrastination is a common problem faced by university students and often leads to decreased academic performance. Specific Background: One psychological factor associated with procrastination is self-efficacy, which reflects an individual’s belief in their ability to complete academic tasks. Knowledge Gap: Although previous studies have examined this relationship, limited research has focused on advanced-level students in Indonesian higher education. Aims: This study aimed to examine the relationship between self-efficacy and academic procrastination among students in semesters 10, 12, and 14 at Muhammadiyah University of Sidoarjo. Results: Using a correlational quantitative approach with 292 participants selected through non-probability sampling, data were collected using validated scales of self-efficacy and academic procrastination (reliability 0.825 and 0.902). Spearman’s rho analysis revealed a significant negative correlation, indicating that higher self-efficacy was associated with lower academic procrastination. Self-efficacy contributed 17.6% to the variance in academic procrastination. Novelty: This study provides empirical evidence of the psychological dynamics influencing procrastination in late-semester students, a population often overlooked in similar research. Implications: Findings highlight the need for interventions that strengthen students’ self-efficacy to reduce procrastination and improve academic performance.

Highlights:

Self-efficacy shows a negative correlation with academic procrastination.
Self-efficacy explains 17.6% of procrastination variance.
Focuses on advanced-level Indonesian university students.

Keywords: Self-Efficacy, Academic Procrastination, Higher Education, Psychology, Students