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All Journal Research and Development in Education (RaDEn)
Nasrunniati Dyahayu Anggi Winarni
Department of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia
Education

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Exploring science teachers’ readiness for deep learning implementation through teaching module analysis and lesson study Yayuk Mulyati; Nasrunniati Dyahayu Anggi Winarni; Indra Fardhani; Erni Yulianti; H. Habiddin; S. Sugiyanto; Umi Fitriyati; Elisa Mariana Magnani; Erti Hamimi
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42792

Abstract

Background-This study examines junior high school science teachers’ readiness to implement deep learning (DL) within the Merdeka Curriculum through teaching module analysis, surveys, UbD-based workshops, and Lesson Study (LS). Objectives-The objectives of this study are: (1) to analyze the cognitive levels of learning objectives (LO) and their alignment with DL principles, and (2) to evaluate the development of teachers’ reflective practices through LS. Method-This study employed a mixed-methods approach, combining survey data from 22 teachers with qualitative analysis of teaching documents, classroom observations, and LS reflections. Results-The findings show that 77% of teachers designed lessons collaboratively and 45% developed relatively complete learning tools, although only 4% applied UbD principles. Analysis of 90 LOs indicates that 70.45% were categorized as lower-order thinking skills (LOTS), dominated by C2 (51.13%) and C3 (15.91%), while HOTS remained limited. The average alignment between assessment and LO reached ±89%, but was mostly structural rather than conceptual. LS implementation improved teachers’ awareness of alignment and reflective practices, particularly in LS-2. Conclusions-These findings indicate that teachers demonstrate emerging readiness for DL; however, continuous support is needed to strengthen conceptual alignment and meaningful learning design.
The effect of Wordwall-based learning game on junior high school students’ communication and collaboration skills Aura Relia Fitrah; Yayuk Mulyati; Nasrunniati Dyahayu Anggi Winarni; Eka Nurul Qomaliyah; Rini Anggi Arista; Deny Setiawan
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42801

Abstract

Background-This study provides an overview of the impact of Wordwall-based learning games on students’ communication and collaboration skills. Objectives-The objectives of this research are: (1) Describe the comparison of communication skills between the control class and the experimental class, (2) Describe the comparison of collaboration skills between the control class and the experimental class, (3) The implications of Wordwall-based learning game for improving students’ communication and collaboration skills. Method-The method used is quantitative study employing an experimental approach. The instruments used include observation instruments for assessing communication and collaboration skills by teachers and peers. Results- The results showed that the t-test results for teacher observations on communication skills were 0.071, for peer observations 0.002, as well as teacher observations on collaboration skills at 0.012, and peer observations at 0.222. The results of the t-test indicated significant differences in several aspects, with the experimental class that implemented Wordwall-based learning game being more effective in improving communication and collaboration skills than the control class. Conclusions- Wordwall-based learning game can be used as a learning innovation to improve students' communication and collaboration skills, while also making learning more interactive and contextual. Wordwall-based learning game is not only able to improve communication and collaboration skills, but can also create a fun, interactive, and more meaningful learning experience.
Co-Authors Aura Relia Fitrah Deny Setiawan Eka Nurul Qomaliyah Elisa Mariana Magnani Erni Yulianti Erti Hamimi H. Habiddin Indra Fardhani Rini Anggi Arista S. Sugiyanto Umi Fitriyati Yayuk Mulyati