Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Current Educational Review
Rizka Sofia Irawan
University of Mataram
Education Languange, Linguistic, Communication & Media Mathematics

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

Found 3 Documents
Search

 1 
Mapping Research Trends on the Culturally Responsive Transformative Teaching (CRTT) Learning Model to Improve Critical Thinking Skills Ryya Aulia Assirri; Nisa Hidayatullah; Riska Dia Sapitri; Rizka Sofia Irawan; Sri Suci Lestari
Current Educational Review Vol. 2 No. 1 (2026)
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 Riska Dia Sapitri; Devi Ayu Septiani; Rizka Sofia Irawan; Ryya Aulia Assiri; Sri Suci Lestari
Current Educational Review Vol. 2 No. 1 (2026)
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.
Research Trends on the Use of Chemistry Comics Based on Project-Based Learning to Improve Science Process Skills Rizka Sofia Irawan; Aris Doyan; Samsul Sahidi; Ridha Zulfatun Nafisah; Muhammad Isro’; Hidayatullah Hidayatullah; Nisa Hidayatullah; Riska Dia Sapitri; Ryya Aulia Assirri
Current Educational Review Vol. 2 No. 2 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i2.514

Abstract

Chemistry learning requires students not only to understand abstract concepts but also to engage in scientific activities that form the foundation of science process skills; therefore, instructional innovations that support concept visualization and foster inquiry are essential. In this context, the present study aims to analyze research trends on the use of Project-Based Learning (PjBL) chemistry comic media to enhance students’ science process skills during the period 2016–2025. This study employed a descriptive–analytical method using a bibliometric approach by examining 1,000 Google Scholar–indexed documents with the assistance of Publish or Perish and Dimensions AI to identify publication patterns, dominant keywords, and the most influential journal sources. The findings indicate a significant increase in publications since 2022, with both print and digital comics emerging as effective media for visualizing chemical concepts and supporting scientific work within PjBL. These findings align with Bruner’s constructivism and Paivio’s Dual Coding Theory, which emphasize the importance of visual representation and authentic learning experiences. The study concludes that integrating chemistry comics with PjBL has strong theoretical and empirical legitimacy as an approach capable of strengthening students’ science process skills. Practically, the results suggest the need for more systematic implementation of comics and PjBL in science curricula to support creative, contextual, and scientifically literate learning
Co-Authors Aris Doyan Devi Ayu Septiani Hidayatullah Hidayatullah Muhammad Isro’ Nisa Hidayatullah Ridha Zulfatun Nafisah Riska Dia Sapitri Ryya Aulia Assiri Ryya Aulia Assirri Ryya Aulia Assirri Samsul Sahidi Sri Suci Lestari