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Agus Tinus
Department of Pedagogy, Postgraduate Program, Universitas Muhammadiyah Malang, Indonesia
Education

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Whole-school collaboration for social skill development in character education R. Rafiqah; Iis Siti Aisyah; Agus Tinus; Peter Adewale
Research and Development in Education (RaDEn) Vol. 5 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i2.42375

Abstract

Social skills are pivotal to holistic education, yet character education initiatives in Indonesia are often carried mainly by school counselors. This study examined how a whole-school approach integrating counselors, teachers, and administrators strengthens students' social skills through character education. A sequential explanatory mixed-methods design was used at SMA Negeri 4 Sampit (Central Kalimantan). Interviews, classroom observations, and document review involved the principal, vice principal, counselor, and two subject teachers, followed by a 14-item social-skills questionnaire completed by 183 students (grades X–XII). Qualitative data were analyzed using Miles, Huberman, and Saldaña's interactive model; quantitative data used descriptive statistics. Counselors promoted empathy and reflection through individual counseling; teachers applied role play, restitution triangle, and classroom agreements; administrators supported policies and resources. Overall, 92% of students demonstrated high/very high social skills, with empathy, communication, and cooperation strongest, while conflict resolution and self-management were moderate. Collaborative, role-complementary whole-school character education appears effective, but structured interventions are needed to improve conflict resolution and self-management.
Enhancing elementary students’ creative thinking through creative problem solving-based learning materials: Evidence from Indonesia S. Sahrul; Iis Siti Aisyah; Agus Tinus
Research and Development in Education (RaDEn) Vol. 5 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i2.42376

Abstract

Developing creative thinking is central to 21st-century elementary education, yet Indonesian primary classrooms often rely on teacher-centered materials. This study developed and implemented Creative Problem Solving (CPS) learning materials to strengthen grade-5 students’ creative thinking. A qualitative descriptive-analytic design was conducted at Muhammadiyah Elementary School Tanjung Selor (North Kalimantan) with one principal, three teachers, and 30 students; data included interviews, observations, document analysis, expert validation, and pre/post creative-thinking tests. Expert review indicated the module was feasible (overall mean = 4.30/5), with suggestions to simplify terms and enrich visuals. Classroom observations showed students engaged across CPS stages (problem orientation, fact finding, idea exploration, and solution presentation) and interacted more actively. Mean scores increased from 69.69 (pretest) to 85.04 (posttest), a gain of 15.35 points; students rated the module highly for fostering creativity (77.69%). CPS-based materials are feasible and effective for improving elementary students’ creative thinking, but scaling requires sustained teacher training, supportive leadership, and improved learning infrastructure.
Model of individualized learning program implementation for inclusive early childhood education Asti Eka Wijayanti; Iis Siti Aisyah; Agus Tinus
Research and Development in Education (RaDEn) Vol. 5 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i2.42596

Abstract

This study develops a contextualized model for implementing the Individualized Learning Program (ILP) in inclusive early childhood education. The study was conducted in an inclusive early childhood education institution in Malang, East Java, Indonesia. Using a qualitative descriptive case-study design with embedded descriptive quantification, data were collected through semi-structured interviews, classroom observations, and document analysis. Participants included 12 classroom teachers, 1 special-education companion teacher (GPK), the school principal, and 4 parents of children with special educational needs (SEN). Data collection was conducted in March 2025 and was corroborated by institutional ILP documents and communication logs from the same program cycle. Thematic analysis generated a three-phase ILP implementation cycle—planning, implementation, and evaluation—supported by collaborative practices among teachers, parents, and administrators. To resolve the design–results consistency, quantitative information reported in the Results (percentages/means) is treated as descriptive summaries extracted from school records, checklists, and logs to complement qualitative themes rather than as inferential outcomes. The findings indicate that effective ILP implementation depends on three interrelated dimensions: (1) Institutional Support, (2) Adaptive Learning Design, and (3) Parental Partnership, while key constraints include limited trained staff and facility readiness. The resulting ILP Implementation Model offers an operationalizable, evidence-based framework for strengthening inclusive practices and aligning early childhood services with equitable, quality education goals.
Co-Authors Asti Eka Wijayanti Iis Siti Aisyah Peter Adewale R. Rafiqah S. Sahrul