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All Journal Jurnal Pengabdian Magister Pendidikan IPA Jurnal Pijar MIPA Indonesian Journal of Innovation in Education Research
Sapitri, Riska Dia
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Biochemistry, Genetics & Molecular Biology Chemistry Education Energy Languange, Linguistic, Communication & Media Mathematics Physics Other

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Identification of Ethnoscience in Peringgesela Weaving as a Learning Resource for Environmental Chemistry Al Idrus, Syarifa Wahidah; Rahmawati, Rahmawati; Sapitri, Riska Dia
Jurnal Pijar Mipa Vol. 20 No. 4 (2025): Special Issue
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i4.6226

Abstract

In the context of environmental chemistry learning, ethnoscience can be used to connect scientific concepts with cultural values. This learning helps students understand the importance of environmental conservation through a relevant and contextual approach. This study aims to identify the ethnoscience of Peringgesela weaving as a learning resource for Environmental Chemistry. The subjects of this study were Peringgesela weaving craftsmen. The research methods were observation, interview and documentation. The results showed that natural dyes such as tarum, mengkudu, and turmeric contain active compounds that represent chemical concepts such as redox reactions, acid-base, and extraction. In addition, the fixation process using synthetic fixation materials such as alum with the molecular formula KAl(SO4)2, lime Ca(OH)2 and tunjung (FeSO4) with waste that is directly disposed of in the surrounding waters. The absence of waste management shows the basic principles of environmental chemistry. The integration of ethnoscience in learning resources for Environmental Chemistry allows students to understand science concepts more contextually, relevantly, and deeply.
Analysis of the Urgency of Material and Main Aspects of the Essential Concept of Natural Science in Kurikulum Merdeka Sapitri, Riska Dia; Susanti, Dian
Jurnal Pijar Mipa Vol. 20 No. 4 (2025): Special Issue
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i4.9241

Abstract

Understanding the urgency of the material and the main aspects of the essential concepts of science is very important in learning. This study aims to analyse the urgency of the material and the main aspects of the essential concept in learning Natural Sciences (IPA) in the Independent Curriculum at the junior high school level. The Independent Curriculum provides flexibility for educators in designing contextual learning that is relevant to the needs of students, so that the selection of essential materials becomes very crucial. This study uses quantitative descriptive analysis with a simple random sampling technique on science teachers in Mataram City. Data was collected through a Likert-scale questionnaire to measure the level of urgency of science materials and the essentiality of aspects of the learning process. The results showed that most of the science materials, such as "Substances and Their Changes", "Life Organization Systems", and "Energy and Its Changes" were categorized as very urgent, with an average score of 3.44. In addition, aspects of the science learning process, such as "science-based problem solving", "science project development", and "science literacy skills", were also considered very essential, with an average score of 3.40. However, there are two materials with a moderate level of urgency, namely "Electricity and Magnetism" and "Human Reproductive System". Meanwhile, only one aspect of learning is considered essential (not very essential), namely "application of science in everyday life". This finding indicates the importance of adjusting the curriculum and learning strategies to ensure optimal achievement of competencies. Recommendations are directed to curriculum developers and educators to focus on materials and aspects of learning that best support students' scientific literacy and 21st-century skills.
Indonesian Teachers Perspective on the Characteristics and How to Teach Science in Elementary School Sapitri, Riska Dia; Irawan, Rizka Sofia; Assirri, Ryya Aulia
Jurnal Pijar Mipa Vol. 20 No. 7 (2025)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i7.9369

Abstract

Science education plays a critical role in shaping students' scientific literacy and attitudes. Teachers' perspectives on the nature of science (NoS) are central to how science is taught in classrooms, particularly at the elementary level. This study aims to analyse the views of elementary school teachers in Indonesia on the fundamental characteristics of science and how they implement these views in their teaching practices. Using a descriptive quantitative approach, complemented by Focus Group Discussions (FGD), data were collected from 52 teachers across diverse geographical regions, including West Nusa Tenggara, Java, and East Nusa Tenggara. The data were analysed based on four core aspects of the nature of science: science is interesting to study, science is useful in life, science continues to develop, and science is a global human endeavour. The results show that most teachers have very positive views on the first three aspects, while their understanding of the global dimension of science is categorised as good. Further analysis revealed no significant differences in teachers' views based on length of service, gender, or PPG (Teacher Professional Education) status. These findings suggest the need to enhance teachers' pedagogical competence through globally oriented training programs and contextualised science teaching approaches. This study contributes to improving the quality of science education by encouraging a more holistic and globally relevant understanding of science among primary school teachers.
Dodal Lala: Pemanfaatan ampas pembuatan minyak sumbawa sebagai bahan pangan Hakim, Aliefman; Siahaan, Jackson; Loka, I Nyoman; Apriani, Senly; Sapitri, Riska Dia
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 4 (2025): Oktober-Desember 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i4.13727

Abstract

Sumbawa oil is a traditional medicine renowned for its efficacy in treating various ailments. This oil continues to be produced today using a variety of spices. Most of the production residue comes from coconut milk curd (blondo). The caramelization process of blondo produces a sweet flavor. This residue is then processed into high-value snack products. Dodal is tested organoleptically to ensure the taste, color, and aroma of the spices in the product are pleasant to consume. This testing is conducted to ensure the quality of the dodal due to high-temperature heating. Dodal is packaged in ready-to-eat packaging, making it convenient for use and storage. This processing ensures that the oil residue (in the form of dodal) has a long shelf life for extended storage and adds economic value to the local community.
ADDIE Model in Developing Culture-Based Learning Modules Sapitri, Riska Dia; Rahayu, Satutik; Artayasa, I Putu; Assiri, Ryya Aulia
Indonesian Journal of Innovation in Education Research Vol. 2 No. 2 (2026): In Press
Publisher : Yayasan Arfah Bin Haji Muhammad Saleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63980/ijier.v2i2.109

Abstract

The development of culture-based learning modules is increasingly important in creating contextual, meaningful, and relevant learning for students. This study aims to analyze the use of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model in the development of culture-based modules and assess its impact on the quality of the process and learning outcomes. The method employed is a qualitative descriptive approach, based on a literature review of 24 relevant scientific articles. Data were analyzed using content analysis techniques, mapping the application of the ADDIE model at each stage, and identifying patterns of integration of local wisdom in the modules. The results indicate that cultural integration is consistently carried out across all ADDIE stages. The analysis stage focuses on mapping students' needs and the relevance of local culture; the design stage incorporates cultural elements in the structure, illustrations, and learning activities; the development stage produces authentic and engaging digital and printed modules; the implementation stage shows increased motivation and learning participation; and the evaluation stage demonstrates the effectiveness of the modules by improving learning outcomes, cultural literacy, and character building. All studies show a high level of module validity and positive responses from students and teachers. Overall, the application of the ADDIE model has proven efficient and flexible in the development of culture-based learning modules. Cultural integration not only strengthens conceptual understanding, but also fosters students' appreciation for local identity
Exploring the Application of the Borg & Gall Development Model in Science Education: A Review of Literature Assirri, Ryya Aulia; Artayasa, I Putu; Hidayatullah, Nisa; Sapitri, Riska Dia; Irawan, Rizka Sofia; Rahayu, Satutik
Indonesian Journal of Innovation in Education Research Vol. 2 No. 2 (2026): In Press
Publisher : Yayasan Arfah Bin Haji Muhammad Saleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63980/ijier.v2i2.112

Abstract

The Borg & Gall Research and Development (R&D) model is a methodological framework widely applied in science learning development because it focuses on solving learning problems through empirical data-based evaluation and revision. This study aims to describe and analyze trends in the application of the Borg & Gall model in science learning development, including variations and modifications in stages, evaluation strategies, development outcomes, and challenges reported in previous research. The method used was a literature review using the SPIDER (Sample, Phenomenon of Interest, Design, Evaluation, Research type) approach. A systematic literature search was conducted through Google Scholar, ERIC, and ScienceDirect databases. The results indicate that most studies do not fully implement the Borg & Gall stages, but instead simplify or integrate them with other instructional design models to accommodate the learning context, time constraints, and resource constraints. The dominant evaluation strategies include expert validation, phased field trials, and measuring effectiveness through pre-test and post-test designs. In general, the developed science learning products were declared valid, practical, and effective, although they still face challenges in terms of time, cost, technical competence, and generalizability of the results
Co-Authors Aliefman Hakim Apriani, Senly Assiri, Ryya Aulia Assirri, Ryya Aulia Dian Susanti Hidayatullah, Nisa I Nyoman loka Irawan, Rizka Sofia Jackson Siahaan Ni Luh Putu Pebri Artayani . Rahmawati, Rahmawati Satutik Rahayu Syarifa Wahidah Al Idrus