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All Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Muhammad Satriawan
Surabaya State University
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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Assessing Students’ Physics-Science Literacy Skills on Impulse and Momentum Through Real-Life Activities Laila Rahma Arifah; Muhammad Satriawan; Budi Jatmiko; Binar Kurnia Prahani
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.19036

Abstract

This research aims to analyze students' science literacy on the topic of impulse and momentum based on the Program for International Student Assessment (PISA) competencies. This study uses a descriptive approach involving 22 high school students. The instrument used consisted of three essay questions (constructed-response) developed based on real-world contexts and aligned with PISA science literacy indicators. Students' answers are assessed using a PISA-based scoring rubric to categorize the level of science literacy achievement. The research results show that students' science literacy achievements vary across each competency. The competence to explain phenomena scientifically and design and evaluate scientific investigations falls into the Fair category, while the competence to interpret scientific data and evidence scientifically falls into the Poor category. These findings indicate that students are relatively capable of recognizing and explaining physical phenomena and have a preliminary understanding of scientific investigations, but still struggle with interpreting data and accurately relating it to physical concepts. The implication of this research is the need to strengthen learning strategies that emphasize data interpretation skills, such as thru the analysis of experimental results, graphs, and context-based reasoning questions. Inquiry-based and problem-based learning approaches are recommended to support the more comprehensive development of science literacy. This study has limitations in the small sample size, the limited number of instruments, and the research context being conducted in only one school. Subsequent research is recommended to involve a larger sample and more diverse instruments.
Procedural Logic Gaps in Mitigation Mapping: Content Analysis of QGIS-Based Essay Responses Suci Handayani; Eko Hariyono; Binar Kurnia Prahani; Muhammad Satriawan; Parizal Hidayatullah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.19307

Abstract

Theoretical knowledge about disasters does not always correspond to technical ability in mapping risks. Lombok Island has high tectonic complexity because it is flanked by the Sunda Subduction Zone in the south and the Flores Back-Arc Thrust in the north, which requires precise spatial data-based mitigation strategies. This study aims to reconstruct students' mental models in integrating geospatial technology and disaster content through content analysis of essay answers. The novelty of this study lies in revealing the 'procedural logic gap' that is often overlooked in menu-driven practical assessments. The method used is descriptive-qualitative with a content analysis approach on 35 students of the Physics Study Program who have taken the Mapping course. The analysis framework adopts the Geospatial Technology Competency Model (GTCM) and the SOLO Taxonomy. Research results reveal a sharp cognitive polarization, where the majority of respondents (60%) are at the Pre-structural and Uni-structural levels. Key findings indicate the phenomenon of "Disconnected Cognition"; students understand the conceptual aspects of tectonics (Tier 3 GTCM), yet fail to construct a systematic QGIS workflow (Tier 4 GTCM), which is reflected in fragmented procedure descriptions. The inability to integrate this operational logic causes mitigation map outputs to become merely "visual decorations" without optimal function as a decision-making tool. This study recommends a repositioning of the GIS curriculum to emphasize strengthening system logic rather than merely imitating software procedures.
Co-Authors Binar Kurnia Prahani Budi Jatmiko Eko Hariyono Laila Rahma Arifah Parizal Hidayatullah Suci Handayani