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Education and Human Development Journal
Published by Universitas Nahdlatul Ulama Surabaya
ISSN : 25410156     EISSN : 25990292     DOI : https://doi.org/10.33086/
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Social Sciences Other
Educatioan and Human Development Journal (EHDJ) Published by the Teaching and Education Faculty (FKIP). Published since April 7, 2017 with two versions, namely the printed version of ISSN: 2541-0156 and online e-SSN: 2559-0292. Rear-published twice every April and September. Committed to improving the quality of education. EHDJ focuses on human development through basic education in basic education.
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Articles 250 Documents
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Practicality of Android-Based Mobile Learning for Teaching Remo Putri Gaya Tawi Dance in Vocational Schools Nurul, Ainin; Cao Jia; Reno Wulan; Setyo Yanuartuti; Retnayu Presetyanti; Welly Suryandoko
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8444

Abstract

This study aims to examine the practicality of Android-based mobile learning developed for teaching the Remo Putri Gaya Tawi dance in dance arts subjects at vocational schools in the digital era. This research employed a case study approach within a research and development framework using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. Data were collected through observations of learning implementation, teacher and student response questionnaires, and expert judgment instruments assessing learning implementation, learning videos, and assessment sheets. The results of the learning implementation observations showed that the Android-based mobile learning achieved an average score of 80%, indicating a practical category as it met the implementation criterion of ≥75%. Teachers provided positive responses regarding readability, clarity of material, video quality, and alignment with students’ learning needs. Students also reported that the application was easy to use, engaging, and effective in helping them understand and practice the movements of the Remo Putri Gaya Tawi dance independently and collaboratively. Furthermore, expert judgment results indicated a high level of practicality, with scores of 97.6% for learning implementation, 80% for learning video practicality, and 98.45% for the practicality of assessment sheets. These findings suggest that Android-based mobile learning integrated with project based learning model is practical and feasible for supporting dance learning in vocational schools while enhancing student engagement and learning autonomy.
A Translanguaging as a Culturally Responsive Practice: EFL Teachers’ Insights in Indonesian Classrooms Fatus, Fatimatus Sadiyah; Irmayani; Buyun Khulel; Syifa Khuriyatuz Zahro
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8380

Abstract

This study explores translanguaging as a culturally responsive pedagogical practice in Indonesian EFL classrooms by examining its classroom enactment, the pedagogical reasoning underlying its use, and the challenges teachers face in implementing it. Adopting a qualitative descriptive design, the study analysed classroom observations, instructional documents, lesson plans, and teachers’ written reflections to capture naturally occurring instructional practices without relying primarily on participant self-reports. The findings reveal that EFL teachers employ translanguaging strategically to facilitate meaning-making processes, including clarifying instructions, explaining complex vocabulary and grammatical concepts, managing classroom interactions, and enhancing student engagement. Teachers’ pedagogical reasoning was inferred from recurring instructional patterns observed across lessons—specifically, when and for what purposes teachers shifted between languages—from the alignment between lesson plans, instructional materials, and classroom enactment, as well as from teachers’ reflective documents that articulated rationales for particular language choices. Triangulation of these data sources indicates that teachers’ translanguaging practices are guided by efforts to promote comprehension, reduce learners’ anxiety, and create inclusive learning environments that acknowledge students’ linguistic and cultural identities. However, the findings also demonstrate that institutional expectations of English-only instruction, limited professional preparation in multilingual pedagogy, diverse student linguistic backgrounds, and prevailing societal ideologies privileging English proficiency constrain the consistent implementation of translanguaging. Overall, the study concludes that translanguaging constitutes a pedagogically grounded and culturally responsive practice shaped by teachers’ professional judgment and contextual realities. The study underscores the need for clearer policy support and targeted professional development to strengthen multilingual pedagogical practices in Indonesian EFL contexts.
Love-Based Curriculum from the Perspective of Spritual and Character Education in Mandrasah 'Aliyah Rohman; Rafiqa Noviyani; Rizqa Octarina; Kholidah Nur
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8484

Abstract

This study is grounded in concerns regarding the prevailing educational orientation that predominantly emphasizes academic and cognitive achievement, while frequently neglecting affective, spiritual, and moral dimensions. Such an imbalance has contributed to diminished levels of empathy and social awareness among students. Accordingly, a more holistic educational model is required—one that harmoniously integrates intellectual, emotional, and spiritual intelligence—conceptualized in this study as a love-based curriculum.. The purpose of this research is to examine the concept and implementation of a love-based curriculum from the perspective of spiritual and character education at Darussalam Simpang Limun Bangai Private Islamic Senior High School. The study employs a qualitative approach using a descriptive research design. Data were collected through classroom observations, in-depth interviews, and document analysis. The data analysis followed the Miles and Huberman interactive model, encompassing data reduction, data display, and conclusion drawing and verification. The validity of the findings was ensured through triangulation of both data sources and research methods. The findings indicate that the love-based curriculum is implemented through the integration of spiritual and character values into teaching and learning activities at the madrasah. Teachers play a pivotal role as moral exemplars, and their empathetic personal engagement significantly facilitates the internalization of love-based values among students. Nevertheless, several challenges remain, including limited professional training for teachers and insufficient collaboration between the madrasah and parents. The study recommends systematic educator training and the comprehensive integration of love-based values across curricular components to strengthen the implementation of this educational model.
Teachers’ PCK and Pedagogical Decisions in English Materials Design at Junior High School Tahfidz Entrepreneur Khairunnas Tuban Alfi Az Zuhriyah; Irmayani; Buyun Khulel; Syifa Khuriyatuz Zahro
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8378

Abstract

In the context of rapidly evolving educational demands and increasing integration of digital technologies, teachers are required to make informed and adaptive pedagogical decisions in designing effective learning materials. Understanding how these decisions are shaped is essential to improving English language teaching at the junior secondary school level. This study aims to explore and describe teachers’ Pedagogical Decision Making in designing English learning materials through the perspective of Pedagogical Content Knowledge (PCK). Using a descriptive qualitative approach, the study collected data through in-depth interviews with English teachers, which were further triangulated with students’ perceptions to ensure data validity and richness. The findings reveal that teachers’ pedagogical decisions in material design are not simple tasks but complex processes shaped by their knowledge of learners’ characteristics, curriculum demands, available resources, sociocultural context, and the growing integration of educational technology. Teachers consistently adjust the linguistic complexity of texts, select contextually relevant topics, and apply various scaffolding strategies to support students in overcoming linguistic limitations. In addition, teachers must balance the use of standardized textbooks with the need to modify materials to align with core competencies and students’ profiles. The study also highlights that emotional and motivational factors play an essential role in decision-making, particularly in maintaining students’ engagement and confidence. These results suggest that teachers’ PCK is dynamic and continuously evolving through reflection, teaching experience, and responsiveness to classroom realities. Therefore, the study recommends the implementation of more systematic and sustained professional development programs focusing on material design, PCK enhancement, and digital literacy. Such initiatives are crucial to empower teachers in creating English learning materials that are contextual, innovative, and responsive to the diverse needs of contemporary learners.
Designing Inclusive Learning Environments in Vocational Education through the EKEE Learning Model Karoso, Subianto; Pujosusanto, Ari; Rinaldi, Cherry; Enie Wahyuning Handayani
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8501

Abstract

This study examines the role of the EKEE (Exploration, Creation, Expression, and Evaluation) learning model in designing inclusive learning environments in Indonesian vocational secondary schools. The research is grounded in the need for pedagogical approaches that not only support the development of vocational competencies but also ensure equitable participation, meaningful learning experiences, and holistic human development for students with diverse abilities and learning needs. A qualitative approach with an implementative design was employed in inclusive vocational school classrooms. Data were collected through classroom observations, in-depth interviews with teachers and students, and analyses of learning documentation. The data were subsequently analysed using thematic analysis. The findings indicate that the EKEE learning model effectively supports inclusive learning by embedding flexibility, collaboration, and reflection throughout all stages of the learning process. The exploration stage provides safe and accessible entry points for learning, while the creation stage facilitates differentiated and collaborative learning activities. The expression stage enables diverse and authentic demonstrations of learning outcomes, and the evaluation stage promotes reflective, fair, and process-oriented assessment practices. These integrated stages contribute to increased student engagement, confidence, social interaction, and meaningful participation in learning. The discussion highlights that inclusivity within the EKEE model is operationalized through intentional learning design rather than merely through structural placement. This approach aligns with constructivist, sociocultural, and humanistic learning perspectives. The study concludes that the EKEE learning model offers a flexible and humanistic pedagogical framework for inclusive vocational education, supporting both vocational competency development and holistic learner growth. The model also demonstrates potential for adaptation across various vocational fields to promote equitable and sustainable inclusive learning practices.
Improving Elementary Students’ Mathematical Understanding and Independent Learning Through the Puzzle Learning Media Yanti Setiawati; Nuril Huda; Muhajir; Soubar Isman
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8525

Abstract

Innovative and engaging instructional media are increasingly required to enhance students’ conceptual understanding and promote learner autonomy in elementary education. Within mathematics learning, game-based media such as puzzles have been suggested as effective tools to support constructivist learning processes. This study aims to examine the effectiveness of puzzle-based learning media in improving conceptual understanding and learning independence among fifth-grade students at Petapan 2 Primary School. A quantitative research design was employed using a saturation sampling technique involving 60 students from classes V-C and V-D. Data were collected through a mathematical understanding test and a learning independence questionnaire. Data analysis was conducted using IBM SPSS version 21 for Windows, including validity, reliability, normality, and homogeneity tests. Hypothesis testing was performed using an independent samples t-test. The results indicate a significant difference between the experimental group using puzzle media and the control group using conventional media. The significance values for conceptual understanding and learning independence were both 0.000 (< 0.05). These findings demonstrate that puzzle-based media significantly enhance students’ mathematical understanding and foster independent learning. Therefore, the integration of constructivist, game-based learning media is recommended to strengthen both cognitive and affective outcomes in elementary mathematics education
The Effect of Smartboard-Based Interactive Media on Learning Interest and Mathematics Achievement of Elementary School Students Hastutik, Lilik Muji; Muhajir; Nuril Huda; Sri Yuni Hanifah
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8526

Abstract

Integrating digital learning media in primary education has become increasingly important to enhance student engagement and academic achievement, particularly in subjects that students often perceive as difficult, such as mathematics. Interactive technologies such as Smartboards provide dynamic visual and interactive learning environments that can potentially improve students’ interest and learning outcomes. This study aims to examine the effect of interactive Smartboard media on students’ learning interest and mathematics achievement among fourth-grade students at SDN Kebun 2 Kamal. The research employed a quasi-experimental design with a quantitative approach. The sampling technique used was saturation sampling, involving the entire population of 50 students from classes IV-A and IV-B. The research instruments consisted of a mathematics learning achievement test and a questionnaire measuring students’ learning interest. Data were analyzed using IBM SPSS version 21, including tests of validity, homogeneity, normality, and an independent samples t-test. The findings reveal a statistically significant improvement in both students’ interest and learning outcomes after the implementation of Smartboard-based instruction, with a significance value of 0.000 (p < 0.05). The results indicate that the use of Smartboard media effectively enhances students’ engagement and academic performance in mathematics. Therefore, Smartboard technology can be recommended as an alternative instructional medium to support the achievement of learning competencies in elementary mathematics education
Developing a Generative AI-Assisted Training Module for Integrated Digital Big Book in Guidance and Counseling to Enhance Elementary Teachers’ Pedagogical Competence Chrisma Prateila Kusumaningsih; Yari Dwikurnaningsih; Stefanus Christian Relmasira
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8618

Abstract

This study aims to develop and evaluate the effectiveness of a Generative AI-based training module in enhancing the pedagogical competence of elementary school teachers, particularly in integrating Guidance and Counseling (BK) services into daily instructional practices. The study involved a sample of 72 elementary school teachers drawn from six schools within a single educational cluster. The participants were selected using a cluster random sampling technique, ensuring that each school had an equal probability of being assigned to either the experimental or control group. The findings indicate that the Generative AI-based training module significantly improved teachers’ pedagogical competence, as evidenced by an average N-Gain score of 73.28%. The module effectively enhanced teachers’ conceptual understanding and practical ability to integrate BK services into classroom instruction, while simultaneously promoting a pedagogical approach that fosters students’ character development and socio-emotional competencies. This study concludes that the integration of AI in education, particularly through the development of Digital Big Book media, not only enriches instructional content but also reinforces essential social and ethical values required in 21st-century learning environments. Furthermore, the study recommends extending future research to a broader range of schools and investigating specific AI tools to examine the long-term impact, scalability, and sustainability of the competencies acquired by teachers.
The Interactive Kahoot Game's Impact on Student Interest and Learning Independence in Mathematics Learning Indah Kusuma Wardani; Sucipto; Nuril Huda; Sunardjo
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8703

Abstract

This study aims to examine the impact of the interactive game-based platform Kahoot on student engagement and learning independence in mathematics instruction at Kebun 2 Elementary School. The study addresses two critical issues: low levels of student engagement and the limited development of independent learning strategies in mastering mathematical concepts, both of which necessitate the adoption of innovative pedagogical approaches to foster active participation. This research offers a novel contribution by exploring the application of Kahoot as an interactive instructional tool in elementary mathematics education within a local context, where such studies remain limited. A quasi-experimental design with a quantitative approach was employed, involving 50 fifth-grade students (classes V-A and V-B) selected through saturation sampling. Data were collected using a structured questionnaire measuring student engagement and learning independence. Statistical analysis was conducted using the Independent Samples t-test with IBM SPSS version 27. The findings reveal that the post-test results for both variables yielded a p-value of 0.000, which is below the established threshold of α = 0.05, indicating a statistically significant difference between the experimental and control groups. These results demonstrate that the integration of Kahoot significantly enhances student engagement and promotes greater learning independence in mathematics. In conclusion, this study underscores the pedagogical value of interactive digital platforms as effective alternative strategies for creating more engaging learning environments and fostering student autonomy in elementary mathematics education
Development and Psychometric Validation of a Multidimensional Scale for Assessing Elementary School Teachers’ Professional Competence Nur Az Zahra; Herpratiwi; Apri Wahyudi; Muhammad Nurwahidin; Dwi Yulianti
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8757

Abstract

This study addresses the gap in the availability of psychometrically tested, context-specific instruments for elementary education. The objective was to develop and validate a specialized, practical, and reliable assessment instrument for school-based performance evaluation. This study contributes to providing a validated and practical instrument specifically designed for elementary school contexts. The study employed a Research and Development (R&D) approach following the ten-stage model of Borg and Gall, including needs analysis, framework development, expert validation, revision, and field testing. The instrument was constructed based on a five-dimensional competency framework and evaluated through expert judgment (content, language, media) and empirical testing involving 120 teachers from ten elementary schools in one subdistrict. Psychometric analysis was conducted using Aiken’s V for content validity, Cronbach’s Alpha for reliability, and user-response questionnaires for practicality. The results showed that all 50 items achieved high content validity (Aiken’s V ≥ 0.80) and excellent reliability (α = 0.888). The practicality level reached 97%, indicating that the instrument is highly feasible, efficient, and effective for real supervisory use. The study concludes that the developed instrument is psychometrically sound and practically applicable, providing principals with an objective and multidimensional tool to support academic supervision and data-driven professional development.

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