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Assirri, Ryya Aulia
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Biochemistry, Genetics & Molecular Biology Chemistry Mathematics Physics

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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): in Progress
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.
Co-Authors Irawan, Rizka Sofia Sapitri, Riska Dia