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All Journal Chemistry Education Practice Jurnal Ilmiah Profesi Pendidikan Jurnal Pijar MIPA Indonesian Journal of Innovation in Education Research Current Educational Review
Irawan, Rizka Sofia
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Biochemistry, Genetics & Molecular Biology Chemistry Education Energy Languange, Linguistic, Communication & Media Mathematics Physics Other

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Pengaruh Pembelajaran Berbasis Proyek Berbantuan Media Komik Terhadap Keterampilan Proses Sains Kimia Materi Laju Reaksi pada Siswa Kelas XI MIPA SMAN 1 Lembar Irawan, Rizka Sofia; Haris, Mukhtar; Hidayanti, Ermia
Chemistry Education Practice Vol. 7 No. 2 (2024): Edisi November
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v7i2.6625

Abstract

This study aims to examine the impact of project-based learning supported by comic media on students' chemical science process skills in the experimental class XI MIPA at SMAN 1 Lembar, focusing on reaction rate material. The measured science process skills include observing, hypothesizing, planning experiments, using tools and materials, classifying, and communicating. Project-based learning is a method that emphasizes problem-centred instruction, problem-solving, decision-making, and collaborative opportunities for students. This quasi-experimental research employed a pretest-posttest control group design. From a population of 130 students, 62 samples were selected using a one-stage cluster sampling technique and divided into an experimental group (XI MIPA 1) and a control group (XI MIPA 2). Data analysis using N-Gain calculations revealed that the experimental class experienced a medium-level improvement (0.335), significantly higher than the control class's low-level improvement (0.011). Furthermore, the statistical analysis showed that tcount (3.15) exceeded ttable (1.671) at a 5% significance level, indicating that the use of project-based learning supported by comic media had a significant influence. The study concluded that while there was no significant difference between the pretest and posttest results of the two classes, project-based learning with comic media significantly enhanced the chemical science process skills of students in the experimental class compared to those in the control class, particularly for reaction rate material.
Relevansi Interaksi Model Pembelajaran Berbasis Masalah dan Gaya Kognitif Terhadap Kemampuan Berpikir Kritis Peserta Didik Hidayatullah, Nisa; Irawan, Rizka Sofia
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3572

Abstract

Guru memiliki gaya mengajar yang berbeda-beda, tetapi guru harus mampu menyesuaikan lingkungan pembelajaran dengan kondisi peserta didik sehingga terjadi interaksi yang positif antara guru dan peserta didik. Interaksi positif ini salah satunya dapat dicapai dengan memahami karakteristik peserta didik (Rusnilawarni, 2017). Karakteristik yang dimaksud adalah cara peserta didik merespon sesuatu ketika dihadapakan pada situasi dan kondisi pembelajaran.Penelitian ini bertujuan untuk menganalisis relevansi interaksi antara model pembelajaran berbasis masalah dengan gaya kognitif terhadap kemampuan berpikir kritis peserta didik. Jenis penelitian yang digunakan adalah quasi experimental dengan desain penelitian factorial design. Populasi pada penelitian ini adalah seluruh peserta didik kelas XI IPA di MAN 1 Lombok Tengah. Pengambilan sampel penelitian menggunakan teknik purposive sampling. Teknik pengumpulan data dalam penelitian ini diambil mengggunakan instrumen kemampuan berpikir kritis peserta didik yang berupa tes uraian sebanyak 10 butir soal dan pengumpulan data gaya kognitif menggunakan instrumen Group Embedded Figure Test (GEFT). Hipotesis penelitian diuji menggunakan uji anova dua arah atau two way anova. Hasil penelitian menunjukkan bahwa tidak terdapat interaksi antara gaya kognitif dan model pembelajaran berbasis masalah terhadap kemampuan berpikir kritis peserta didik dengan nilai taraf signifikan 0,097>0,050. Dengan demkian, berarti tidak terdapat interaksi antara gaya kognitif dan model pembelajaran terhadap kemampuan berpikir kritis peserta didik.
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.
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
Mapping Research Trends on the Culturally Responsive Transformative Teaching (CRTT) Learning Model to Improve Critical Thinking Skills Assirri, Ryya Aulia; Hidayatullah, Nisa; Sapitri, Riska Dia; Irawan, Rizka Sofia; Lestari, Sri Suci
Current Educational Review Vol. 2 No. 1 (2026): March
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i1.509

Abstract

This study aims to map research trends on the Culturally Responsive Transformative Teaching (CRTT) learning model in an effort to improve students' critical thinking skills from 2016–2025. The study was conducted through bibliometric analysis using data obtained from Google Scholar, processed with Publish or Perish, Dimensions.ai, and visualized using VOSviewer. A total of 200 documents were analyzed using the PRISMA flow to identify publication developments, source types, citations, and keyword relationships. The results show that the CRTT research trend has increased significantly in the last decade, with a dominance of scientific articles and an increase in citations on topics related to science learning, ethnoscience, cultural literacy, and the development of critical thinking skills. Keyword analysis revealed that terms such as curriculum, century skill, STEM, action, and lesson study have become important focuses in the development of CRTT. Network and overlay visualizations show a shift in research from conceptual studies to contextual implementation based on local culture and technology integration. These findings confirm that CRTT is a relevant pedagogical approach for building transformative, culturally responsive learning, and is effective in developing students' critical thinking skills in various educational contexts. This study provides a foundation for further research as well as practical recommendations for implementing the CRTT model in schools and developing a culture-based curriculum
Mapping Research Trends in the Development of Local Wisdom-Based Teaching Modules to Improve Science Literacy: A Review Sapitri, Riska Dia; Septiani, Devi Ayu; Irawan, Rizka Sofia; Assiri, Ryya Aulia; Lestari, Sri Suci
Current Educational Review Vol. 2 No. 1 (2026): March
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i1.510

Abstract

Local wisdom-based learning modules are teaching materials that integrate cultural practices, values, and local environmental contexts to create meaningful science learning experiences. In the context of science learning, the use of local wisdom-based modules has been proven effective in improving students' scientific literacy, as students not only understand the concepts but also relate them to real phenomena in their daily lives. This study aims to identify and analyze research trends regarding the development of local wisdom-based learning modules to improve scientific literacy. The methods used are descriptive and analytical. Data were obtained from documents indexed by Google Scholar and Dimensions for the period 2016–2025 using the Publish or Perish and Dimension.ai tools. The data analyzed included the type of publication, publication source, and the most cited research title. Data analysis was conducted using bibliometric methods with the help of VOSviewer software. The results of the analysis show that the research trend from 2016 to 2025 experienced a significant increase, although there was a slight decrease in 2025 due to the incompleteness of the current year's data. Numerous documents, including articles, proceedings, book chapters, preprints, monographs, and edited books, discuss the development of local wisdom-based modules to strengthen scientific literacy. Keywords frequently used in this research include: local wisdom, science literacy, education, culture, digital literacy, and learning.
Co-Authors Assiri, Ryya Aulia Assirri, Ryya Aulia Hidayanti, Ermia Hidayatullah, Nisa Lestari, Sri Suci Mukhtar Haris Ni Luh Putu Pebri Artayani . Sapitri, Riska Dia Satutik Rahayu Septiani, Devi Ayu