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All Journal Chemistry Education Practice Jurnal Ilmiah Profesi Pendidikan Indonesian Journal of Innovation in Education Research Contextual Natural Science Education Journal Jurnal Profesi Dan Manajemen Pendidikan
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
Tren Penelitian Pengembangan Bahan Ajar Menggunakan Model Dick and Carey dalam Pendidikan IPA Rizka Sofia Irawan; Muhammad Isro’ Hidayatullah; Satutik Rahayu; I Putu Artayasa
Jurnal Profesi Dan Manajemen Pendidikan Vol. 1 No. 1 (2026): February
Publisher : Lembaga Einstein

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63987/jpmp.v1i1.285

Abstract

Pengembangan bahan ajar IPA yang berkualitas memerlukan kerangka desain pembelajaran yang sistematis untuk mendukung pembelajaran bermakna serta penguasaan kompetensi abad ke-21, sehingga Model Dick and Carey menjadi salah satu pendekatan yang paling banyak digunakan dalam pengembangan perangkat pembelajaran. Penelitian ini bertujuan untuk memetakan tren, fokus kajian, dan arah perkembangan penelitian terkait pengembangan bahan ajar menggunakan Model Dick and Carey dalam konteks pendidikan IPA. Metode yang digunakan adalah analisis bibliometrik terhadap publikasi terindeks Scopus pada periode 2016–2025, dengan proses seleksi literatur mengikuti alur PRISMA serta analisis data menggunakan Scopus Analytics dan VOSviewer. Hasil penelitian menunjukkan adanya peningkatan jumlah publikasi yang signifikan, khususnya pada periode pascapandemi, dominasi artikel jurnal sebagai jenis dokumen utama, kontribusi geografis yang kuat dari Amerika Serikat dan Asia Tenggara, serta fokus tematik utama pada desain pembelajaran, pengembangan modul, dan integrasi teknologi pembelajaran. Analisis kata kunci juga mengindikasikan adanya pergeseran penelitian dari kajian konseptual menuju implementasi bahan ajar digital, media interaktif, dan pembelajaran yang berorientasi pada kompetensi. Disimpulkan bahwa Model Dick and Carey tetap relevan dan adaptif sebagai kerangka kerja dalam pengembangan bahan ajar IPA. Implikasinya, model ini dapat dijadikan landasan dalam pengembangan perangkat pembelajaran berbasis bukti, sementara penelitian selanjutnya direkomendasikan untuk mengeksplorasi integrasi STEM, pembelajaran berbasis kompetensi, serta konteks implementasi yang lebih beragam.
Analisis Keterlaksanaan Materi Asam Basa Dalam Pembelajaran Kimia Di Kelas XI SMAN 1 Lembar Rizka Sofia Irawan; Nisa Hidayatullah
Chemistry Education Practice Vol. 9 No. 1 (2026): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v9i1.9257

Abstract

This study aims to analyze the implementation of acid-base material in chemistry learning for grade XI students at SMAN 1 Lembar. The background of this study is the importance of acid-base chemistry, which has broad applications in everyday life, but students often have difficulty understanding the concept in depth. The research used a descriptive quantitative approach with purposive sampling, involving 3 chemistry teachers and 30 students who had studied the material. Data were collected through teacher and student questionnaires and learning observation sheets, and then analyzed as percentages to determine the implementation category. The results showed that the learning implementation was in the good category (61–75%). The learning evaluation indicator obtained the highest score (68%), while conceptual understanding received the lowest (61.07%). Learning planning (70.66%) was higher than implementation (64%), indicating a gap in curriculum implementation. The low conceptual understanding requires contextual and HOTS-based strategies, a wider variety of learning resources, the development of assessments that measure higher-order thinking skills, as well as support from school policies and ongoing teacher training.
Co-Authors Muhammad Isro’ Hidayatullah Ni Luh Putu Pebri Artayani . Nisa Hidayatullah Nisa Hidayatullah Riska Dia Sapitri Ryya Aulia Assirri Satutik Rahayu