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Research and Development in Education (RaDEn)
Published by Universitas Muhammadiyah Malang
ISSN : 28090284     EISSN : 28093216     DOI : https://doi.org/10.22219/raden
Core Subject : Education,
Education
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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Search results for , issue "Vol. 5 No. 2 (2025): December" : 35 Documents clear
Developing electronic modules assisted by augmented reality to improve motivation and critical thinking skills Witha Ananda Putri; Evy Yulianti
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.v5i2.42179

Abstract

Changes and developments in education can occur due to technological developments. Technology and the internet in schools have not been fully utilized to create interactive and effective teaching materials. This research aims to produce teaching materials in the form of valid, practical, and effective augmented reality-assisted electronic modules to improve students' motivation and critical thinking skills. The research method is research and development (R&D) using the Hannafin and Peck model which has three phases (need asses, design, and develop/implement) each phase is evaluated and revised. The subjects of the study were 72 students of class XI (phase F). Data were collected from interviews, product validation questionnaires, trial questionnaires, learning motivation observation sheets, learning motivation questionnaires, and critical thinking skills essay questions. The results of the study showed that the electronic module assisted by augmented reality coordination system material was valid after the validation process from material experts 100% and media experts 97,5 with very high criteria. Augmented reality-assisted electronic module products are practically used by students from the results of the trial questionnaire with an average of 95% which means it is included in the very high criteria. Augmented reality-assisted electronic modules are also effective in increasing learning motivation in the high category because the results had an average difference of 6,75 higher than those using PowerPoint and critical thinking skills in the medium category.
Feasibility of e-module based on TPACK and microlearning in the biology curriculum review course Dini Safitri; Ade Suryanda; Fitria Pusparini; Daniar Setyo Rini; Rizhal Hendi Ristanto; Rosi Fitri Ramadani
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.v5i2.42197

Abstract

The main problem is the lack of dedicated digital e-modules in the high school biology curriculum analysis course, causing students to rely solely on government  documents and online sources. This research aims to develop a TPACK-based e-module enriched with microlearning strategies and test its feasibility through expert validation and user readability testing. The research uses a research and development method with the ADDIE model, which includes the stages of needs analysis, design, development, limited implementation, and evaluation. The research subjects involved three experts (content, media, and language) and student at Universitas Negeri Jakarta, classes of 2022 and 2023, who had completed the Biology Curriculum Review course. Data was collected with experts’ and users’ feasibility questionnaires, then analyzed using feasibility criteria. The result show that according to the experts review, the percentage is about 95.50% (very feasible) and according to the respondent is about 88,29% (very feasible). The e-module was highly feasible but requires improvements in design consistency, language clarity, and integration of TPACK and microlearning for greater effectiveness.
Development of the Sportife learning model based on sport tourism and science through experiential learning Stephani Yane; Heri Rustanto; Handi Darmawan; Arinda Eka Lidiastuti; Rio Wardhani
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.v5i2.42206

Abstract

Many students still view physical education merely as physical activity, without understanding the industrial opportunities that can develop from this sector. This study integrates sport tourism viewed not just as economic activity, but as an intensive, performance-oriented context and sport science, which provides the foundational knowledge for optimizing human performance and experience quality within this setting. The study aims to develop the Sportife learning model and assess its validity through expert evaluation to ensure its feasibility for classroom implementation. This study uses the research and development method adopted from the Hannafin and Peck model, which consists of three stages: 1) needs analysis; 2) design phase; 3) implementation phase. In the implementation stage, the model was applied through experimental testing to examine its effectiveness in improving student learning outcomes. The research results produced a prototype of the Sportife learning model development, with a learning implementation response of 85.80% (very strong). The implementation of the model showed a 26.62% increase in students’ understanding of the sports-based creative economy. The Sportife model provides a holistic learning experience, integrating theory and practice of sport tourism, while fostering students’ analytical, creative, and collaborative skills. High acceptance (85.80%) confirms the practicality and relevance of the model in sports-based entrepreneurship learning.
Prospective biology teachers’ readiness for implementing the Merdeka Curriculum through microteaching learning tools T. Titin; Kurnia Ningsih; Eko Sri Wahyuni; Mas Akhbar Faturrahman; Delvia Uliyanda; Dian Wahyuningsih
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.v5i2.42343

Abstract

The Merdeka Curriculum emphasizes flexibility in creating learning activities that accommodate student development, leverage technology, and strengthen Pancasila values. Prospective teachers’ readiness to implement the Merdeka Curriculum can be confirmed through the Microteaching course. This research aims to determine the readiness of prospective biology teachers at Universitas Tanjungpura to implement the Merdeka Curriculum by examining their difficulties in developing biology learning tools in the Microteaching course. This research is classified as mixed method and involved 47 Biology Education students at Universitas Tanjungpura as the sample, taken through total sampling. The data collection technique used was a validated questionnaire consisting of eight aspects: “Development of Teaching Materials,” “Dimensions of the Pancasila Student Profile,” “Clarity of Learning Objectives,” “Organization of Learning Content,” “Learning Media and Student Worksheets,” “Learning Syntax,” “Assessment,” and “Evaluation and Follow-up Actions.” The overall average is 78.44%, with the highest in the “Clarity of Learning Objectives” aspect (81.78%, strongly ready) and the lowest in the “Assessment” aspect (74.20%, ready). The results indicate that Biology Education students at Universitas Tanjungpura are ready to develop biology learning tools for the Merdeka Curriculum. However, the results also suggest the need to strengthen prospective biology teachers’ holistic understanding of the Merdeka Curriculum.
Preparation of dynamic assessment instruments to improve the understanding of student concepts about disease Afrizal Mahmud; Murni Ramli; Yudi Rinanto
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.v5i2.42345

Abstract

Students often experience difficulties in understanding virus concepts as disease pathogens in biology, making Dynamic Assessment (DA) a promising approach to support conceptual learning through prompts. The purpose of this study was to develop a DA test to improve students' conceptual understanding in 10th grade students about the virus as a disease pathogen and the validity of the instrument. This research is using descriptive qualitative method to explain the steps of arranging DA instrument test. The first was analyzing the literature review to determine the DA format to improve students' cognitive aspects from various international journal databases. The second step was preparing the DA draft. The third step was validating the instrument by experts and assessors. The fourth step was to perform a small-scale test of the instrument. The final step was analyzing the item validity and reliability by using Rasch model and Winstep application. The result shows that the raw variance explained by measures validity is a good criterion by 53.6%. The 1st unexplained variance value of 1.6 resulted in eigenvalue indicating adequate item and observed value of 15% indicating item fit. The result of item reliability is a good criterion by 0.88, while the result of person reliability is an average criterion by 0.70. It can be concluded that the DA test instrument is valid and proper to use.
Representation of the material process of Pande Bosi language in systemic functional linguistics Husniah Ramadhani Pulungan; Nikmah Sari Hasibuan; Alfiansyah Halomoan Siregar; Nurul Hidayah; Cindy Azelia; Dinda Hafizah
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.v5i2.42367

Abstract

Blacksmithing communities and their occupational language are increasingly overlooked amid industrial tool production, yet linguistic studies of blacksmith discourse remain scarce. This study aims to reveal the forms of material process patterns, constituent constructions, and cultural theme patterns in the Angkola blacksmith language (Pande Bosi) through the perspective of Systemic Functional Linguistics (SFL). The study addresses the limitations of previous research that has focused more on other professions, while the transitivity of Pande Bosi language has been minimally examined. Using a descriptive qualitative design, data were obtained from 20 informants aged 30–67 years in Sipange Village. Data collection employed structured interviews using listening, engaging, and speaking techniques, and the analysis followed Spradley’s content analysis model (domain, taxonomy, componential, and cultural themes). The results indicate that the material process in Pande Bosi is divided into happening and doing. Happening is marked by basic verbs and the morpheme {Mar-}, whereas doing appears in creative forms (non-conflated and conflated) and dispositive forms (tending to be passive). Constituent construction is dominated by actors and goals, while beneficiaries and ranges are absent due to brief spoken expressions and frequent omissions. Culturally, inversion prioritizes the process over the actor, reflecting a practical and straightforward communicative character. This study provides initial documentation of Pande Bosi transitivity as a linguistic and cultural representation of the local community.
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.
A factor analysis of academic and socio-demographic determinants of students’ achievement interest in Indonesia Daniar Setyo Rini; Eka Putri Azrai; Fitria Pusparini; Annisa Ramadhani; Ade Nurul Hikmah
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.v5i2.42452

Abstract

The demands of 21st-century skills in the digital era have driven curriculum reforms in Indonesia, including the implementation of the Merdeka Curriculum, which promotes knowledge sharing and encourages students to enhance both academic and non-academic achievements. However, challenges in its implementation have emerged, particularly students’ low participation in achievement-related activities. The purpose of this study is to identify what factors affect students' interest in achievement. This study uses a survey method with a quantitative and qualitative approach. A total of 212 students from 16 public universities and 14 private universities were sampled in this study. Quantitative data collection used three questionnaires, namely work engagement questionnaires for students, deep learning questionnaires, and achievement interest questionnaires. Thematic analysis is used for qualitative data. Based on data analysis, 5 component factors were obtained from the 11 variables tested, including the 1st factor, namely the variables of academic engagement and deep learning (intrinsic academic factors); Factor 2nd: parental educational background; 3rd factor: tribal or cultural background of parents; 4th factor: gender; and the 5th factor: mother's work. Factor 1 (academic intrinsic) significantly had a positive correlation of 3.9% to students' interest in achievement.
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.

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