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All Journal Jurnal Ilmiah Profesi Pendidikan Indonesian Journal of Innovation in Education Research Contextual Natural Science Education Journal
Rizka Sofia Irawan
Universitas Mataram
Earth & Planetary Sciences Education Energy Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mapping Research on Educational Supervision in Science Practicums to Improve Students’ Science Process Skills Rizka Sofia Irawan
Contextual Natural Science Education Journal Vol. 3 No. 3 (2025): July - September 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i3.1312

Abstract

Educational supervision plays a crucial role in improving the quality of instruction, particularly in science practicum activities aimed at developing students’ science process skills. This study aims to describe research trends on the implementation of educational supervision in science practicums to enhance science process skills. The method employed is descriptive-analytical by reviewing 1,000 documents indexed in Google Scholar from 2016 to 2025 using Publish or Perish and Dimensions AI. The results show a dynamic pattern of publication growth, with a significant increase from 2016 to 2020 followed by fluctuations in subsequent years. Most publications are journal articles, indicating strong peer-reviewed scholarly attention in this field. Bibliometric mapping identifies four dominant themes: learning quality, laboratory management, teacher professional development, and the strengthening of science process skills. These findings confirm that well-planned and collaborative educational supervision in science practicum activities contributes to improving both teacher competence and students’ scientific abilities. The implications suggest that the results of this study can serve as a reference for teachers, schools, and supervisors in designing supervision strategies that are more effective, relevant, and sustainable.
Relevansi Interaksi Model Pembelajaran Berbasis Masalah dan Gaya Kognitif Terhadap Kemampuan Berpikir Kritis Peserta Didik Nisa Hidayatullah; Rizka Sofia Irawan
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.
Exploring the Application of the Borg & Gall Development Model in Science Education: A Review of Literature Ryya Aulia Assirri; I Putu Artayasa; Nisa Hidayatullah; Riska Dia Sapitri; Rizka Sofia Irawan; Satutik Rahayu
Indonesian Journal of Innovation in Education Research Vol. 2 No. 2 (2026): July
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 Ni Luh Putu Pebri Artayani . Nisa Hidayatullah Riska Dia Sapitri Ryya Aulia Assirri Satutik Rahayu