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H. Husamah
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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
Deep learning pedagogy to boost motivation and early numeracy–literacy in Indonesian early childhood education Siti Hamidah; Ria Arista Asih; Ermanu Azizul Hakim; Nova Ariani
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.v5i2.42601

Abstract

Early-childhood education requires learning experiences that are emotionally engaging and contextually meaningful to support emergent literacy–numeracy. This study examines how Deep Learning (mindful, meaningful, and joyful learning) is implemented in a preschool setting and how it relates to children’s learning motivation and numeracy–literacy. A qualitative descriptive case study was conducted at TK ‘Aisyiyah II Banyuwangi, Indonesia, involving 20 children, two teachers, and one principal. Data were gathered through classroom observations, semi-structured interviews, and documentation and were analyzed using the Miles and Huberman interactive model (reduction–display–verification). Implementation through a Mini-Market Project was associated with stronger intrinsic motivation (enthusiasm, focus, independence) and observable gains in recognizing numbers/symbols, simple words, and money values within a playful and contextual environment. Teacher adaptability, institutional support, and parent collaboration emerged as key enabling factors. Deep Learning pedagogy is feasible for early-childhood classrooms and can strengthen motivation and emergent numeracy–literacy when embedded in authentic projects aligned with the Merdeka Curriculum and ESD-oriented learning goals.
Teachers' well-being and mental health in Indonesia: Does work-related stress mediate the relationship? Heleni Filtri; H. Hardi; Nisaul Hasanah
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.v5i2.42607

Abstract

The quality of learning in the educational process is determined by the quality of teachers, which is characterized by their psychological well-being. In fact, there is still very little research on teachers' psychological well-being and work stress in Indonesia. This study aims to determine the effect of well-being on mental health, mediated by work stress, among teachers in Indonesia. This study is a cross-sectional study. The study involved 201 teachers of all levels in Indonesia using quota sampling. The data collection techniques for well-being, stress, and mental health, using non-test methods, involved valid and reliable instruments. The research data were analyzed using descriptive quantitative analysis, path analysis, and Sobel's test. The path analysis results show that teacher welfare has a direct effect on teacher stress levels. Furthermore, teacher stress levels have a direct impact on teacher mental health, while the stress scale acts as a mediator in the relationship between welfare and teacher mental health. The findings of this study are expected to form the basis for the development of policies and programs for teachers in Indonesia that are more appropriate for improving the welfare and mental health of teachers and educational standards in Indonesia.
Islamic Academic Supervision Model: Enhancing the quality of Islamic religious education in Muhammadiyah junior high schools Akhmad Fakhrur Rouzi; H. Husamah; B. Budiono; Hawaree Lambensa
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.v5i2.42645

Abstract

The need to improve the quality of Islamic Religious Education (PAI) in faith-based schools has become increasingly urgent as teachers face challenges of professional competence, administrative burden, and limited supervisory support that hinder effective classroom practice. This study investigates the Islamic Academic Supervision Model (IASM) as an empirically grounded framework for enhancing the quality of PAI learning in Muhammadiyah junior high schools in Malang, Indonesia. Using a qualitative case study design, the research explored supervisory practices, challenges, and their implications for instructional quality improvement. The study was conducted at four Muhammadiyah junior high schools or Sekolah Menengah Pertama (SMP)—SMP Muhammadiyah 1, 2, 4, and 6—between January and June 2025. Data were gathered through in-depth interviews, classroom observations, and document analysis involving principals, Islamic teachers, students, and a supervisor from the Ministry of Religious Affairs. Triangulation of sources and methods and member checking ensured credibility, while data were analyzed using the Miles and Huberman interactive model. Findings show that supervision follows structured, collaborative, and reflective stages: (1) planning and scheduling, (2) classroom observation, (3) evaluation and feedback, and (4) follow-up. Constraints include time limitations, overlapping duties of principals, and inadequate facilities, but effective supervision improved teachers’ pedagogical competence, documentation, classroom management, and student engagement. The IASM emphasizes spiritual-reflective dialogue, contextual evaluation, and collaborative improvement, integrating Islamic values with professional standards. This model strengthens the pedagogical and moral dimensions of teaching, enhances learning quality and students’ religious character, and serves as a replicable framework for faith-based schools pursuing holistic quality assurance.
Development of integrated science instructional materials using Rowntree model to promote 21st century ecoliteracy Azmi Al Bahij; Julia Anis Handayani; Apri Utami Parta Santi; Erna Yayuk
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.v5i2.42741

Abstract

The 4.0 Revolution and 21st-century challenges necessitate an education system that integrates 4C skills (Critical Thinking, Communication, Collaboration, and Creativity) with environmental awareness. This study aims to develop and evaluate the feasibility, practicality, and effectiveness of Integrated Science learning tools focused on ecoliteracy for fourth-grade elementary school students. Using the Research and Development (RnD) method with the Rowntree model, the development process progressed through three stages: planning, development, and evaluation. The research was conducted at FIP UMJ Lab School with 19 students and one teacher as subjects. Data were collected using validation sheets, questionnaires, and pre-test/post-test instruments. The results demonstrate high validity across all aspects: language (98%), media (94%), and material (88%), categorizing the tools as "highly valid." Practicality tests yielded excellent scores from the teacher (96.7%) and students (94.7%), indicating that the tools are user-friendly and engaging. Furthermore, the effectiveness test showed an N-Gain score of 0.478 (medium category), proving that the tools significantly improve student learning outcomes. In conclusion, the Rowntree-based integrated science learning tools are feasible and effective for fostering ecoliteracy and 21st-century skills in primary education, providing a holistic solution to environmental education challenges.
Integrating project-based and experiential learning for lower secondary competencies: A mixed-methods study Siti Zaenab; Lise Chamisijatin; S. Sukarsono; Diani Fatmawati
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.v5i2.42884

Abstract

Project-Based Learning (PjBL) is widely promoted for fostering higher-order thinking, collaboration, and problem-solving, yet its application in lower secondary schools often encounters issues of fluctuating motivation and uneven engagement. This study examined the effectiveness of a PjBL model explicitly structured through Experiential Learning phases in enhancing Grade 8 students’ cognitive, affective, and psychomotor competencies at SMP Muhammadiyah 02 Batu, Indonesia, and explored its implementation across six subjects and students’ perceptions of their learning. Using a mixed-methods Concurrent Triangulation design, 12 teachers joined a professional development workshop before six “model teachers” designed and implemented PjBL units aligned with Kolb’s cycle (experiencing–reflecting–thinking–acting). Data were obtained from teacher knowledge tests, student pre- and post-tests, attitude and skill ratings, student perception and experience questionnaires, and systematic classroom observations, and were analyzed descriptively and thematically. Teacher understanding improved (mean score 8.0 to 9.0/10), and students’ knowledge increased in Science, Social Studies, Mathematics, Indonesian Language, and Arts & Culture, with skills averaging 73–80 and most attitudes rated A or B. Students strongly agreed that PjBL improved collaboration but reported limited consistent reading of project materials. Overall, the integrated model enhanced multiple competence dimensions and was positively received, though stronger support for self-regulated learning and more rigorous future research designs is recommended.

Page 4 of 4 | Total Record : 35

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