Research and Development in Education (RaDEn)
Research and Development in Education is a scientific journal that aims at publishing research results and review in Research and Development of education in various science fields. Research and Development results can be in classroom-oriented, product-oriented, and system-oriented perspectives implemented in Indonesia and developing countries. The article published must meet plagiarism check requirements (based on editorial board decision). This journal is published twice a year, i.e. in July and December, in English. All articles are published in English and undergo a peer-review process. The scope of Research and Development in Education is focused on: Research results in Research and Development of education in various science fields. Review in Research and Development of education in various science fields.
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<![CDATA[Development of argument-driven inquiry model with blended learning approach in environmental science course ]]>
<![CDATA[Rizqa Devi Anazifa]]>;
<![CDATA[P. Paidi]]>;
<![CDATA[Anggi Tias Pratama]]>;
<![CDATA[Atik Kurniawati]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.35874
<![CDATA[In response to the rapidly evolving world, students should be equipped with the thinking skills such as argument skills. This skill should be promoted using designed model of teaching which give students opportunities to develop and present arguments particularly in science program. In addition, as we navigate the complexity of a digital age, learning process should align with the demands of the digitally driven learning activities. Recognizing the need for the innovative pedagogical strategies, this research aims to design the novel teaching model called argument-driven inquiry based blended learning in environmental science course for undergraduate students. The study was research and development which included three phases analyze, design, and develop for the teaching model development and its validation. This research incorporated argument-driven inquiry with blended learning approach which produced eight phases of learning activities, 1) identify task and guiding question, 2) design method and data collection, 3) develop an initial argument, and 4) argumentation session which conducted offline, followed by 5) discussion, 6) investigation report writing, 7) report peer-review, 8) revise and submit the report which conducted online. This model validation involved four experts in biology learning strategies. The validation includes the validation of the model development as well as its learning instruction such as lesson plan and students’ worksheet. The results of model validation showed that the argument-driven inquiry model with blended learning approach was valid and can be implemented in the environmental course.]]>
<![CDATA[Implementing of science literacy guidelines for primary school teacher students ]]>
<![CDATA[Ima Wahyu Putri Utami]]>;
<![CDATA[Arinta Rezty Wijayaningputri]]>;
<![CDATA[Nor Hazlina Fazlyn]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.35892
<![CDATA[Science literacy is an individual's ability to understand, use, and communicate concepts and critical-thinking in a scientific context. Primary school teacher students plays an important role in shaping strong understanding and effective on science literacy skills among elementary school students. This research employs a qualitative descriptive approach. It utilizes both qualitative and quantitative data. The study focuses on the process of data collection and supporting elements of the research obyek. Data collection techniques in this research include in-depth interviews, observation, and document analysis. The results of this study are a description of the implementation of the implementation of science literacy guidelines that have been effective in helping students understand the material, especially the solar system. The science literacy guide has undergone several revisions and has subsequently made it to the ISBN submission stage. In addition, learning objectives have also been maximally achieved with various activities during the implementation of science literacy books. It can be seen from the results of student work on the students’ worsheet, each group has answered the questions correctly. In addition, the posters that have been made show that the posters are appropriate according to the material that has been studied related to the solar system. While the essays have also been in accordance with the reading material. The implementation of science literacy guidelines can assist the students in acquiring their knowledge, skills, and strategies needes to effectively teach science in elementary schools. ]]>
<![CDATA[Development of e-modul based on three-dimensional thinking graph to improve critical reasoning of junior high school students ]]>
<![CDATA[Ulin Nuha]]>;
<![CDATA[Aulia Rizky Nur Cahyani]]>;
<![CDATA[S. Supeno]]>;
<![CDATA[R. Rusdianto]]>;
<![CDATA[Diah Wahyuni]]>;
<![CDATA[Rizka Elan Fadhilah]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.35894
<![CDATA[The process of strengthening character education in Indonesia is encapsulated in the initiative to enhance the Profil Pelajar Pancasila, with critical reasoning being one of its key dimensions. In the context of science education, critical reasoning involves engaging students in the development and testing of hypotheses. This study aims to evaluate the validity, practicality, and effectiveness of an e-module designed based on three-dimensional thinking graphs, intended to enhance critical reasoning among junior high school students in science learning. The research employs the ADDIE development model, with data collected through observation, interviews, tests (pretest and posttest), validation sheets, student response questionnaires, and implementation observation sheets. Results indicate that the e-module is highly valid, with a 93% validation score from experts, practical according to both observers (93%) and student responses (84.4%), and moderately effective, with an effectiveness score of 0.62. These findings suggest that the three-dimensional thinking graph-based e-module is a suitable tool for improving critical reasoning in the science learning process.]]>
<![CDATA[Development of Pancasila monopoly learning media based on SAVI to improve Pancasila education learning outcomes ]]>
<![CDATA[Bayu Adhi Dwi Yulianto]]>;
<![CDATA[Susilo Tri Widodo]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.35997
<![CDATA[The low learning outcomes of students in interpreting the rules in the school and home environment need attention. This is caused by the teacher's teaching methods, which are less varied and interesting. This study aims to develop Pancasila monopoly media to improve PPKn learning outcomes. The study applies the 4D development model, which stands for Define, Design, Development, and Dissemination. This model was chosen because the stages of implementation are divided in detail and systematically. The analysis is descriptive of quantitative and qualitative data obtained through observation, interviews, and direct measurements in the field. The results of the media expert assessment obtained a score of 93.7% with very good criteria, and the material expert obtained a score of 96.2% with very decent criteria. Student learning outcomes increased to 82.32 from the previous score of 42.50. The increase was 39.8%. While the control class that did not use media increased its score from 49.05 to 75.48. The results of the N-Gain test obtained an average difference in the experimental class of 39.8 with an n-gain of 0.76 and a moderate criterion, and the effectiveness interpretation obtained a score of 76.50 with a fairly effective criterion. While the control class with an average difference of 26 obtained an N-Gain score of 0.52 on the moderate criterion and an effectiveness level of 52.35, a less effective.]]>
<![CDATA[Mathematical connection skills of junior high school students in solving system of linear equations in two variables problems ]]>
<![CDATA[Luluk Sulistiyowati]]>;
<![CDATA[Indah Wahyuni]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.36021
<![CDATA[Students mathematical connection skills are valuable dimension that teachers must put into consideration so that students can develop and link their mathematical skills with knowledge beyond Mathematics. This research aimed to analyze the mathematical connection skills of Junior High School students when solving the System of Linear Equations in Two Variables (Sistem Persamaan Linear Dua Variabel/SPLDV) problem. Students mathematical connection skills are valuable dimension that teachers must put into consideration so that students can develop and link their mathematical skills with knowledge beyond Mathematics. This research aims to analyze the mathematical connection skills of Junior High School students when solving the SPLDV problem. This research made use of Qualitative approach by which 18 students of grade VIII from SMP Argopuro 1 Panti Jember, East Java, participated. Mathematical connection skill test and interview guideline were conducted for this research. Data triangulation technique was used to process and compile data for the research report. The findings of the research discovered that students with high level of mathematical connection skills were able to relate and implement their knowledge to different kinds of situations, and students with medium level of mathematical connection skills were only able to apply their knowledge to simple situations, meanwhile students with low level of mathematical connection skills were unable to relate and implement their knowledge to a variety of situations.]]>
<![CDATA[The effectiveness of BRADeR learning model to improve junior high school students' science literacy abilities ]]>
<![CDATA[Aprido Simamora]]>;
<![CDATA[Andriono Manalu]]>;
<![CDATA[Rianita Simamora]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.36040
<![CDATA[The BRADeR learning model is an innovative model developed to help teachers train students' scientific literacy skills. The aim of this research is to determine the effectiveness of the BRADeR learning model in improving junior high school students' scientific literacy skills. This research is included in the type of quasi-experimental research. The research design used is quantitative research using descriptive methods (descriptive-quantitative). The subjects of this research were seventh class students at State Junior High School 5 of Pematangsiantar. Data collection techniques are in the form of tests, and the data analysis process uses descriptive quantitative-qualitative and n-gain. The results of the research show that the BRADeR learning model is effective, in terms of: a) its influence on the scientific literacy abilities of junior high school students, where: (1) n-gain in the scientific literacy abilities of junior high school students is in the medium to high category, and (2) there is an increase in literacy abilities science junior high school students. From the research results, it can be concluded that the BRADeR learning model is effective in improving junior high school students' scientific literacy skills. Other researchers can strengthen research in this area, expand its scope, and ensure that the learning models developed can be applied more effectively and are relevant to broader contexts.]]>
<![CDATA[Transforming reading abilities: Unleashing the power of scaffolding in Quizizz ]]>
<![CDATA[Agus Sholeh]]>;
<![CDATA[Lailatul Qodriyah]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.36047
<![CDATA[This study aims to investigate the effectiveness of implementing a scaffolding strategy within the Quizizz web platform to enhance reading skills among university students and to determine whether there is a significant difference between students taught with and without the scaffolding strategy, both using Quizizz. The research utilized a quasi-experimental design and was conducted at Universitas PGRI Kanjuruhan Malang, targeting second-semester reading classes. The sample consisted of 36 students, evenly divided into an experimental group and a control group, each comprising 18 students. Data were collected using pre-tests and post-tests and analyzed using an independent t-test. The findings reveal a significant improvement in the reading skills of the experimental group compared to the control group, as indicated by higher post-test mean scores (86.1 vs. 72.2). The hypothesis testing via the independent sample t-test yielded a significant value of 0.001, which is below the threshold of 0.05, confirming the statistical significance of the results. The study concludes that the scaffolding strategy is effective in enhancing students' reading skills, making it easier for them to read quickly and comprehend text. The researchers suggest that applying scaffolding strategies in educational tools like Quizizz can provide substantial benefits to learners.]]>
<![CDATA[Development of Arabic language teaching materials based on information technology for elementary schools ]]>
<![CDATA[Kurniawan Djody]]>;
<![CDATA[S. Suharsiwi]]>;
<![CDATA[Muhyiddin Tohir Tamimi]]>;
<![CDATA[B. Busahdiar]]>;
<![CDATA[Fauzi Al-Mubarok]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.36100
<![CDATA[Arabic, as one of the most widely spoken languages globally, holds substantial cultural and economic importance, particularly in the context of Islamic studies and international relations. However, teaching Arabic in elementary schools often faces challenges, including a lack of engaging and effective teaching materials that cater to the diverse needs of young learners. The purpose of this research is to create a design for developing Arabic language teaching materials for elementary schools subject research SDIP Darum Musthofa. This type of research is research and development or what is usually called Research and Development (R&D) using the Borg and Gall development design model. This research produced a product in the form of draft Arabic language teaching materials for third-grade elementary schools. The design of this teaching material shows that the information technology-based Arabic language teaching material developed has a high level of feasibility. This is proven by the results of the design expert validity test showing a percentage of 96% with a very decent predicate, the content/material validity test reached 90% with a very good predicate and also the linguist validity test reached 89% with a very good predicate. The results of the field test on students were 32.7% who said they were very good and 65.5% who said they were good. Based on the test results. The supporting factors for this development are supporting technology, and students who are capable of technology, while the inhibiting factors are the limited media provided at school.]]>
<![CDATA[Development of a critical-creative socioscientific instrument for prospective science teachers ]]>
<![CDATA[I. Irwandani]]>;
<![CDATA[Agus Suyatna]]>;
<![CDATA[Een Yayah Haenilah]]>;
<![CDATA[Dina Maulina]]>;
<![CDATA[Anggun Septi Rahayu]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.36119
<![CDATA[The current educational challenges highlight a lack of focus on developing critical and creative thinking skills, especially related to socioscientific issues such as biodiversity. Existing learning systems tend to center on knowledge transfer, leaving many prospective teachers feeling underprepared to foster these skills in their classrooms. This underscores the need for an effective instrument to develop critical and creative thinking skills within a socioscientific context. This study aims to develop the Critical-Creative Development Socioscientific Instrument (CCSI) tailored for assessing students' critical and creative thinking skills on socioscientific issue. This research is Research and Development (RnD) development research which refers to the ADDIE development model. The type of research used is mixed methods research with an embedded experimental model design. CCSI was meticulously validated by experts in the field, with five validators for the model and research instruments. The validation process demonstrated high levels of content and construct validity, with final percentages of 88.80% and 91.20%, respectively. The results indicate that the CCSI is "Very Valid" and "Appropriate to Use" as a tool for enhancing and assessing 21st-century skills, particularly in the context of socioscientific issue. This instrument is therefore recommended for use in educational settings where the development of critical and creative thinking is essential.]]>
<![CDATA[Development of an Arabic writing skills textbook based on collocations ]]>
<![CDATA[Achmad Tito Rusady]]>;
<![CDATA[Rizki Gumliar]]>
<![CDATA[ Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/raden.v4i2.36229
<![CDATA[This study aims to develop Arabic writing skills teaching materials based on collocations, assess their feasibility, and evaluate their effectiveness. Collocations are combinations of words that naturally and correctly go together according to the cultural norms of native speakers. This research and development utilized the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The study results revealed: (1) The Arabic writing skills teaching materials were developed with fourteen topics based on collocations, starting with short texts, presenting a column of collocating words, guided exercises conducted through discussions among students and/or with the lecturer, detailed explanations with examples from the Qur'an, hadith, and Arabic news, followed by exercises and concluded with motivational statements; (2) Feasibility was obtained from expert validation and student feedback after field practice, with the data showing that the developed textbook is highly suitable for publication and teaching; (3) Effectiveness was determined by comparing pretest and posttest results, with statistical analysis using SPSS indicating a significant difference.]]>
