Indonesian Journal of Education Methods Development https://ijemd.umsida.ac.id/index.php/ijemd <p>Indonesian Journal of Education Methods Development is a peer-reviewed journal published by Universitas Muhammadiyah Sidoarjo four times a year. 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 aim is to provide a place for academics and practitioners to publish original research and review articles. The articles basically contains any topics concerning method development in education. IJEMDis available in online version. Language used in this journal is Indonesia or English.</p> Universitas Muhammadiyah Sidoarjo en-US Indonesian Journal of Education Methods Development 2598-991X Index Card Match Boosts Math Learning by 84.2% https://ijemd.umsida.ac.id/index.php/ijemd/article/view/820 <div class="flex-1 overflow-hidden"> <div class="react-scroll-to-bottom--css-oicno-79elbk h-full"> <div class="react-scroll-to-bottom--css-oicno-1n7m0yu"> <div> <div class="flex flex-col text-sm pb-9"> <div class="w-full text-token-text-primary" dir="auto" data-testid="conversation-turn-7" data-scroll-anchor="true"> <div class="py-2 px-3 text-base md:px-4 m-auto md:px-5 lg:px-1 xl:px-5"> <div class="mx-auto flex flex-1 gap-3 text-base juice:gap-4 juice:md:gap-6 md:max-w-3xl lg:max-w-[40rem] xl:max-w-[48rem]"> <div class="relative flex w-full min-w-0 flex-col agent-turn"> <div class="flex-col gap-1 md:gap-3"> <div class="flex flex-grow flex-col max-w-full"> <div class="min-h-[20px] text-message flex flex-col items-start whitespace-pre-wrap break-words [.text-message+&amp;]:mt-5 overflow-x-auto gap-3" dir="auto" data-message-author-role="assistant" data-message-id="2208d79b-7b4c-44b4-8222-027b7e159486"> <div class="markdown prose w-full break-words dark:prose-invert light"> <p>This study examines the effectiveness of the Index Card Match (ICM) learning model on fifth-grade mathematics education at SDIT Ainul Yaqin. Using a pre-experimental design, 20 students were selected through purposive sampling. Test sheets were used to measure learning outcomes, and data analysis included testing for normality and calculating N-Gain scores. The results showed a significant 84.2% improvement in mathematics learning outcomes, indicating the positive impact of the ICM model on student achievement. This research contributes to understanding innovative teaching methods' efficacy in enhancing elementary mathematics education.</p> <p>&nbsp;</p> <p><strong>Highlight:</strong></p> <ol> <li><strong>Effective Math Learning:</strong> Evaluating Index Card Match model in fifth-grade math education.</li> <li><strong>Pre-Experimental Design:</strong> Utilizing purposive sampling to assess teaching model impact.</li> <li><strong>Notable Improvement:</strong> 84.2% increase in math learning outcomes observed.</li> </ol> <p>&nbsp;</p> <p><strong>Keyword:</strong> Index Card Match, Mathematics Education, Elementary School, Learning Outcomes, Innovative Teaching Methods.</p> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Della Ajeng Tikasari Enik Setiyawati Copyright (c) 2024 Della Ajeng Tikasari, Enik Setiyawati https://creativecommons.org/licenses/by/4.0 2024-05-06 2024-05-06 19 2 10.21070/ijemd.v19i2.820 10.21070/ijemd.v19i2.820 10.21070/ijemd.v19i2.820 Global Study Unveils Mind Mapping's Impact on Reading Skills https://ijemd.umsida.ac.id/index.php/ijemd/article/view/821 <p>This study investigates the effectiveness of the Mind Mapping Technique in improving reading comprehension among sixth-grade students in Sidoarjo, Indonesia. Using a pre-experimental design with pretest and posttest assessments, data from 20 students at Temu 2 Prambon Elementary School were analyzed using SPSS 26. Results show a significant improvement in post-test scores (average 68.5) compared to pre-test scores (average 49.5), indicating the positive impact of Mind Mapping on reading comprehension. These findings underscore the potential of Mind Mapping as an effective tool for educators to enhance students' reading skills, particularly in understanding descriptive content, offering valuable insights for educational practices in similar settings.</p> <p>&nbsp;</p> <p><strong>Highliht:</strong></p> <div class="flex-1 overflow-hidden"> <div class="react-scroll-to-bottom--css-xbfur-79elbk h-full"> <div class="react-scroll-to-bottom--css-xbfur-1n7m0yu"> <div> <div class="flex flex-col text-sm pb-9"> <div class="w-full text-token-text-primary" dir="auto" data-testid="conversation-turn-11" data-scroll-anchor="true"> <div class="py-2 px-3 text-base md:px-4 m-auto md:px-5 lg:px-1 xl:px-5"> <div class="mx-auto flex flex-1 gap-3 text-base juice:gap-4 juice:md:gap-6 md:max-w-3xl lg:max-w-[40rem] xl:max-w-[48rem]"> <div class="relative flex w-full min-w-0 flex-col agent-turn"> <div class="flex-col gap-1 md:gap-3"> <div class="flex flex-grow flex-col max-w-full"> <div class="min-h-[20px] text-message flex flex-col items-start whitespace-pre-wrap break-words [.text-message+&amp;]:mt-5 overflow-x-auto gap-3" dir="auto" data-message-author-role="assistant" data-message-id="625c4c96-ccf0-4065-b72c-a5b1908c78db"> <div class="markdown prose w-full break-words dark:prose-invert light"> <ol> <li><strong>Effective Mind Mapping</strong>: Enhances sixth-grade reading comprehension.</li> <li><strong>Quantitative Analysis</strong>: Validates method using SPSS.</li> <li><strong>Educational Implications</strong>: Recommends Mind Mapping for elementary education.</li> </ol> </div> </div> </div> <div class="mt-1 flex gap-3 empty:hidden">&nbsp;</div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> <p><strong>Keyword: </strong>Mind Mapping, Reading Comprehension, Elementary Education, Pre-experimental Design, SPSS Analysis</p> Muhammad Rafly Fitrawantono yuli astutik Copyright (c) 2024 Muhammad Rafly Fitrawantono, yuli astutik https://creativecommons.org/licenses/by/4.0 2024-05-07 2024-05-07 19 2 10.21070/ijemd.v19i2.821 10.21070/ijemd.v19i2.821 10.21070/ijemd.v19i2.821 Exploring Factors Influencing Reading Comprehension Beyond Habits in Students https://ijemd.umsida.ac.id/index.php/ijemd/article/view/814 <p>This study investigates how students' reading habits impact their reading comprehension. Using a quantitative survey method with questionnaires and tests, data was collected and analyzed with SPSS. Results showed no significant correlation between students' reading habits and comprehension, suggesting other factors are at play. The study recommends schools implement dedicated literacy time to enhance critical thinking, vocabulary, and overall reading motivation, thereby improving comprehension.</p> <p>&nbsp;</p> <p><strong>Highlight:</strong></p> <ol> <li>Examines reading habits' impact on comprehension.</li> <li>Uses quantitative research and surveys.</li> <li>Emphasizes dedicated literacy time.</li> </ol> <p>&nbsp;</p> <p><strong>Keywords:</strong> Reading habits, Reading comprehension, Quantitative research, Literacy time,Student motivation,</p> Raeyen Anggara Putra Wahyu Taufiq Copyright (c) 2024 Raeyen Anggara Putra, Wahyu Taufiq https://creativecommons.org/licenses/by/4.0 2024-05-02 2024-05-02 19 2 10.21070/ijemd.v19i2.814 10.21070/ijemd.v19i2.814 10.21070/ijemd.v19i2.814 Motivation and self-efficacy are pivotal in driving science learning outcomes https://ijemd.umsida.ac.id/index.php/ijemd/article/view/816 <p>This study explores how self-efficacy and learning motivation impact science cognitive learning outcomes among eighth-grade students. Using a correlational quantitative approach, the research identifies self-efficacy (X1) and learning motivation (X2) as independent variables and cognitive learning outcomes (Y) as the dependent variable. Sampling involves simple random sampling, with data collected through questionnaires and documentation. Analysis stages include normality and linearity tests, followed by correlation tests using SPSS Version 26. Results show a positive and significant influence of self-efficacy and learning motivation on cognitive learning outcomes, highlighting the importance of these factors in shaping science education outcomes for eighth-grade students.</p> <p><strong>Highlight:</strong></p> <ol> <li><strong>Performance Dynamics:</strong> Self-efficacy and motivation influence science learning outcomes.</li> <li><strong>Quantitative Rigor:</strong> Correlational research with SPSS ensures data validity.</li> <li><strong>Educational Enhancement:</strong> Insights guide curriculum adjustments for improved science education outcomes.</li> </ol> <p>&nbsp;</p> <p><strong>Keyword:</strong> Self-Efficacy, Learning Motivation, Science Education, Eighth Grade Students, Correlational Research</p> Novi Dwi Jayanti Ria Wulandari Copyright (c) 2024 Ria Wulandari, Novi Dwi Jayanti https://creativecommons.org/licenses/by/4.0 2024-05-03 2024-05-03 19 2 10.21070/ijemd.v19i2.816 10.21070/ijemd.v19i2.816 10.21070/ijemd.v19i2.816 Uncovering Integrated STEM Attitudes and Dimensional Correlations in Education https://ijemd.umsida.ac.id/index.php/ijemd/article/view/819 <div class="flex-1 overflow-hidden"> <div class="react-scroll-to-bottom--css-coedj-79elbk h-full"> <div class="react-scroll-to-bottom--css-coedj-1n7m0yu"> <div> <div class="flex flex-col text-sm pb-9"> <div class="w-full text-token-text-primary" dir="auto" data-testid="conversation-turn-9" data-scroll-anchor="true"> <div class="py-2 px-3 text-base md:px-4 m-auto md:px-5 lg:px-1 xl:px-5"> <div class="mx-auto flex flex-1 gap-3 text-base juice:gap-4 juice:md:gap-6 md:max-w-3xl lg:max-w-[40rem] xl:max-w-[48rem]"> <div class="relative flex w-full min-w-0 flex-col agent-turn"> <div class="flex-col gap-1 md:gap-3"> <div class="flex flex-grow flex-col max-w-full"> <div class="min-h-[20px] text-message flex flex-col items-start whitespace-pre-wrap break-words [.text-message+&amp;]:mt-5 overflow-x-auto gap-3" dir="auto" data-message-author-role="assistant" data-message-id="95254234-d3ef-49d3-8b9f-b6a1d448af82"> <div class="markdown prose w-full break-words dark:prose-invert light"> <p>This study investigates the attitudes towards STEM among junior high school students at Muhammadiyah Sidoarjo in Indonesia, focusing on exploring the degree of attitude towards STEM and examining the relationship between STEM dimensions. Using a survey method with 85 students from a population of 326, the research found that students' attitudes were most pronounced in the integrated STEM dimension, followed by engineering, technology, science, and mathematics. However, correlations between certain STEM dimensions and STEM itself were inconsistent, highlighting nuances in students' perceptions. These findings contribute to enhancing STEM education strategies, particularly in schools with integrated STEM-based learning, and suggest avenues for further research in broader educational contexts.</p> <p>&nbsp;</p> <p><strong>Highlight:&nbsp;</strong></p> <ol> <li>Examining STEM attitudes in Muhammadiyah Sidoarjo's junior high.</li> <li>Analyzing correlations between STEM dimensions and their implications.</li> <li>Enhancing STEM education strategies in Indonesia's educational context.</li> </ol> <p>&nbsp;</p> <p><strong>Keyword: </strong>STEM education, Attitude assessment, Muhammadiyah Sidoarjo, Junior high school, Indonesia</p> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Munfiathul Ummah Noly Shofiyah Copyright (c) 2024 Munfiathul Ummah, Noly Shofiyah https://creativecommons.org/licenses/by/4.0 2024-05-05 2024-05-05 19 2 10.21070/ijemd.v19i2.819 10.21070/ijemd.v19i2.819 10.21070/ijemd.v19i2.819 Global Inquiry Reveals PBL's Impact on Junior High Ecoliteracy https://ijemd.umsida.ac.id/index.php/ijemd/article/view/822 <p>This study investigates the impact of Problem-Based Learning (PBL) on the ecoliteracy abilities of grade VII junior high school students compared to conventional lecture-based instruction. Conducted at SMP Muhammadiyah 6 Krian, the quasi-experimental research involved 40 students divided into experimental and control groups. Pre-test and post-test assessments using ecoliteracy indicators were conducted. Results from T-tests showed no significant difference in ecoliteracy abilities between the two groups (experimental group: p = 0.090, control group: p = 0.270), suggesting that PBL did not significantly improve ecoliteracy skills among grade VII students. These findings underscore the need for further exploration of instructional methods to enhance ecoliteracy in junior high school settings.</p> <p>&nbsp;</p> <p><strong>Highlight:</strong></p> <ol> <li><strong>PBL's Effect on Ecoliteracy</strong>: Assessing PBL's impact on junior high ecoliteracy.</li> <li><strong>Quasi-Experimental Design</strong>: Non-equivalent control group method in research design.</li> <li><strong>Call for Further Research</strong>: Identifying effective environmental education strategies.</li> </ol> <p>&nbsp;</p> <p><strong>Keyword: </strong>Problem-Based Learning, Ecoliteracy, Junior High School, Quasi-Experimental Research, Environmental Education</p> Dita Amelia Fitria Eka Wulandari Copyright (c) 2024 Dita Amelia, Fitria Eka Wulandari https://creativecommons.org/licenses/by/4.0 2024-05-07 2024-05-07 19 2 10.21070/ijemd.v19i2.822 10.21070/ijemd.v19i2.822 10.21070/ijemd.v19i2.822 STEM PjBL Sparks Global Ecoliteracy Advancement https://ijemd.umsida.ac.id/index.php/ijemd/article/view/824 <p>This study examines the impact of a STEM-based Project-Based Learning (PjBL) model on Class VIII students' ecoliteracy abilities at SMP Negeri 1 Tanggulangin using a quantitative pre-experimental approach. The research design employs a One Group Pretest-Posttest Design with non-probability purposive sampling. Results from administering valid ecoliteracy tests and analyzing data with the N-Gain Test and One Way ANOVA reveal a significant increase in ecoliteracy abilities after implementing the STEM-based PjBL model, indicating its effectiveness in enhancing students' environmental literacy. These findings have implications for incorporating innovative teaching methods to improve environmental education in schools.</p> <p>&nbsp;</p> <p><strong>Highlight:</strong>&nbsp;</p> <div class="flex-1 overflow-hidden"> <div class="react-scroll-to-bottom--css-omctz-79elbk h-full"> <div class="react-scroll-to-bottom--css-omctz-1n7m0yu"> <div> <div class="flex flex-col text-sm pb-9"> <div class="w-full text-token-text-primary" dir="auto" data-testid="conversation-turn-11" data-scroll-anchor="true"> <div class="py-2 px-3 text-base md:px-4 m-auto md:px-5 lg:px-1 xl:px-5"> <div class="mx-auto flex flex-1 gap-3 text-base juice:gap-4 juice:md:gap-6 md:max-w-3xl lg:max-w-[40rem] xl:max-w-[48rem]"> <div class="relative flex w-full min-w-0 flex-col agent-turn"> <div class="flex-col gap-1 md:gap-3"> <div class="flex flex-grow flex-col max-w-full"> <div class="min-h-[20px] text-message flex flex-col items-start whitespace-pre-wrap break-words [.text-message+&amp;]:mt-5 overflow-x-auto gap-3" dir="auto" data-message-author-role="assistant" data-message-id="9a2b0cc2-f7f2-4b99-98a1-b2cd85787af8"> <div class="markdown prose w-full break-words dark:prose-invert light"> <ol> <li>Evaluates STEM-based PjBL for ecoliteracy in students.</li> <li>Uses purposive sampling for targeted research.</li> <li>Shows significant increase in ecoliteracy skills post-implementation.</li> </ol> </div> </div> </div> <div class="mt-1 flex gap-3 empty:hidden">&nbsp;</div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> <p><strong>Keyword:</strong> STEM-based PjBL, Ecoliteracy, Quantitative Approach, Pre-experimental Methods, Environmental Education</p> Ayu Indrasari Fitria Eka Wulandari Copyright (c) 2024 Ayu Indrasari, Fitria Eka Wulandari https://creativecommons.org/licenses/by/4.0 2024-05-08 2024-05-08 19 2 10.21070/ijemd.v19i2.824 10.21070/ijemd.v19i2.824 10.21070/ijemd.v19i2.824 Investigating How Student Interest and Teacher Competence Shape Science Education https://ijemd.umsida.ac.id/index.php/ijemd/article/view/827 <div class="flex-1 overflow-hidden"> <div class="react-scroll-to-bottom--css-vpkyk-79elbk h-full"> <div class="react-scroll-to-bottom--css-vpkyk-1n7m0yu"> <div class="flex flex-col text-sm pb-9"> <div class="w-full text-token-text-primary" dir="auto" data-testid="conversation-turn-7" data-scroll-anchor="true"> <div class="py-2 px-3 text-base md:px-4 m-auto md:px-5 lg:px-1 xl:px-5"> <div class="mx-auto flex flex-1 gap-3 text-base juice:gap-4 juice:md:gap-6 md:max-w-3xl lg:max-w-[40rem] xl:max-w-[48rem]"> <div class="relative flex w-full min-w-0 flex-col agent-turn"> <div class="flex-col gap-1 md:gap-3"> <div class="flex flex-grow flex-col max-w-full"> <div class="min-h-[20px] text-message flex flex-col items-start whitespace-pre-wrap break-words [.text-message+&amp;]:mt-5 overflow-x-auto gap-3" dir="auto" data-message-author-role="assistant" data-message-id="7e6179b0-85ae-43cf-8077-a53209802d1b"> <div class="markdown prose w-full break-words dark:prose-invert light"> <p>This study investigates the relationship between students' learning interest, perceptions of teacher competence, and cognitive learning outcomes in science education. Using a non-experimental quantitative approach with 90 randomly sampled students from a total population of 336, data were collected through questionnaires and analyzed using product moment correlation and multiple correlation. The results highlight significant correlations between students' learning interests, perceptions of teacher competency, and cognitive learning outcomes, emphasizing the importance of considering these factors in designing effective science education methodologies to enhance student engagement and optimize learning outcomes.</p> <p>&nbsp;</p> <p><strong>Highlight:</strong></p> <ol> <li>Engagement in science correlates with student interest in learning.</li> <li>Teacher competence impacts science learning outcomes significantly.</li> <li>Quantitative research informs effective science education methods.</li> </ol> <p>&nbsp;</p> <p><strong>Keyword:&nbsp;</strong>Science Education, Student Learning Interest, Teacher Competence, Cognitive Learning Outcomes, Quantitative Research</p> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> <div class="w-full md:pt-0 dark:border-white/20 md:border-transparent md:dark:border-transparent md:w-[calc(100%-.5rem)] juice:w-full"> <div class="px-3 text-base md:px-4 m-auto md:px-5 lg:px-1 xl:px-5"> <div class="mx-auto flex flex-1 gap-3 text-base juice:gap-4 juice:md:gap-6 md:max-w-3xl lg:max-w-[40rem] xl:max-w-[48rem]"><form class="w-full"> <div class="relative flex h-full max-w-full flex-1 flex-col"> <div class="absolute bottom-full left-0 right-0">&nbsp;</div> <div class="flex w-full items-center">&nbsp;</div> </div> </form></div> </div> </div> Rosulita Tristianti Nur Efendi Copyright (c) 2024 Rosulita Tristianti, Nur Efendi https://creativecommons.org/licenses/by/4.0 2024-05-08 2024-05-08 19 2 10.21070/ijemd.v19i2.827 10.21070/ijemd.v19i2.827 10.21070/ijemd.v19i2.827 Deciphering Global STEM Attitudes through Insightful Correlations for Education https://ijemd.umsida.ac.id/index.php/ijemd/article/view/828 <p>This study explores students' attitudes towards STEM and the relationship between STEM dimensions in Muhammadiyah Sidoarjo Junior High School, which implements STEM-based science learning. Through a survey of 85 students, it was found that students' attitudes were most dominant in the integrated STEM dimension and lowest in mathematics. However, the correlation between STEM dimensions varied, with technology and engineering showing no correlation with mathematics. These findings suggest that educators can leverage students' positive attitudes towards integrated STEM activities to improve engagement and learning outcomes. Furthermore, understanding the lack of correlation between certain STEM dimensions can inform curriculum adjustments for more effective integration of these disciplines in junior high school education.</p> <p><strong>Hightligh:</strong></p> <ol> <li>Strong preference for integrated STEM.</li> <li>Varied correlation between STEM dimensions.</li> <li>Informs curriculum adjustments for effective integration.</li> </ol> <p><strong>Keywords:</strong> STEM education, attitudes, Muhammadiyah Sidoarjo Junior High School, correlation, curriculum development</p> Munfiathul Ummah Noly Shofiyah Copyright (c) 2024 Munfiathul Ummah, Noly Shofiyah https://creativecommons.org/licenses/by/4.0 2024-05-08 2024-05-08 19 2 10.21070/ijemd.v19i2.828 10.21070/ijemd.v19i2.828 10.21070/ijemd.v19i2.828 Global Impact of Patchwork Weaving on Children's Concentration https://ijemd.umsida.ac.id/index.php/ijemd/article/view/825 <p>This study investigates the effectiveness of patchwork weaving activities in enhancing children's concentration during learning at TK A'isyiyah Bustanul Athfal 1 Kemantren. Using the Classroom Action Research model by Kemmis and Mc. Taggart, twelve children participated in two cycles of patchwork weaving sessions, with the second cycle involving independent work. Results show a significant increase in children's concentration from Cycle I to Cycle II, indicating the effectiveness of patchwork weaving in improving their focus and engagement during learning activities. These findings suggest that incorporating patchwork weaving into early childhood education could contribute to better learning experiences and cognitive development for young children.</p> <p><strong>Hightligh:</strong></p> <ol> <li>Engagement: Patchwork enhances learning engagement.</li> <li>Independence: Children work independently.</li> <li>Cognitive Growth: Concentration improves cognitive development.</li> </ol> <p><strong>Keywords:</strong> Patchwork weaving, Concentration, Early childhood education, Classroom Action Research, Cognitive development</p> Tabi’ina Nikmatul Laila Agus Salim Copyright (c) 2024 Tabi’ina Nikmatul Laila, Agus Salim https://creativecommons.org/licenses/by/4.0 2024-05-08 2024-05-08 19 2 10.21070/ijemd.v19i2.825 10.21070/ijemd.v19i2.825 10.21070/ijemd.v19i2.825 Revolutionizing Early Education through Advanced Speaking Skills Approach https://ijemd.umsida.ac.id/index.php/ijemd/article/view/829 <p>This study implemented the show and tell method to enhance the speaking skills of 5-6-year-old children at Wonosari Muslimat Kindergarten. Using the Classroom Action Research (PTK) approach with collaborative planning, implementation, and reflection, data were collected through observation, interviews, and documentation. Results showed significant improvement, reaching 77.47% proficiency in the second cycle, meeting the 75% target. This research highlights the effectiveness of the show and tell method in improving early childhood speaking skills.</p> <p>&nbsp;</p> <p><strong>Highlight:</strong></p> <div class="flex-1 overflow-hidden"> <div class="react-scroll-to-bottom--css-sfvos-79elbk h-full"> <div class="react-scroll-to-bottom--css-sfvos-1n7m0yu"> <div> <div class="flex flex-col text-sm pb-9"> <div class="w-full text-token-text-primary" dir="auto" data-testid="conversation-turn-37" data-scroll-anchor="true"> <div class="py-2 px-3 text-base md:px-4 m-auto md:px-5 lg:px-1 xl:px-5"> <div class="mx-auto flex flex-1 gap-3 text-base juice:gap-4 juice:md:gap-6 md:max-w-3xl lg:max-w-[40rem] xl:max-w-[48rem]"> <div class="relative flex w-full min-w-0 flex-col agent-turn"> <div class="flex-col gap-1 md:gap-3"> <div class="flex flex-grow flex-col max-w-full"> <div class="min-h-[20px] text-message flex flex-col items-start whitespace-pre-wrap break-words [.text-message+&amp;]:mt-5 overflow-x-auto gap-3" dir="auto" data-message-author-role="assistant" data-message-id="2f06ac8e-6e1d-4c7a-a623-4731fc32e0ed"> <div class="markdown prose w-full break-words dark:prose-invert light"> <ol> <li>Show and Tell: Boosting Speaking Skills</li> <li>Early Childhood Education: Language Development Focus</li> <li>Action Research: Collaborative Improvement Approach</li> </ol> </div> </div> </div> <div class="mt-1 flex gap-3 empty:hidden">&nbsp;</div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> <p><strong>Keyword:</strong> Show and Tell Method, Speaking Skills, Early Childhood Education, Classroom Action Research, Improvement.</p> Alfa Ni’mah Evie Destiana Copyright (c) 2024 Alfa Ni’mah, Evie Destiana https://creativecommons.org/licenses/by/4.0 2024-05-08 2024-05-08 19 2 10.21070/ijemd.v19i2.829 10.21070/ijemd.v19i2.829 10.21070/ijemd.v19i2.829 PBL-based E-module Enhances 7th-Grade Cognitive Learning Outcomes https://ijemd.umsida.ac.id/index.php/ijemd/article/view/815 <p>This study explores the impact of a PBL-based e-module on the cognitive learning outcomes of 7th-grade students at SMP Negeri 2 Krembung. Using a quantitative pre-experimental design with a one-group pretest-posttest setup, the research assessed 304 students, with 99 in the sample. A cognitive essay test measured outcomes via valid C1-C6 indicators, and data analysis employed N-Gain and one-way ANOVA methods. Results showed a moderate N-Gain score of 0.4, indicating a positive effect of the e-module. However, the one-way ANOVA indicated no significant difference in outcomes across classes. This study underscores the potential of PBL-based e-modules in enhancing cognitive learning but highlights the need for further exploration regarding outcome variances among classes.</p> <p>&nbsp;</p> <p><strong>Highlight:</strong></p> <ol> <li>PBL and e-modules boost 7th-grade cognitive learning.</li> <li>Quantitative design, N-Gain show e-module effectiveness.</li> <li>Research highlights class outcome variations, suggests optimization strategies.</li> </ol> <p>&nbsp;</p> <p><strong>Keyword:</strong> PBL, e-module, cognitive learning, 7th-grade students, educational impact</p> Khadijah Az Zakiyah Fitria Eka Wulandari Copyright (c) 2024 Khadijah Az Zakiyah, Fitria Eka Wulandari https://creativecommons.org/licenses/by/4.0 2024-05-03 2024-05-03 19 2 10.21070/ijemd.v19i2.815 10.21070/ijemd.v19i2.815 10.21070/ijemd.v19i2.815 Transforming Science Education Globally Through Electronic Worksheets' Cognitive Impact https://ijemd.umsida.ac.id/index.php/ijemd/article/view/817 <div class="flex-1 overflow-hidden"> <div class="react-scroll-to-bottom--css-ruexc-79elbk h-full"> <div class="react-scroll-to-bottom--css-ruexc-1n7m0yu"> <div class="flex flex-col text-sm pb-9"> <div class="w-full text-token-text-primary" dir="auto" data-testid="conversation-turn-7" data-scroll-anchor="true"> <div class="py-2 px-3 text-base md:px-4 m-auto md:px-5 lg:px-1 xl:px-5"> <div class="mx-auto flex flex-1 gap-3 text-base juice:gap-4 juice:md:gap-6 md:max-w-3xl lg:max-w-[40rem] xl:max-w-[48rem]"> <div class="relative flex w-full min-w-0 flex-col agent-turn"> <div class="flex-col gap-1 md:gap-3"> <div class="flex flex-grow flex-col max-w-full"> <div class="min-h-[20px] text-message flex flex-col items-start whitespace-pre-wrap break-words [.text-message+&amp;]:mt-5 overflow-x-auto gap-3" dir="auto" data-message-author-role="assistant" data-message-id="42016be0-86c9-4eae-92ae-3bfe8c4d34d3"> <div class="markdown prose w-full break-words dark:prose-invert light"> <p>This study investigates the impact of using electronic worksheets on students' cognitive learning outcomes in understanding the human digestive system. Conducted at SMPN 3 Porong with Grade VIII students, the research employed a quantitative approach with Quasi Experimental Design and Non-equivalent Control Group Design. The experimental class (VIII F) used electronic worksheets, while the control class (VIII G) did not. Pretests and posttests were administered, showing a significant improvement in cognitive learning outcomes in the experimental class compared to the control. These findings highlight the potential of electronic tools in enhancing student learning experiences in science education, particularly in complex subjects like biology.</p> </div> </div> </div> <div class="mt-1 flex gap-3 empty:hidden"> <div class="text-gray-400 flex self-end lg:self-center items-center justify-center lg:justify-start mt-0 -ml-1 h-7 gap-[2px] visible"><button class="flex items-center gap-1.5 rounded-md p-1 text-xs text-token-text-tertiary hover:text-token-text-primary"></button> <div class="flex"><strong><strong>Highlight:</strong></strong> <div class="flex-1 overflow-hidden"> <div class="react-scroll-to-bottom--css-ruexc-79elbk h-full"> <div class="react-scroll-to-bottom--css-ruexc-1n7m0yu"> <div> <div class="flex flex-col text-sm pb-9"> <div class="w-full text-token-text-primary" dir="auto" data-testid="conversation-turn-11" data-scroll-anchor="true"> <div class="py-2 px-3 text-base md:px-4 m-auto md:px-5 lg:px-1 xl:px-5"> <div class="mx-auto flex flex-1 gap-3 text-base juice:gap-4 juice:md:gap-6 md:max-w-3xl lg:max-w-[40rem] xl:max-w-[48rem]"> <div class="relative flex w-full min-w-0 flex-col agent-turn"> <div class="flex-col gap-1 md:gap-3"> <div class="flex flex-grow flex-col max-w-full"> <div class="min-h-[20px] text-message flex flex-col items-start whitespace-pre-wrap break-words [.text-message+&amp;]:mt-5 overflow-x-auto gap-3" dir="auto" data-message-author-role="assistant" data-message-id="49518760-b74d-4702-b739-b357cdeebb9a"> <div class="markdown prose w-full break-words dark:prose-invert light"> <ol> <li>Enhanced learning with electronic worksheets in science education.</li> <li>Quasi-experimental design compares electronic and traditional methods.</li> <li>Technology integration improves student engagement and cognitive outcomes.</li> </ol> </div> </div> </div> <div class="mt-1 flex gap-3 empty:hidden">&nbsp;</div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> <div class="flex">&nbsp;</div> <div class="flex"><strong>Keyword:</strong> Electronic Worksheets, Cognitive Learning Outcomes, Science Education, Quasi Experimental Design, Student Engagement</div> </div> </div> <div class="pr-2 lg:pr-0">&nbsp;</div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Wafid Aida Ria Wulandari Copyright (c) 2024 Wafid Aida, Ria Wulandari https://creativecommons.org/licenses/by/4.0 2024-05-03 2024-05-03 19 2 10.21070/ijemd.v19i2.817 10.21070/ijemd.v19i2.817 10.21070/ijemd.v19i2.817 Exploring Science Attitudes, Misconceptions, and Temperature Correlations https://ijemd.umsida.ac.id/index.php/ijemd/article/view/826 <p>This study investigates junior high school students' attitudes towards science and their misconceptions regarding temperature changes, aiming to understand the relationship between these two factors. Conducted at SMP Muhammadiyah 6 Krian with 93 seventh-grade students, the research utilizes non-experimental quantitative methods, including questionnaires and statistical analyses. Findings reveal that while students exhibit generally positive attitudes towards scientific investigation, misconceptions about temperature changes are low. However, the correlation between students' attitudes towards science and their misconceptions is observed to be low. These results underscore the importance of addressing both attitudes and misconceptions in science education to optimize learning outcomes.<br><strong>Highlight:</strong></p> <ol> <li>Investigates student attitudes and misconceptions about temperature changes in science.</li> <li>Positive attitudes but low misconceptions found in junior high students.</li> <li>Correlation between attitudes and misconceptions in science education explored.</li> </ol> <p><strong>Keywoard:</strong> Attitudes Towards Science, Misconceptions, Temperature Changes, Junior High School Students, Science Education</p> Aulia Alfania Citra Noly Shofiyah Copyright (c) 2024 Aulia Alfania Citra, Noly Shofiyah https://creativecommons.org/licenses/by/4.0 2024-05-08 2024-05-08 19 2 10.21070/ijemd.v19i2.826 10.21070/ijemd.v19i2.826 10.21070/ijemd.v19i2.826 Decoding Qur'anic Linguistics through Fi'il Tsulasi Mazid in Surah Az-Zukhruf https://ijemd.umsida.ac.id/index.php/ijemd/article/view/823 <p>This study examines the occurrences and benefits of fi'il tsulasi mazid (trilateral verbs with additional letters) in Surah Az-Zukhruf, focusing on Arabic language learning and Qur'anic comprehension. Through a detailed analysis, we identified 57 instances of these verbs and categorized them based on their forms and types. Results indicate that the most common verb types are af'ala yuf'ilu and ifta'ala yafta'ilu, while others include fa'ala yufa'ilu and faa'ala yufaa'ilu. Various benefits of these verb forms, such as litta'diyah, littikhad, and littahawul, were identified. This research provides valuable insights for Arabic language educators, allowing them to better explain linguistic changes and improve students' understanding of Arabic as the language of the Qur'an.</p> <p><strong>Hightligh:</strong></p> <p>1. Detailed Analysis: Studying 57 instances of fi'il tsulasi mazid.<br>2. Common Verb Types: Identifying prevalent verb types.<br>3. Educational Implications: Enhancing Arabic language teaching for Qur'anic comprehension.</p> <p><strong>Keywords:</strong> Arabic linguistics, Qur'an, Fi'il tsulasi mazid, Surah Az-Zukhruf, Language education</p> Mohammad Muzakki Nashrulloh Imam Fauji Copyright (c) 2024 Mohammad Muzakki Nashrulloh, Imam Fauji https://creativecommons.org/licenses/by/4.0 2024-05-08 2024-05-08 19 2 10.21070/ijemd.v19i2.823 10.21070/ijemd.v19i2.823 10.21070/ijemd.v19i2.823