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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 254 Documents
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Bridging science, society, and sustainability: The development of SSI-SDGs guidebook for pre-service biology teachers Jayanti, Ummi Nur Afinni Dwi; Manalu, Kartika; Wiryawan, Yassir Ni'ma Rangga; Fadillah, Neska; Pamungkas, Rahmania
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42595

Abstract

Background-The need for learning resources that effectively integrate Socio-Scientific Issues (SSI) and the Sustainable Development Goals (SDGs) into biology education underlies the effort to prepare pre-service teachers with 21st-century competencies. Objective-The study aimed to design and develop a guidebook for integrating SSI and SDGs in biology learning that is valid, practical, and effective in improving the pedagogical skills of future biology teachers. Method- The study employed the 4D development model proposed by Thiagarajan and was conducted in 2025 in the Biology Education Program at UIN Sumatera Utara, Medan. The participants were students who had completed the Biology Learning Strategies course and enrolled in Biology Lesson Planning course. Data were collected through questionnaires, document analysis, and expert validation. Results-The findings revealed that both students and lecturers still require a systematic guide for integrating SSI and SDGs effectively into biology instruction. The developed guidebook includes theoretical foundations, applied examples, and contextual learning frameworks designed to foster critical thinking, collaboration, and scientific literacy. Validation results confirmed that the guidebook is feasible, practical, and effective for use in biology education. Conclusion- The guidebook was declared valid, practical and limitedly effective in enhancing pedagogical skills of pre-service biology teachers in planning SSI- and SDG-based instruction.
Fostering plant awareness through lesson study: Participatory action research with science teachers Fardhani, Indra; Mulyati, Yayuk; Nugraheni, Dian; Sugiyanto, S.; Arista, Rini Anggi; Qomaliyah, Eka Nurul; Syamsuddi, Imam; Yasin, Ikrar Riyas Mutawaqil; Fitriyati, Umi; Fiel’ardh, Khalifatulloh
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42626

Abstract

Background-Empirical studies that integrate plant awareness into non-botany science topics through lesson study are still limited, particularly in the Indonesian educational context. Objective-This study investigates junior high school science teachers' plant awareness and explores the integration of plant-related content through lesson study to address plant awareness disparity. Method-Conducted with 23 science teachers from the Musyawarah Guru Mata Pelajaran IPA in East Java, Indonesia, the research employed a participatory action research framework. Data were collected via questionnaires, focus group discussions, and observations of lesson study cycles. Results-Findings revealed a disparity in teachers' plant awareness: while they exhibited positive interest and attitudes towards plants, their visual perception often relegated plants to a background role. Furthermore, a significant portion (39.1%) lacked a clear understanding of plant awareness. Through collaborative lesson study, teachers developed and implemented two innovative lesson plans: integrating medicinal plants (jamu making) into the human digestive system topic and using plants as objects for length measurement in physics. Conclusion-The study concludes that while teacher awareness and curriculum representation of plants need improvement, lesson study provides an effective collaborative model for developing engaging, integrative lessons that can help combat plant awareness disparity among students.
Development of environmental change teaching materials based on the local context of Kayu Agung Aprilia, Anisa; Anggraini, Nike; Meilinda, M.
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42725

Abstract

Background-To date, locally contextualized teaching materials on environmental change specific to Kayu Agung have not been developed; therefore, this study aims to address this gap while enhancing students’ environmental awareness through context-based learning. Objective- This study aims to develop teaching materials on environmental change integrated with the local contextual realities of Kayu Agung for Grade X high school students. Method- The research employed a development design using the ADDIE model, limited to the analysis, design, and development stages. Data collection techniques included validation sheets, student response questionnaires, and interviews. The validation process was conducted by two material experts, while a small-group trial involved 10 Grade X students from Kayu Agung 1 Public High School. Results- The validation results indicated that the developed teaching materials were categorized as very feasible, with a percentage score of 92%, while the practicality test results from students were categorized as very practical, with a percentage score of 90%. Conclusion-The environmental change teaching materials integrated with the local context of Kayu Agung are considered feasible and practical for use in learning and have the potential to enhance students’ environmental awareness.
Bibliometric of STEM education research in chemistry: Visualizing trends and scientific collaborations Harahap, Fatma Suryani; Susetyarini, Eko; Purwanti, Elly; Samosir, Benny Sofyan; Aritonang, Syahruddin
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42761

Abstract

Background-Science, Technology, Engineering, and Mathematics (STEM) education has become a key approach in 21st-century learning due to its role in enhancing higher-order thinking skills and interdisciplinary problem-solving abilities. Objectives-This study aims to systematically map the development and research directions of STEM education in the field of chemistry. Method-A bibliometric analysis integrated with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was employed to ensure a transparent and structured article selection process, including identification, screening, eligibility, and inclusion stages. Data were collected from the Scopus database using the keywords “STEM Education” and “Chemistry,” resulting in 132 articles that met the inclusion criteria. The data were analyzed using VOSviewer, Microsoft Excel, and Publish or Perish (PoP) to examine publication trends, international collaboration networks, author productivity, and dominant research themes. Results-The results indicate a significant increase in publications since 2016, with a peak in 2024, reflecting growing global interest in STEM-based chemistry education. The dominant research themes include active learning, systems thinking, virtual learning, and project-based learning, indicating a shift from content-oriented teaching toward the development of scientific and creative competencies. In addition, international collaboration highlights the central role of the United States, Malaysia, and Germany, while contributions from Indonesia and Southeast Asia continue to grow. Conclusion-This study demonstrates that STEM education in chemistry has evolved into a dynamic and globally connected research field. The findings provide strategic insights for future research development, educational policy formulation, and the strengthening of international collaboration in STEM-based chemistry education.
Enhancing problem-solving and collaboration skills through role-playing in problem-based learning Ayu, Fatma Aisyah; Mulyati, Yayuk; Romdaniyah, Sri Wulan; Fardhani, Indra; Arista, Rini Anggi; Ichsan, Mochammad Hannats Hanafi
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42789

Abstract

: Background-Low levels of problem-solving and collaboration skills among junior high school students remain a significant challenge in science learning, particularly due to limited interactive and contextual learning approaches. Objective-This study aims to analyze the potential of integrating role playing into problem-based learning (PBL-RP) to improve junior high school students' problem-solving skills (PSS) and collaboration skills (CS). Method-The research method used was a quasi-experimental design with a non-equivalent control group, involving two classes: an experimental class using the PBL-RP model and a control class using the PBL model. Results-The results showed that the application of PBL-RP was effective in improving students' PSS with a moderate N-gain score, while the PBL class only achieved a low score. The highest indicator of improvement was in the aspect of understanding problems. In addition, student CS in the experimental class increased significantly based on the results of teacher observations, but the increase was not seen in peer assessments due to differences in perception and depth of observation. Conclusion-Overall, the results of the study confirm that PBL-RP has the potential to simultaneously strengthen students' higher-order thinking and collaborative skills and is relevant to 21st-century learning to foster contextual, reflective, and student-centered learning processes.
The effect of Wordwall-based learning game on junior high school students’ communication and collaboration skills Fitrah, Aura Relia; Mulyati, Yayuk; Winarni, Nasrunniati Dyahayu Anggi; Qomaliyah, Eka Nurul; Arista, Rini Anggi; Setiawan, Deny
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42801

Abstract

Background-This study provides an overview of the impact of Wordwall-based learning games on students’ communication and collaboration skills. Objectives-The objectives of this research are: (1) Describe the comparison of communication skills between the control class and the experimental class, (2) Describe the comparison of collaboration skills between the control class and the experimental class, (3) The implications of Wordwall-based learning game for improving students’ communication and collaboration skills. Method-The method used is quantitative study employing an experimental approach. The instruments used include observation instruments for assessing communication and collaboration skills by teachers and peers. Results- The results showed that the t-test results for teacher observations on communication skills were 0.071, for peer observations 0.002, as well as teacher observations on collaboration skills at 0.012, and peer observations at 0.222. The results of the t-test indicated significant differences in several aspects, with the experimental class that implemented Wordwall-based learning game being more effective in improving communication and collaboration skills than the control class. Conclusions- Wordwall-based learning game can be used as a learning innovation to improve students' communication and collaboration skills, while also making learning more interactive and contextual. Wordwall-based learning game is not only able to improve communication and collaboration skills, but can also create a fun, interactive, and more meaningful learning experience.
Research trends linking collaborative learning to student well-being: A systematic review Andini, Thathit Manon; Gusdian, Rosalin Ismayoeng; Widodo, Joko
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.43370

Abstract

Background-In recent years, research attention to collaborative learning (CL) and student well-being has increased, reflecting the growing need to understand how both constructs contribute to learning quality and students’ lived experiences in higher education.Objectives-This PRISMA-guided systematic review maps research trends on the CL–well-being relationship indexed in Scopus from January 2015 to November 2025. Method-Using a structured search strategy, screening, and eligibility checks, 107 open-access empirical journal articles met the inclusion criteria. Descriptive analyses were conducted to examine publication growth, geographic and disciplinary distributions, and dominant patterns using keyword networks, co-citation structures, and highly cited documents. Results-Findings indicate sustained growth—particularly around 2020–2021—alongside concentration of contributions in Global North contexts and the emergence of interlinked themes relating CL to belongingness, peer support, stress reduction, and digitally mediated collaboration. Conclusions-The review highlights persistent methodological and contextual gaps, especially limited longitudinal designs and underrepresentation of Global South perspectives. Future research is recommended to deepen thematic synthesis, broaden cultural contexts, and strengthen cross-national collaboration to develop more inclusive and robust knowledge on how CL supports student well-being.
The effect of AI-assisted problem-based learning strategies on civic education learning outcomes Suarniati, Ni Wayan; Bramantya, Alfan; Pujiati, Eko; Soares, Marçal Vitor
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.43409

Abstract

Background-This study examines the effectiveness of ChatGPT-assisted Problem-Based Learning (PBL) in improving student learning outcomes in civic education. Traditional PBL often relies on tutor facilitation, which can result in inconsistent support and limited access to learning resources. Objectives-This study addresses this limitation by integrating ChatGPT as a support tool within the PBL process. Method-A quasi-experimental pretest–posttest control group design was used, involving 70 undergraduate students divided into an experimental group (ChatGPT-assisted PBL, n = 35) and a control group (conventional PBL, n = 35). Student learning outcomes were measured using a 25-item multiple-choice test. Data were analyzed using ANCOVA to control for pretest differences. Results-The results showed a significant effect of the instructional method on posttest scores, F (1,67) = 22.13, p < .001. The adjusted mean score of the experimental group (M = 86.02) was higher than that of the control group (M = 78.58), with a large effect size (partial η² = .29). Conclusions-These findings indicate that integrating ChatGPT into PBL can improve student learning outcomes by providing consistent support during problem-solving activities. This study contributes empirical evidence on the use of AI in civic education and supports its integration into problem-based learning environments.
Augmented reality in science education: Bibliometric and systematic literature review of trends and outcomes Saputra, Ahmad; Wilujeng, Insih; Wiyarsi, Antuni; Niyamae, Ade Noorliza
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.43412

Abstract

Background-Augmented Reality (AR) has emerged as a prominent technology in science education; however, a comprehensive understanding of its research trends and empirical applications remains limited. Objectives-This study aims to map the research landscape and synthesize empirical evidence on the integration of AR in science education by combining bibliometric analysis and a systematic literature review. Method-A bibliometric analysis of publications indexed in the Scopus database from 2016 to 2025 was conducted using keyword-based search and screening procedures based on predefined inclusion and exclusion criteria to identify relevant studies. Additionally, a systematic review of 32 selected empirical studies was conducted to examine learning outcomes, scientific content, and methodological characteristics. Results-The findings reveal a significant increase in AR-related publications, particularly after 2020, with research focusing on conceptual understanding, motivation, and engagement across educational levels. Physics and general science dominate the subject areas, while quasi-experimental and mixed-methods designs are most commonly employed. Despite its positive impact on cognitive and affective learning outcomes, gaps remain in interdisciplinary content, teacher-focused research, and methodological diversity. Conclusions-This study highlights the growing maturity of AR research in science education while emphasizing the need for broader research scope and more diverse approaches to support future pedagogical innovation.
Modeling cognitive load in problem-based biology learning: Effects of material complexity and teaching strategy Darmawan, Handi; Yuniarti , Netti; Yane, Stephani; Xuan, Tran Thi Huong; Permasari, Ninda
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.43698

Abstract

Background-Although PBL is effective in biology learning, this approach often triggers cognitive overload when the complexity of the material and instructional demands exceed students' working memory capacity, while there is currently no empirically validated causal model available to explain these interactions. Objectives-This study aims to examine the effects of material complexity and teaching strategies on students' cognitive load and to assess the interaction of the two in PBL-based biology learning. Method-A quantitative explanatory design was employed with 240 eighth-grade students from junior high schools in Pontianak, Indonesia. Data were collected using validated 5-point Likert scales and analyzed through Structural Equation Modeling (SEM) via AMOS 26.0, encompassing confirmatory factor analysis, goodness-of-fit evaluation, structural path analysis, and Sobel mediation test. Measurement quality was confirmed with AVE values ranging from 0.58 to 0.65 and CR values from 0.81 to 0.88. Results-Material complexity (β = 0.59; p < 0.001) and teaching strategies (β = 0.38; p < 0.001) significantly predicted cognitive load. A significant mediation effect was confirmed via Sobel test (z = 2.26; p < 0.05), indicating that teaching strategies partially mediate the relationship between material complexity and cognitive load formation. Conclusions-Adaptive instructional design grounded in Cognitive Load Theory encompassing scaffolding, content segmentation, and structured sequencing is essential to ensure PBL is both pedagogically effective and cognitively ergonomic.

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