Indonesian Journal of Education Methods Development

Diorama as an Interactive Tool for Learning House Vocabulary

Adinda Roro Nayoan, Vidya Mandarani, Fika Megawati, Sheila Agustina — Fri, 01 Nov 2024 00:00:00 +0000

General Background: Effective learning media are crucial for enhancing language acquisition among elementary school students. Specific Background: Traditional teaching methods may not adequately engage students, highlighting the need for innovative approaches that foster interactive learning environments. Knowledge Gap: There is a lack of research on the application of three-dimensional teaching tools, such as dioramas, in vocabulary acquisition for English language learners. Aims: This study aims to develop a diorama as an interactive medium to teach house-related vocabulary in English to elementary school students. Results: The diorama features a visually appealing three-dimensional design and incorporates vocabulary targets identified by numbered sections. It employs velcro or fabric adhesive to facilitate the removal and placement of vocabulary terms, allowing students to match words with corresponding parts of the diorama. Novelty: This approach combines tactile and visual learning strategies, enhancing students' engagement and motivation in learning English vocabulary. Implications: The implementation of the diorama as a learning tool can significantly improve students' understanding of vocabulary, making it easier for them to connect words with their meanings through interactive activities in reading and speaking exercises. This innovative resource offers educators a novel method to enhance language learning in a classroom setting.

Highlights:

Interactive Learning: The diorama fosters engagement by allowing hands-on interaction with vocabulary.
Visual Aid: Its three-dimensional design helps students better understand and remember target vocabulary.
Motivation Boost: The innovative format encourages students to participate actively in English learning.

Keywords: diorama, vocabulary, interactive learning, English education, elementary students

Improving Junior High Students' English Vocabulary with Cake App

Novi Dwi Putri Hatuina, Yuli Astutik — Fri, 01 Nov 2024 00:00:00 +0000

General Background: The rapid advancement of technology and globalization necessitates innovative educational tools, particularly in language learning. Specific Background: English vocabulary acquisition is critical for effective communication in a global context, yet there is limited research on the use of mobile-assisted language learning (MALL) applications in this area. Knowledge Gap: While various MALL applications are available, their specific impacts on vocabulary mastery among junior high students remain underexplored. Aims: This study investigates the effectiveness of the Cake application in improving vocabulary mastery among eighth-grade students at SMP Muhammadiyah 5 Sidoarjo, comparing it to traditional teaching methods. Results: Utilizing a true-experimental design with pre-test and post-test assessments for both control and experimental groups, the analysis conducted via SPSS 26 revealed a significant improvement in the experimental group’s vocabulary mastery. Novelty: This research highlights the Cake application as a viable instructional tool, showcasing its potential to engage students and enhance learning outcomes. Implications: The findings emphasize the transformative role of educational technology in facilitating English vocabulary development, providing valuable insights for educators seeking to integrate innovative methods into their language teaching practices.

Highlights:

Innovative Tool: The Cake application effectively supports vocabulary mastery in junior high students.
Experimental Design: A true-experimental approach demonstrated significant improvements in learning outcomes.
Technology Integration: The study highlights the potential of mobile apps to enhance student engagement in language learning.

Keywords: Cake application, vocabulary mastery, junior high students, mobile learning, educational technology

Implementing a Quran Tahfidz Program in Aisyiyah Bustanul Athfal Kindergarten

Endang Rusmini, Ida rindaningsih — Fri, 01 Nov 2024 00:00:00 +0000

The importance of early Quranic education has gained recognition in fostering a generation that values religious texts. However, there remains a gap in understanding the structured development of Quran Tahfidz programs in kindergartens. This study aims to detail the Development of the Quran Tahfidz Program at Aisyiyah Bustanul Athfal 1 Candi Kindergarten, focusing on learning planning, implementation, and evaluation. Utilizing a qualitative approach and descriptive research methodology, data were collected through observations, interviews, and documentation studies. Results indicate that the program operates effectively, supported by the principal and teachers, emphasizing the importance of early memorization of the Quran. Continuous evaluation of planning, implementation, and factors affecting the program will be essential for enhancing graduate quality, ensuring proficient memorization and reading skills for higher educational levels. This research highlights the novelty of integrating structured Tahfidz programs in early childhood education, with implications for fostering a lifelong appreciation for the Quran among young learners. Ultimately, the study aims to contribute to the establishment of educational frameworks that promote Quranic memorization from an early age, nurturing a generation committed to their faith.

Highlights:

Structured Approach: The program involves careful planning, implementation, and evaluation to ensure effectiveness in Quranic education.
Community Support: Successful execution relies on the backing of school leadership and teachers, highlighting the importance of collaborative efforts.
Continuous Improvement: Ongoing assessment of the program’s components aims to enhance memorization skills and quality of graduates.

Keywords: Quran, Tahfidz Program, Early Childhood Education, Aisyiyah Bustanul Athfal, Curriculum Development

Masterplan for Developing Human Capital of Tahfizh Teachers at Daarul Qur'an

Teguh Catur Cahyono, Imelda Dian Rahmawati — Fri, 01 Nov 2024 00:00:00 +0000

This research explores the development of human capital for Tahfizh teachers at Pesantren Tahfizh Daarul Qur’an in Malang, East Java, addressing the unique qualifications required for these educators. While general teachers must possess pedagogical competence as mandated by law, Tahfizh teachers must also attain core competencies related to the memorization of the Quran, underpinned by traditional knowledge and lineage known as Sanad Al-Qur'an. The study employs a qualitative, descriptive-explorative design to analyze the master plan for human capital development. The findings reveal a structured approach to enhancing Tahfizh teachers' competencies, encompassing pedagogical, social, personal, and professional aspects. The development process is organized into three stages: improving reading (tahsinul qiro'ah), strengthening memorization (itqonul hifzh), and acquiring the Quranic sanad from historical figures. By establishing quality standards for Tahfizh teachers' human capital, this research aims to elevate the quality of Tahfizh education, thereby positively influencing the overall performance of the institution. The study underscores the importance of specialized training for Tahfizh teachers in contributing to effective Quranic learning environments.

Highlights:

Unique Competencies: Tahfizh teachers require both pedagogical skills and Quranic memorization expertise, emphasizing the need for specialized training.
Structured Development: The human capital development plan includes three stages: improving reading, strengthening memorization, and acquiring the Quranic sanad.
Performance Enhancement: A focus on quality standards for teachers aims to improve Tahfizh education and overall institutional performance.

Keywords: Tahfizh, Sanad, Human Capital, Education, Competencies

Inquiry-Based Learning and Its Role in Students’ Writing Achievement

Cornelia Ayu Wanda Putri, Dian Novita — Fri, 01 Nov 2024 00:00:00 +0000

This study investigates the role of Inquiry-Based Learning (IBL) in improving students' writing achievement, particularly in descriptive texts. Background: Writing is a critical skill that many students struggle to master, especially in vocational settings. Specific Background: Observations indicated that students at SMK Muhammadiyah 1 Taman faced challenges in completing writing assignments, primarily due to difficulties with components such as vocabulary, grammar, and structure. Knowledge Gap: Although various teaching methods exist, limited research has focused on the impact of IBL on writing skills in this context. Aims: This research aims to evaluate whether IBL can enhance students' descriptive writing capabilities. Results: Utilizing a pre-experimental design with pre-test and post-test assessments on a sample of 25 students, results revealed a significant improvement in writing achievement, as evidenced by a t-test value of 22.472, exceeding the critical value of 2.036. Novelty: This study contributes to the literature by demonstrating the effectiveness of IBL as a pedagogical approach in vocational education settings. Implications: The findings suggest that implementing IBL can foster students' writing skills, encouraging greater engagement and proficiency in descriptive text composition.

Highlights:

Inquiry-Based Learning: Students actively engage in the learning process, fostering critical thinking and creativity.
Writing Achievement: Significant improvement observed in students' descriptive writing skills after applying IBL methods.
Pre-Experimental Design: The study utilized a pre-test and post-test approach to assess writing performance effectively.

Keywords: Inquiry-Based Learning, descriptive writing, student engagement, writing skills, educational research.

Flipbook-Based E-Module MABEJA Improves Cognitive Learning in Grade IV You said:

Fatmawati Fatmawati , Fitria Wulandari — Fri, 01 Nov 2024 00:00:00 +0000

This study investigates the application of the MABEJA e-module (Magnets, A Magic Object), designed as a flipbook, on cognitive learning outcomes for grade IV elementary school students. Background: With the increasing integration of technology in education, effective digital learning tools are essential for enhancing student engagement and comprehension. Specific Background: Despite numerous educational technologies available, limited research focuses specifically on the efficacy of flipbook-based e-modules in elementary science education. Knowledge Gap: There is a need for empirical evidence on the impact of such interactive e-modules on student learning outcomes, particularly in cognitive assessments. Aims: This research aims to assess the effectiveness of the MABEJA e-module in improving cognitive learning outcomes among grade IV students at SD Negeri Banjarsari. Results: Utilizing a pre-experimental design with a One Group Pretest-Posttest framework, the study involved 21 students. Results showed a significant increase in average scores, from a pretest mean of 53.80 to a posttest mean of 68.57, indicating the e-module's effectiveness in enhancing cognitive learning outcomes. Novelty: The MABEJA e-module's unique flipbook format combines traditional learning with interactive elements. Implications: These findings suggest that the MABEJA e-module is a viable educational tool that can improve cognitive learning outcomes in elementary science, thereby contributing to the ongoing development of innovative teaching methods.

Highlights:

Effective Learning Tool: The MABEJA e-module significantly improved cognitive learning outcomes, with average scores rising from 53.80 to 68.57.
Innovative Design: The flipbook format of the e-module enhances interactivity and engagement in elementary science education.
Research Contribution: This study provides empirical evidence supporting the use of digital tools in improving student learning in elementary settings.

Keywords: E-Modules, Cognitive Learning Outcomes, Flipbook, Elementary Education, Interactive Learning.

Students' Views on Using Powtoon for Vocabulary Learning

Bagas Wahyu Dwi Saputra, Wahyu Taufiq — Fri, 01 Nov 2024 00:00:00 +0000

This study investigates students' perceptions of using Powtoon as a digital tool for learning vocabulary related to physical appearance. General Background: In an era where technology integration in education is vital, understanding student engagement with digital learning tools is essential. Specific Background: While various multimedia tools exist, limited research has focused specifically on Powtoon in the context of vocabulary acquisition. Knowledge Gap: This study aims to fill the gap by examining how Powtoon influences student learning experiences in vocabulary retention. Aims: The primary objective is to explore how students perceive the use of Powtoon for learning vocabulary associated with physical appearance. Results: Through in-depth interviews with five participants and classroom observations, findings indicate that students generally hold positive views about Powtoon, citing its engaging animations and interactive features as enhancing the learning experience. Novelty: This research contributes to the literature by providing insights into the effectiveness of Powtoon as an interactive learning medium. Implications: The results suggest that integrating multimedia tools like Powtoon can significantly improve students' understanding and retention of vocabulary, highlighting its potential as a valuable resource in vocabulary instruction.

Highlights:

Positive Engagement: Students reported that Powtoon's engaging animations and interactive features made learning enjoyable and effective.
Improved Retention: Participants noted that visualizing and interacting with vocabulary helped enhance their understanding and memory of the terms.
Valuable Resource: The study highlights Powtoon as a beneficial tool for vocabulary instruction, supporting the integration of multimedia in language learning.

Keywords: Powtoon, vocabulary learning, student perceptions, digital tools, education.

Disney Movies and Their Role in Improving Students’ Listening Skills

Wewen Lady Winner, Wahyu Taufiq — Fri, 01 Nov 2024 00:00:00 +0000

English, as an international language, plays a crucial role in global communication, with listening skills being essential for effective learning. However, challenges remain in engaging students in listening comprehension. This study aims to evaluate the use of the Disney movie 'Luca' as a tool for improving listening skills among seventh-grade students at SMPN Tanggulangin. Utilizing a pre-experimental design, 32 students were selected through purposive sampling, with data collected from pretests and posttests. Findings reveal a significant enhancement in listening comprehension post-intervention, evidenced by a p-value of 0.000, indicating that the null hypothesis is rejected. The study demonstrates that incorporating movies into the learning process not only aids in comprehension but also creates a more relaxed and enjoyable learning environment for students. The novelty of this research lies in its focus on integrating popular media into language education, addressing a gap in effective listening instruction. As a result, this study suggests that educators should routinely integrate film technology into language learning to foster better listening skills among students, thereby enriching their educational experience.

Highlights:

Significant Improvement: The study found a notable enhancement in listening comprehension after using the Disney movie 'Luca' as a learning tool.
Engaging Learning Environment: Incorporating movies made the learning process more enjoyable and relaxed for students.
Recommendations for Educators: The research suggests integrating film technology into language education to improve students' listening skills consistently.

Keywords: Disney movie, listening comprehension, language education, student engagement, educational technology.

Enhancing Speaking Skills in Uzbekistan Schools: Challenges and Solutions

Esanova Lutfiya Shermamat qizi — Mon, 18 Nov 2024 00:00:00 +0000

This paper examines the key challenges and potential solutions for enhancing speaking proficiency among 5th and 6th-grade students in Uzbekistan, who often struggle to meet the expected A2 level in English. Significant barriers identified include limited language exposure outside the classroom, insufficient interactive activities, and inadequate feedback mechanisms. Drawing on research and successful case studies from various educational contexts, this study proposes using interactive methods such as role-playing, storytelling, and group discussions to address these challenges. These methods, grounded in Communicative Language Teaching (CLT), aim to foster engagement, boost students' confidence, and improve fluency by simulating real-life scenarios. The proposed activities not only build foundational conversational skills but also promote critical thinking and collaboration, equipping students with essential language skills for both academic and real-world communication.

Highlights:

Limited exposure, lack of interactivity, insufficient feedback.
Role-playing, storytelling, group discussions via CLT methods.
Improved fluency, confidence, and collaboration in real-life scenarios.

Keywords: speaking skills, interactive teaching methods, role-play, storytelling, group discussions, Uzbekistan, language proficiency, Communicative Language Teaching

Effect Program Educational Based on According to Raigloth Expansion Theory in Teaching Post-Modern Arts for Students of the Institute of Fine Arts

Hussein Jabbar Mohammed — Fri, 18 Oct 2024 00:00:00 +0000

General Background: The evolving landscape of postmodern art necessitates innovative educational approaches to equip students with the skills and knowledge required to navigate this complex field. Specific Background: This research investigates the impact of an educational program grounded in Reigeluth's expansive theory on the teaching of postmodern art at the Institute of Fine Arts in Baghdad. Prior studies have highlighted the need for effective instructional designs that engage students and enhance their cognitive achievements. Knowledge Gap: Despite the proliferation of educational theories, there remains limited empirical evidence on the effectiveness of expansive instructional design in the context of postmodern arts education. Aims: This study aims to assess the effectiveness of an expansive educational program on students' cognitive achievement in postmodern art compared to traditional teaching methods. Results: Utilizing an experimental design with two equivalent groups, the findings reveal statistically significant differences (p < 0.05) in post-test scores favoring the experimental group that engaged with the educational program based on Reigeluth's theory. Novelty: This research contributes to the literature by demonstrating that an expansive instructional approach can significantly enhance students' understanding and appreciation of postmodern art. Implications: The results underscore the necessity for art education curricula to incorporate innovative instructional designs that foster deeper cognitive engagement and mastery of complex artistic concepts. By bridging the gap between theory and practice, this study offers valuable insights for educators seeking to improve instructional effectiveness in the rapidly evolving domain of postmodern art.

Highlights:

Impact of expansive design on cognitive achievement in postmodern art.
Controlled study shows significant differences in student performance outcomes.
Innovative teaching methods enhance student engagement and understanding.

Keywords: postmodern art, educational program, Reigeluth's theory, cognitive achievement, instructional design

Color Dominance in Artwork by Children with ADHD

Indira Ismi Rahmawati, Tri Linggo Wati — Fri, 01 Nov 2024 00:00:00 +0000

General Background: Color is a fundamental element in children's drawings, reflecting their emotions and experiences. Specific Background: Children with special needs, particularly those with Attention Deficit Hyperactivity Disorder (ADHD), may exhibit unique patterns in color usage, influenced by their perceptions and memories. Knowledge Gap: Limited research exists on how color dominance in drawings can provide insights into the thoughts and feelings of children with ADHD. Aims: This study aims to identify the dominant colors used by children with ADHD in their drawings, enhancing educators' understanding of these children's emotional landscapes. Results: Employing a qualitative phenomenological approach, data were gathered through observation, interviews, and documentation, with validity assessed via source triangulation. The findings reveal that children with ADHD predominantly select darker colors, such as black, dark blue, and brown, which correspond to significant past experiences or events they have encountered. Novelty: This research contributes new insights into the relationship between color choice and the emotional expression of children with ADHD. Implications: Understanding color dominance in their artwork can aid educators in recognizing and addressing the emotional and psychological needs of these children, fostering a more supportive learning environment.

Highlights:

Color Selection: Children with ADHD predominantly choose dark colors in their drawings.
Emotional Reflection: Color dominance reflects significant past experiences and emotions.
Qualitative Insights: The study uses a phenomenological approach to analyze children's artwork.

Keywords: color dominance, ADHD, children's drawings, emotional expression, qualitative research

Flipbook-Based E-Module for Thaharah Learning

M. Zidan Fathurroziq, Anita Puji Astutik — Fri, 01 Nov 2024 00:00:00 +0000

General Background: Effective learning requires meaningful interaction between students and teachers to achieve educational objectives. Specific Background: Students often struggle with traditional teaching materials, necessitating more engaging and interactive resources to foster enthusiasm for learning. Knowledge Gap: There is limited research on the development and application of interactive e-modules, particularly in Islamic Religious Education, to improve student engagement and motivation. Aims: This study aims to develop a flipbook-based e-module for seventh-grade Thaharah material, incorporating features that enhance accessibility and interactivity. Results: The resulting e-module is designed to be user-friendly and portable, featuring engaging content that facilitates learning. It is anticipated that this innovative resource will significantly improve students' abilities and motivation in studying Islamic Religious Education. Novelty: The e-module introduces a unique approach to teaching Thaharah, leveraging the interactive capabilities of flipbooks to enhance the learning experience. Implications: By implementing this flipbook-based e-module, educators can provide a more dynamic and effective learning environment that supports students in their religious education, ultimately leading to improved academic outcomes.

Highlights:

Interactive Learning: The flipbook-based e-module promotes engagement through interactive features.
Portability: The e-module is designed for easy access and mobility, enhancing usability.
Motivation Boost: The innovative resource aims to improve students' motivation in Islamic Religious Education.

Keywords: e-module, flipbook, Islamic education, Thaharah, student engagement