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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.
Arjuna Subject : -
Articles 255 Documents
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Education in West Kalimantan through the Program of Sekolah Penggerak: Insights into Numeracy Strengthening Practices Suriyana; Riyanti Nurdiana; Siti Nur Asmah
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 2 (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.v11i2.7719

Abstract

Numeracy has become one of the core competencies emphasized in the implementation of the Merdeka Curriculum in Indonesia. However, its practical implementation at the school level continues to encounter various challenges. Empirical studies that examine how numeracy strengthening is enacted in authentic classroom contexts, particularly at the junior secondary school level, remain relatively limited. Therefore, this study aims to analyze the implementation of numeracy strengthening at SMPN 10 Pontianak and SMPN 3 Sungai Kakap in supporting the objectives of the Merdeka Curriculum. This study employed a descriptive qualitative research design. Data were collected through classroom observations and semi-structured interviews with teachers and students to explore instructional practices, learning environments, and assessment strategies related to numeracy development. The findings indicate that teachers in both schools have made considerable efforts to strengthen numeracy by creating supportive learning environments, integrating numeracy-oriented activities into lesson planning, applying appropriate instructional approaches, and implementing project-based assessment practices. Nevertheless, several challenges remain evident. These include students’ difficulties in understanding more advanced numeracy concepts and the relatively limited level of interactivity in the existing assessment practices. In conclusion, while numeracy strengthening has been implemented at a generally satisfactory level, further improvements are still required. Schools are encouraged to enhance student mentoring, strengthen collaboration among teachers, and adopt more flexible and interactive assessment methods to ensure more effective numeracy development in alignment with the goals of the Merdeka Curriculum.
The Effect of Local Wisdom-Based Educational and Recreational Physical Activities Supported by Interactive Multimedia on Students’ Physical Literacy in Physical Education Hikmah Lestari; Widya Handayani; Iwan palentina; Yulian Supradinata; Tiyo Irawan
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 2 (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.v11i2.8708

Abstract

Physical literacy has become an essential concept in physical education as it integrates physical competence, motivation, and confidence, and knowledge and understanding necessary for lifelong physical activity. However, physical education learning in many schools still focuses primarily on motor skills, with limited integration of culturally relevant activities and digital learning media. This study aimed to examine the effects of educational and recreational physical activities, supported by interactive multimedia, on students’ physical literacy. This research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The study was conducted in three junior high schools in Palembang, South Sumatra, Indonesia, involving 60 students. Data were collected through a physical literacy assessment instrument covering physical competence, motivation and confidence, and knowledge and understanding. The data were analyzed using descriptive statistics, normalized gain (N-Gain), and an independent samples t-test with a significance level of 0.05. The results showed a substantial improvement in students’ physical literacy scores, with the mean pretest score increasing from 58.27 (SD = 7.02) to 92.90 (SD = 4.06) on the posttest. The N-Gain value of 0.83 indicated a high level of improvement, and the statistical test confirmed a significant difference between pretest and posttest scores (p < 0.05). These findings indicate that educational and recreational physical activities based on local wisdom supported by interactive multimedia effectively enhance students’ physical literacy in physical education learning.
A Mediation Analysis of Self-Esteem in the Relationship between Dark Triad and Loneliness among Future Science Educators Rizki Nor Amelia; Prasetyo Listiaji; Parmin Parmin; Amnan Haris; Tiara Dwi Wulandari; Luky Hidayat; Ahmad Dif Fairuz Zaidan
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 2 (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.v11i2.7998

Abstract

This study examined the structural relationships among Dark Triad traits, self-esteem, and loneliness, with particular emphasis on the mediating role of self-esteem. A quantitative cross-sectional survey design was employed, involving 165 prospective science teachers (M_age = 18.53, SD = 1.10) enrolled in the Science Education Study Program at Universitas Negeri Semarang. Participants meeting predefined inclusion criteria voluntarily completed three validated self-report measures: the Short Dark Triad (SD3), the UCLA Loneliness Scale, and the Rosenberg Self-Esteem Scale. Data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) and hierarchical regression analysis. The results indicated that Dark Triad traits negatively predicted self-esteem (β = −0.93, p < .001) and positively predicted loneliness (β = 0.97, p < .001), whereas self-esteem negatively predicted loneliness (β = −0.96, p < .001). When self-esteem was included in the model, the direct effect of Dark Triad traits on loneliness decreased (β = 0.63), and the Sobel test confirmed a significant partial mediation effect (Z = 6.13, SE = 0.04, p < .001). These findings suggest that self-esteem functions as a protective psychological mechanism that attenuates the adverse effects of Dark Triad traits on loneliness. Accordingly, interventions aimed at strengthening self-esteem may contribute to enhancing the social and emotional well-being of prospective science educators.
Charismatic Leadership, Joyful Learning, and Student Engagement in Maritime Vocational Education: The Moderating Role of Gender-Based Experiences Nazarwin Nazarwin; Yunia Wardi; Rino Rino; Abror Abror; Syafni Yelvi Siska
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 2 (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.v11i2.8547

Abstract

This study investigates the effects of charismatic leadership and a joyful-learning approach on student engagement in a vocational maritime context at Politeknik Pelayaran Sumatera Barat. A census sampling strategy was employed (N = 368; 305 male, 63 female). Data were collected using a 20-item Likert-scale instrument (pilot-tested with n = 60) and analyzed via partial least squares structural equation modelling (PLS-SEM). The structural model explained a substantial proportion of variance in student engagement (R² = 0.908). Joyful learning demonstrated a large, positive, and statistically significant effect on engagement (p < 0.001). In contrast, charismatic leadership exhibited a small and non-significant effect (p = 0.127). Gender-based experiences showed a small but statistically significant direct effect on engagement (p < 0.001), yet did not significantly moderate the relationships between the predictors and engagement. These findings underscore the primacy of pedagogical design over instructor leadership style in fostering student engagement in vocational education. Specifically, practice-oriented and affectively engaging instructional strategies appear more influential than charismatic leadership behaviors. Practically, educators should prioritize the integration of joyful, experiential learning approaches. Future research should adopt more balanced samples, employ multi-group or experimental designs, and utilize more granular measures of gender-based experience to better elucidate subgroup differences and underlying causal mechanisms.
Developing Body Awareness, Social Interaction, and Creativity through Mind Muscle Exercises in Dance Learning: A Case Study at SDN Pulorejo 1 Jombang Ratih Asmarani; Agus Cahyono; Djuli Djatiprambudi; Eko Sugiarto
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 2 (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.v11i2.8888

Abstract

Elementary dance education is commonly delivered through imitation and rote memorization, thereby constraining opportunities for children to develop body awareness, social interaction, and creative movement exploration. Although creative dance has been extensively theorized, the integration of mind–muscle exercises as an embodied pedagogical approach in elementary dance learning remains insufficiently examined. This study investigates how mind–muscle exercises facilitate the development of body awareness, social interaction, and creativity among primary school students in dance education. A qualitative case study was conducted at SDN Pulorejo 1 Jombang, involving 26 first-grade students. Data were collected through classroom observations, semi-structured interviews, documentation, and field notes and subsequently analyzed using thematic analysis. The findings indicate that mind–muscle exercises significantly enhanced students’ awareness of body parts, movement quality, spatial orientation, and energy regulation, enabling more intentional and confident movement execution. Moreover, the activities fostered meaningful social interaction through processes of imitation, collaboration, negotiation, and collective movement composition. Creativity emerged dynamically throughout the learning process, as students actively explored, modified, recombined, and expressed original movement ideas rather than merely replicating teacher demonstrations. These findings suggest that mind–muscle exercises operate as an effective embodied pedagogical strategy, repositioning the child’s body from a passive object of imitation to an active subject of exploration, interaction, and creative expression. This study contributes to the field of elementary dance pedagogy by offering an exploratory, participatory, and body-awareness-oriented instructional model that supports embodied learning and the development of creativity in primary education contexts.

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