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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 258 Documents
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Mangunan pine forest-based discovery e-module: Effective in improving students’ learning independence and scientific literacy? Putri Prima Renanthera; S. Suhartini
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 Alfiani Athma Putri Rosyadi; Octavina Rizky Putri Utami; Mohammad Syaifuddin; Z. Zukhrufurrohmah; Rabia Rasheed
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 Aditia Gustiana Gunawan; Rina Rifqie Mariana; P. Purnomo; Eddy Sutadji; Quinnera Putra Joshua
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 Titis Ari Wibowo; Eleonora Sofilda; Tri Kunawangsih
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.
Mathematical modelling through semiotic reasoning: Exploring elementary school students' problem-solving processes Sony Darmawan; Adinda Silvy Wijaya; Dyah Worowirastri Ekowati; Moh. Mahfud Effendi; Akhsanul In'am; Laraib Aftab Khokhar; Salatou Touray; Rabia Rasheed
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.v6i1.43629

Abstract

Background-Mathematical reasoning has become important in mathematics education, particularly in understanding how students interpret and solve word problems. Semiotic reasoning, involving signs, symbols, verbal expressions, and visual representations, is essential for explaining students’ construction of mathematical meaning. Objectives-This study explores semiotic reasoning models used by elementary school students in solving word problems related to distance, speed, and time. Methods-This study employed a descriptive qualitative approach through observation, interviews, and documentation of students’ written answers. The data identified students’ semiotic reasoning models in solving word problems. The subjects were Grade 5 and 6 students of SD Muhammadiyah 9 Malang. Results-Students’ semiotic reasoning models were identified through problem-solving analysis and interview confirmation. The findings revealed three models: A-A-I-G-I-J-A-J, A-I-G-I-J, and A-A-A-I-G-A-A-A-A-J, where A (Analysis), I (Integration), G (Generalisation), and J (Justification). The first model shows reflective integration of symbolic, verbal, and graphic representations. The second indicates direct connection between symbols and justification. The third reflects repeated analytical evaluation to ensure the accuracy of students’ mathematical problem-solving processes and meaningful representation use. Conclusions-These findings reveal the importance of semiotic reasoning in facilitating students’ understanding of abstract mathematical concepts and contributing to adaptive, multimodal mathematics learning strategies.
Developing a mitigation board game integrating animal and plant behavioral indicators to foster problem-solving skills Agung Wibowo; Evi Fitriana; Dinar Arsy Anggarani; Ajeng Daniarsih; Moch Dicky Novaldi; Halimatus Sa'diyah; Noviansyah Kusmahardhika
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.v6i1.43840

Abstract

Background-Problem-solving skill is one of the essential 21st-century competencies that should be enhanced through contextual learning. Disaster mitigation learning in schools generally remains theoretical and has not fully encouraged students’ active participation in developing higher-order thinking skills. Objectives-This study is aim to develop a disaster mitigation board game integrating animal and plant behavioral indicators to examine its validity, practicality, and effectiveness in enhancing students’ problem solving skills. Method-This research and development employed the ADDIE model, consist of analyze, design, development, implement, and evaluate. The research subjects were 21 students of tenth-grade high school. Data were collected through media and material expert validation sheets, student response questionnaire, and problem-solving skill tests. Data were analyzed using descriptive quantitative analysis, N-Gain calculation, and paired sample t-test. Results-The validation results showed that the media obtained a score of 95% from media experts and 97% from material experts, categorized as very valid. Student responses indicated a practicality level of 92.33% categorized as very practical. The N-Gain value of 0.704 was classified as high effectiveness, and the paired sample t-test results revealed a significant improvement in students’ problem-solving skills (0.00, p<0.05) and Cohen’s d 2.65.  Conclusions-The disaster mitigation board game indicated potential effectiveness in improving students’ understanding of adaptive behavior in living organisms within disaster context, as well as fostering critical and collaborative thinking skill. Further research is suggested to use massive field trial thus develop digital version to increase interactivity and accessibility.
Exploring science teachers’ readiness for deep learning implementation through teaching module analysis and lesson study Yayuk Mulyati; Nasrunniati Dyahayu Anggi Winarni; Indra Fardhani; Erni Yulianti; H. Habiddin; S. Sugiyanto; Umi Fitriyati; Elisa Mariana Magnani; Erti Hamimi
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.v6i1.42792

Abstract

Background-This study examines junior high school science teachers’ readiness to implement deep learning (DL) within the Merdeka Curriculum through teaching module analysis, surveys, UbD-based workshops, and Lesson Study (LS). Objectives-The objectives of this study are: (1) to analyze the cognitive levels of learning objectives (LO) and their alignment with DL principles, and (2) to evaluate the development of teachers’ reflective practices through LS. Method-This study employed a mixed-methods approach, combining survey data from 22 teachers with qualitative analysis of teaching documents, classroom observations, and LS reflections. Results-The findings show that 77% of teachers designed lessons collaboratively and 45% developed relatively complete learning tools, although only 4% applied UbD principles. Analysis of 90 LOs indicates that 70.45% were categorized as lower-order thinking skills (LOTS), dominated by C2 (51.13%) and C3 (15.91%), while HOTS remained limited. The average alignment between assessment and LO reached ±89%, but was mostly structural rather than conceptual. LS implementation improved teachers’ awareness of alignment and reflective practices, particularly in LS-2. Conclusions-These findings indicate that teachers demonstrate emerging readiness for DL; however, continuous support is needed to strengthen conceptual alignment and meaningful learning design.
Analysis of elementary school teacher education students' perceptions of potentials and challenges of implementing the deep learning approach Meilani Tirta Sari; Mazda Leva Okta Safitri; Nurdin Kamil; Bunda Harini; Ilham Arya Susanto; Ari Saputra; A. Aswasulasikin
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.v6i1.43296

Abstract

Background-Twenty-first-century education necessitates the development of critical, creative, and problem-solving capabilities, for which the Deep Learning Approach, grounded in the principles of mindfulness, meaningfulness, and joyfulness, is considered a relevant solution. As prospective teachers, the perceptions of Elementary School Teacher Education students regarding this approach are vital for its successful implementation. However, previous research on these perceptions has been general and has not specifically examined the context of the Elementary School Curriculum holistically. Objective-This study aims to analyze the perceptions of Elementary School Teacher Education students concerning the potential and challenges of utilizing the Deep Learning Approach in Elementary Schools. Method-A quantitative method with a survey design was employed. The sample consisted of 86 Elementary School Teacher Education students from Sriwijaya University, selected purposively based on the criteria of having completed the 5th semester and having participated in relevant training. Data were collected using a Likert scale questionnaire and analyzed using descriptive statistics. Results-The results indicate that students perceive the approach as having significant potential to enhance intrinsic motivation, 21st-century skills, collaborative learning environments, and student autonomy. Conversely, they also recognize complex challenges, such as the need for longer time allocation, limitations in technological infrastructure, difficulties in transforming teachers' mindsets, the complexity of the assessment system, and the need for massive and continuous teacher training. Conclusion-The conclusion suggests that while promising, the implementation of the Deep Learning Approach in Elementary Schools requires a systematic strategy encompassing curriculum adjustments, enhanced infrastructural support, and ongoing professional development for teachers to realize its potential optimally.

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