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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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Mangunan pine forest-based discovery e-module: Effective in improving students’ learning independence and scientific literacy? Renanthera, Putri Prima; Suhartini, S.
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.v6i1.43787

Abstract

Backround- Biology learning should train students independence learning to optimize their science literacy. Objectives-Develop a discovery learning e-module based on the Mangunan pine forest to enhance the independence learning and science literacy of Phase E students on the topic of ecosystems. Methods-This research utilized the ADDIE design model for development. The study was conducted from January 2024-February 2025 at State Islamic High School 4 Bantul, Yogyakarta, Indonesia. The research subjects were media and teaching material experts, subject matter experts, biology teachers, and students. Feasibility and practicality data were collected through product assessment sheets, independent learning through self-assessment sheets, and scientific literacy using essay questions. Feasibility and practicality data were analyzed both descriptively and quantitatively, while effectiveness was assessed using N-Gain and one-way MANOVA. Results-E-module was feasible and practical as a teaching material. The effectiveness test results showed that the N-Gain values for learning independence and science literacy in the experimental group were greater than those in the control group. The one-way manova test results showed that the e-module had a simultaneous effect on learning independence and science literacy. Conclusions-Involving the Mangunan pine forest in the discovery e-module can be an innovation in biology education, training students' learning independence and literacy.
Visualizing the invisible: A deep learning-based VR module to enhance students’ communication of integral area concepts Rosyadi, Alfiani Athma Putri; Utami, Octavina Rizky Putri; Syaifuddin, Mohammad; Zukhrufurrohmah, Z.; Rasheed, Rabia
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.v6i1.43848

Abstract

Background-Students' low mathematical communication skills are caused by difficulties in visualizing abstract calculus concepts, such as integral areas. Objectives-This study aims to develop and evaluate a deep learning-based VR module specifically designed to enhance students' mathematical communication skills. Method-This study is a Research and Development (R&D) project employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research instruments included expert validation sheets, mathematical communication ability tests (pre-test and post-test), and student response questionnaires. Data were analyzed descriptively to determine validity and effectiveness through the N-Gain test. Results-The results indicate that the developed VR module met high validity criteria, with an average score of 88.8% from both subject matter and media experts. The implementation of this module significantly improved students' mathematical communication skills, as evidenced by an increase in the average score from 58.5 to 84.2, with an N-Gain value of 0.62 (moderate category). Conclusions-The deep learning-based VR module is proven to be a valid and effective tool in assisting students to communicate complex mathematical concepts.
Advancing digital pedagogy in culinary education: The ADIT framework Gunawan, Aditia Gustiana; Mariana, Rina Rifqie; Purnomo, P.; Sutadji, Eddy; Joshua, Quinnera Putra
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.v6i1.43914

Abstract

Background-The implementation of VR in culinary education remains limited due to the lack of a systematic learning model that integrates adaptive learning, immersive environments, and technological pedagogy. Objectives-This study aims to develop a learning model that aligns technological innovations in vocational learning. Method-This study used the PRISMA methodology to review literature published between 2017 and 2025 across major academic databases. From an initial pool of studies, 39 peer-reviewed articles met the inclusion criteria and were analyzed to identify dominant theories, commonly used instructional frameworks, and key design components in VR-based vocational education. Results-The findings indicate that widely adopted models such as ADDIE, ASSURE, Dick and Carey, TPACK, and the Technology Integration Matrix lack integrated mechanisms to address adaptive feedback, multisensory engagement, and real-time performance analytics. This limitation in culinary education is that skill acquisition relies on the synchronization of cognitive processes, sensory perception (e.g., visual presentation, timing, and procedural accuracy), and iterative feedback. Conclusions- The ADIT model, consisting of three core components: Adaptive Assessment, Immersive Instructional Design, and Technology Integration, is capable of incorporating real-time analytics to monitor learner performance, enabling dynamic feedback loops and personalized learning paths that connect pedagogy, technology, and professional training.
Institutional education policies and alumni career outcomes in Indonesian state maritime institutes Wibowo, Titis Ari; Sofilda, Eleonora; Kunawangsih, Tri
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.v6i1.44029

Abstract

Background-Indonesian state maritime universities face persistent questions about whether institutional education policies adequately shape the career readiness of graduates entering the shipping transportation industry. Objectives-This study examines how three policy domains — teaching professionalism, curriculum quality, and leadership effectiveness — are understood by stakeholders to shape alumni career outcomes across eight Indonesian state maritime universities. Method-A multi-site qualitative policy inquiry was conducted with 75 purposively selected participants from five stakeholder groups. Data were collected through semi-structured interviews, focus group discussions, and institutional document analysis, and analysed using reflexive thematic analysis (Cohen's kappa = 0.78). Results-Teaching professionalism shaped career readiness through two pathways: competency development and professional socialisation. Curriculum quality influenced outcomes primarily through competency formation, with industry alignment and learning outcome clarity as critical inputs. Leadership effectiveness operated as a contextual enabler rather than a direct career determinant. Industry executives consistently assigned lower effectiveness ratings than all other stakeholder groups across all three domains. Conclusions-Systemic interdependence among the three policy domains argues for integrated, rather than isolated, reform strategies addressing teaching quality, curriculum responsiveness, and leadership governance simultaneously.

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