Indonesian Journal of Education Methods Development

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

Evy Lailatus Syarifah, Niko Fediyanto — Fri, 01 Aug 2025 00:00:00 +0000

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, Dian Rahma Santoso — Fri, 08 Aug 2025 00:00:00 +0000

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, Dian Novita — Fri, 08 Aug 2025 00:00:00 +0000

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

Snakes and Ladders Game Increases Counting Interest in Young Children

Putri Jelita Trio Seftina, Choirun Nisak Aulina — Mon, 11 Aug 2025 00:00:00 +0000

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, Evie Destiana — Fri, 15 Aug 2025 00:00:00 +0000

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

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

Wiku Pulangsih, Moch. Bahak Udin By Arifin — Thu, 14 Aug 2025 00:00:00 +0000

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, Ida Rindaningsih — Fri, 15 Aug 2025 00:00:00 +0000

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

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

Rian Hadi Winarto, Ida Rindaningsih — Fri, 15 Aug 2025 00:00:00 +0000

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, Noly Shofiyah — Fri, 15 Aug 2025 00:00:00 +0000

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