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All Journal Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Al-Jabar : Jurnal Pendidikan Matematika Biosfer: Jurnal Pendidikan Biologi Lectura : Jurnal Pendidikan Jurnal Basicedu IJIGAEd: Indonesian Journal of Islamic Golden Age Education Jurnal Basicedu Journal of Language and Literature Studies JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Jurnal Pengabdian Masyarakat Ilmu Pendidikan PPSDP International Journal of Education Jurnal Pendidikan Progresif
Een Yayah Haenilah
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Discovery Learning to Develop Student Reflective Thinking Ability and Self-Efficacy Listyotami, Mega Kusuma; Noer, Sri Hastuti; Haenilah, Een Yayah
Al-Jabar: Jurnal Pendidikan Matematika Vol 9 No 1 (2018): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v9i1.2839

Abstract

The research and development aims to produce a discovery learning model that is oriented towards the student ability of reflective thinking and  self-efficacy. The research was conducted using the Research and Development (R and D) method. The research and development model used refers to the procedure of R and D development by Gall and Borg by Sukmadinata that is  ADDIE. The steps for implementing the research and development strategy include; (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. The Data collecting methods and instruments are used tests and non-tests. The Data collection techniques using observation, interviews, questionnaires, and tests. The Data analysis techniques used in research and development are quantitative and qualitative descriptive. The results showed that the discovery learning model that was oriented towards the student ability of reflective thinking and self-efficacy  was effective to improve the student ability of reflective thinking and self-efficacy  respectively by 77% and 30%.Keywords: Discovery Learning, Relative thinking, dan Self-Efficacy
The Role of Teacher Followership Mediation For Authentic Leadership Toward Teacher Work Engagement Herdian, Herdian; Haenilah, Een Yayah; Hariri, Hasan
Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Role of Teacher Followership Mediation for Authentic Leadership toward Teacher Work Engagement. Objectives: This research aimed to investigate how authentic leadership affects teacher followership and teacher work engagement mediated by teacher followership. Methods: A quantitative survey was employed. The population was civil servant teachers of senior high and vocational schools from 15 districts of Lampung Province, with a sample of  378 teachers randomly selected  and completed the questionnaires distributed through google form The gathered data were analyzed using SEM Amos Version 23. Findings: Authentic leadership influenced teacher followership, teacher followership influenced teacher work engagement, and teacher followership mediated the influence of authentic leadership on teacher work engagement. Conclusion: Authentic leadership positively and significantly inluences teacher work engagement mediated by teacher followership. Keywords: authentic leadership, teacher followership, teacher work engagement, role of mediationDOI: http://dx.doi.org/10.23960/jpp.v13.i3.202322
PELATIHAN PENYUSUNAN MENU SEHAT SEIMBANG BAGI GURU PAUD DI TULANG BAWANG BARAT PROVINSI LAMPUNG Kurniawati, Asih Budi; Nawangsasi, Devi; Haenilah, Een Yayah
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 4 No 2 (2023): Jurnal Pengabdian Pendidikan Masyarakat Vol 4 No 2 (2023)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v4i2.1289

Abstract

Malnutrition and obesity are health problems that often occur in society due to an imbalance in the intake of nutrients consumed. Community service with balanced healthy menu counseling activities aims to prevent health problems of malnutrition and obesity that are rife in the community. The method used in this community service activity is an informative - participatory method with the technique of delivering training materials on general guidelines for balanced nutrition. Balanced menu counseling activities were given to 30 PAUD teachers in the West Tulang Bawang area. Post test results of participants who were able to answer all the questions given were 32%. This shows that there is a significant increase in the knowledge of PAUD teachers.
Readiness of Indonesian pre-service science teachers for society 5.0 Irwandani, Irwandani; Suyatna, Agus; Haenilah, Een Yayah; Maulina, Dina
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21343

Abstract

This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
A current study of psychological well-being in educational institutions: A systematic literature review Mukhlis, Hamid; Hariri, Hasan; Riswandi, Riswandi; Haenilah, Een Yayah; Sunyono, Sunyono; Maulina, Dina; Fitriadi, Fitriadi
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21136

Abstract

The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
Inclusive learning in higher education: anthropology and critical consciousness lens Supriyadi, Supriyadi; Haenilah, Een Yayah; Sinaga, Risma M.; Maulina, Dina; Yolida, Berti; Irwandani, Irwandani
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.20965

Abstract

Higher education institutions have come under fire for their perceived restrictive tactics and lack of diversity among students and faculty. This article dives into the possible synergy between anthropology and critical consciousness, drawing inspiration from Paulo Freire's seminal contributions. The major goal is to create a revolutionary transition in higher education toward a more inclusive educational paradigm. Furthermore, this study investigates the influence of political landscapes on educational curriculum, emphasizing the need for a revolutionary pedagogical framework that fosters critical consciousness in both students and instructors. The prospect of developing a more equitable and inclusive learning environment within higher education becomes reachable via the harmonic integration of different pedagogical techniques, one that is sensitive to the diverse requirements of all learners. This attempt, however, is not without difficulties, such as opposition to change and the political terrain's intricacies. Professional development opportunities and coordinated efforts between educators, administrators, and policymakers are required for successful implementation. To summarize, the priority of social responsibility in higher education is evident, and adopting transformational pedagogy is critical for tackling the multiple issues inherent in the twenty-first century.
A Critical–Collaborative Learning Model for Fostering Creative Thinking and Collaboration in Physics Teacher Education Irwandani, Irwandani; Suyatna, Agus; Haenilah, Een Yayah; Maulina, Dina
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 15 No 1 (2026): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v15i1.28911

Abstract

Preparing future physics teachers requires instructional models that intentionally integrate critical pedagogy, collaborative learning, and socioscientific inquiry to cultivate essential twenty-first-century competencies. However, existing approaches rarely connect these dimensions within a coherent instructional framework. This study developed and evaluated the Critical–Collaborative Learning Model (CCLM) to foster creative thinking and collaboration among prospective physics teachers. A research and development approach adapted from the Borg and Gall model was implemented through needs analysis, model design, expert validation, formative evaluation, and field testing. Data were collected using validation sheets, practicality questionnaires, creative-thinking assessments, and collaboration-skill questionnaires. The findings indicate that CCLM demonstrated high validity and practicality and produced stronger creative thinking and collaboration outcomes than conventional instruction. The model encouraged critical literacy, collaborative dialogue, creative production, and action-oriented learning through engagement with socioscientific issues, enabling students to generate more original ideas while strengthening collaborative problem-solving and shared responsibility. This study contributes a validated instructional framework that systematically integrates critical pedagogy and collaborative inquiry to support the development of higher-order competencies in physics teacher education.
Formative Assessment in Scaffolded Learning: Enhancing Students’ Autonomy in Written Communication Skills Saputri, Vike Aprilianin Marwintaria; Setiyadi, Ag. Bambang; Haenilah, Een Yayah; Siregar, Rabiyatul Adawiyah; Raja, Patuan; Hariri, Hasan; Sunyono, Sunyono
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4657

Abstract

Students’ autonomy in written communication is a key component of 21st-century learning, enabling learners to express ideas effectively and take responsibility for their learning. However, many students still face difficulties in writing, particularly in organizing ideas and developing independence. Therefore, integrating formative assessment within a scaffolded learning framework is considered a promising approach to address these challenges. This study aims to investigate the role of formative assessment in scaffolded learning in enhancing students’ autonomy in written communication skills. This study employed a mixed-method design involving 22 second-semester students of the Buddhist Communication Science Department. The instruments included a writing test, a learner autonomy questionnaire, and interviews. Quantitative data were analyzed using a paired sample t-test, while qualitative data were analyzed descriptively. The results showed a significant improvement in students’ writing performance, with the mean score increasing from 50.5 (pre-test) to 73 (post-test). Students’ autonomy scores also improved from 3.4 to 4.6, with statistically significant differences (p < 0.05). In conclusion, formative assessment within scaffolded learning effectively enhances students’ writing competence and autonomy. This study implies that English lecturers should integrate formative assessment into scaffolded instruction to promote students’ independence and improve written communication skills.
Integrating Cognitive Behavioral Therapy and Neuropedagogy to Support ADHD in Inclusive Elementary Education Erviana, Nita; Haenilah, Een Yayah; Abdurrahman, Abdurrahman; Maulina, Dina
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30201

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) affects attention regulation, behavioral control, and executive functioning, creating persistent challenges for inclusive elementary classrooms. This study developed and evaluated a classroom-implementable intervention that integrated Cognitive Behavioral Therapy (CBT) and neuropedagogical strategies to support students with ADHD in inclusive education. Using a Research and Development approach adapted from Borg and Gall, the study combined qualitative needs analysis, expert validation, and a limited mixed-method field evaluation in Bandar Lampung, Indonesia. Participants comprised 18 elementary students aged 6-11 years with identified ADHD characteristics, including 10 students in the intervention group and 8 students in the comparison group; three experts reviewed the prototype model. Data were collected through interviews, classroom observations, feasibility questionnaires, SNAP-IV, BRIEF, and classroom-based rubrics for academic attention and multiple-intelligence-related functioning. Across 12 sessions delivered over six weeks, the intervention group demonstrated substantially larger improvements than the comparison group. Mean SNAP-IV scores declined from 45.7 to 30.2 in the intervention group, compared with 43.8 to 41.6 in the comparison group. BRIEF Global Executive Composite scores decreased from 72.5 to 58.4 in the intervention group and from 70.1 to 68.9 in the comparison group. Academic attention increased from 60 to 75 in the intervention group, whereas the comparison group increased from 62 to 64. The multiple-intelligence composite increased from 55 to 70 in the intervention group and from 54 to 56 in the comparison group. Qualitative findings also indicated stronger task persistence, better impulse control, improved peer interaction, and more active classroom participation. The integrated model is therefore feasible and educationally promising for strengthening behavioral regulation and cognitive engagement among students with ADHD in inclusive elementary settings.
External–Internal–Self-experience Reading Motivation Scale (EISeM-RMS): Development and Rasch Validation among Elementary School Students Abror Huda, Tiyas; Haenilah, Een Yayah; Setiyadi, Agustinus Bambang
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30559

Abstract

Reading motivation is crucial for elementary school students’ literacy development and lifelong learning. However, existing instruments are often unidimensional, lack contextual sensitivity, and fail to adequately capture students’ personal reading experiences. Existing motivation measures grounded in Self-Determination Theory (SDT) do not sufficiently incorporate experiential aspects of reading engagement. This study developed and validated the External–Internal–Self-experiential Reading Motivation Scale (EISeM-RMS). Employing a cross-sectional survey design, data were collected from 1,045 fourth-grade students across 20 elementary schools in Indonesia. The 27-item instrument covers three theoretically grounded dimensions: External Motivation (11 items), Internal Motivation (9 items), and Self-Experiential Motivation (7 items). Psychometric properties were rigorously evaluated using the Rasch Measurement Model with Winsteps software (version 3.73). Results demonstrated excellent model fit (Infit and Outfit MNSQ values ranging from 0.85 to 1.21), high measurement reliability (person reliability = 0.86; item reliability = 0.98), strong separation indices (person separation = 2.43; item separation = 6.84), and effectively functioning four-point Likert response categories with ordered thresholds. Notably, items in the self-experiential dimension exhibited higher difficulty estimates, reflecting the deeper cognitive and affective engagement required for experience-based reading motivation. This study extends SDT by positioning self-experience as a conceptually distinct and empirically supported dimension of reading motivation. Limitations include a single-site sampling frame, reliance on self-reported data, and an exclusive focus on elementary education. Future research should conduct cross-cultural, multi-site, and mixed-method validation studies, including digital adaptation of the EISeM-RMS. 
Co-Authors A.A. Ketut Agung Cahyawan W Abdurahman Abdurrahman Ag. Bambang Setiyadi Agus Suyatna Agustinus Bambang Setiyadi Asih Budi Kurniawati, Asih Budi Ayu Rizki Susilowati Berti Yolida Caswita Caswita Diah Utaminingsih Dina Maulina Erviana, Nita Fitriadi Fitriadi Habib, Bawa Ibn Handoko Handoko Hariyani, Desi Hasan Hariri Irwandani Ismu Sukamto Listyotami, Mega Kusuma M. Yogi Riyantama Isjoni Marzius Insani, Marzius Muhammad Mona Adha Mujiyati Mukhlis Mukhlis Mustofa Abi Hamid Nawangsasi, Devi Nopiana, Nopiana Nurlaksana Eko Rusminto Nurwahiddin, Muhammad Patuan Raja Priyasmimana, Priyasmimana Rabiyatul Adawiyah Siregar Risma M. Sinaga, Risma M. Risma Margareta Sinaga, Risma Margareta Risma Margaretha Sinaga Riswandi Riswandi Ryzal Perdana Setyadi, Ag. Bambang Sri Hastuti Noer Sunyono - - Supriyadi Supriyadi Syahnia, Shovira Maulida Tiyas Abror Huda Vike Aprilianin Marwintaria Saputri Wicaksono, Lungit