Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Pijar MIPA Indonesian Journal of Innovation in Education Research
Assirri, Ryya Aulia
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemistry Education Energy Languange, Linguistic, Communication & Media Mathematics Physics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Application of the Differentiated Learning Model of Independent Curriculum in Improving Learning Outcomes Assirri, Ryya Aulia
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.v20i4.9259

Abstract

One important aspect of the Independent Curriculum is differentiated learning, which recognizes individual differences in students and provides learning experiences that are tailored to their needs and interests. This article will analyze the application of differentiated learning models to improve student learning outcomes in essential materials of elementary school science subjects. This research is a quantitative descriptive study, using the method Independent Samples T-Test, consisting of experimental classes and conventional classes to see if there are differences in learning outcomes using a differentiated learning model..Based on the results of the data analysis, a significance value of 0.000 was obtained, because this significance value is much smaller than 0.05, it can be concluded that there is a significant difference between the two groups being compared. These results show that there is a difference in learning outcomes using a differentiated model according to the characteristics of essential material in the Independent Curriculum, namely, the flexibility of learning in the classroom. Differentiated learning is an important strategy in responding to today's educational challenges to meet the unique needs and potential of each student.
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
Co-Authors Hidayatullah, Nisa Irawan, Rizka Sofia Ni Luh Putu Pebri Artayani . Sapitri, Riska Dia Satutik Rahayu