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Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Published by Universitas Pendidikan Mandalika
ISSN : 25407899     EISSN : 23384530     DOI : https://doi.org/10.33394/j-ps
Core Subject : Science, Education, Social, Engineering,
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other
J-PS (Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram) was published by the Faculty of Science, Engineering, and Applied Science Universitas Pendidikan Mandalika. J-PS containing scientific articles in the form of research and literature.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 17 Documents
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Search results for , issue "Vol 13, No 2: April 2025" : 17 Documents clear
The Effect of Focus Group Discussion Learning Method on Cognitive Ability and Cooperation Skills of Students on Redox Material Harfiah, Vivin Fasihatul; Rahmawan, Setia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.14412

Abstract

This research was motivated by the misconceptions about teacher learning methods in chemistry subjects. This study aims to determine the effect of Focus Group Discussion method on cognitive abilities and cooperation skills of students on redox material. The research method used is quasi experiment. The results showed that the application of learning with the Focus group discussion method was more effective than the lecture method. Based on the statistical analysis test of the cognitive ability of the experimental class, the average value of the pretest and posttest was 62.79 and 74.85, respectively. In the control class, the average pretest and posttest scores were 61.76 and 69.41, respectively. The results of the cooperation skills analysis test of the experimental class obtained an average value of 63, 35, and 75, 76. In the control class, the average pretest and posttest scores were 29.65 and 38.47, respectively. Overall, the data showed that the application of the Focus Group Discussion learning method was able to improve the cognitive abilities and cooperation skills of students in understanding abstract concepts in redox material. Thus, the Focus Group Discussion method is potential to be applied in other STEM learning materials to encourage active attitudes and critical thinking of students in learning.
Analysis of Science Problem Solving Ability in terms of Learning Style of Junior High School Students Putri, Amelia Nabila; Syahrin, Rania Alfi; Inayah, Nailil; Prahani, Binar Kurnia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.12581

Abstract

This study aims to identify students' learning styles, assess their science problem-solving abilities, and analyze these abilities in relation to their learning styles on the topics of vibration, wave, and sound. Employing a quantitative descriptive approach, data were collected through tests, observations, and interviews. Instruments included a learning style questionnaire, problem-solving ability test, and interview guidelines. The findings reveal four learning styles among students—visual (25%), auditory (13%), kinesthetic (58%), and visual-kinesthetic (4%)—with kinesthetic being the most prevalent. However, 71% of students demonstrated low science problem-solving ability, with an average score of 52.9. Specifically, problem-solving performance was categorized as low across all four indicators: understanding the problem (36.5%), planning the solution (29.2%), implementing the solution (29.7%), and rechecking the answer (18.3%). Students with visual learning styles performed better in all problem-solving stages compared to their auditory and kinesthetic peers. This study highlights the need for tailored teaching strategies to improve problem-solving skills, particularly for students with auditory and kinesthetic learning styles, as no prior research has focused on the interplay between learning styles and problem-solving abilities in the context of vibration, wave, and sound materials.
Analysis of Correction for the Indonesian People's Accelerograph (ARI) based on MEMS ADXL 355 Satrio, Adji; Hidayat, Nurul; Martha, Agustya Adi; Widodo, Handi Sulistyo; Nugroho, Hapsoro Agung; Akram, Rafi Syah; Sutejo, Bayu; Prakoso, Tio Azhar
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15139

Abstract

Indonesia, geographically situated on the Pacific Ring of Fire, has one of the highest potentials for earthquake and tsunami disasters worldwide, second only to Japan. These seismic events pose significant threats, including loss of life and infrastructure damage. One of the key strategies to mitigate earthquake risks is the implementation of Earthquake Early Warning System (EEWS) technology, which heavily relies on the spatial distribution of accelerographs. The Indonesian People's Accelerograph (ARI) has been designed as an affordable and independently built solution to record ground vibration acceleration, utilizing the MEMS-based ADXL 355 sensor and an ESP32 microcontroller for efficient EEWS implementation. This study focuses on the development and correction of the ARI system to enhance instrument response accuracy by analyzing ground acceleration vibration data through an inversion-based method applied to ARI recordings. The results demonstrated that the ARI accelerograph exhibits pole values of 1.31260317e-07 and -2.43562359e-02, zero values of -1.23898531e-06 and 2.77232055, and a gain of 72.97. These findings confirm that the ARI accelerograph provides reliable seismic data, highlighting its potential as an essential tool in reducing earthquake risk and mitigating seismic disaster impacts through improved earthquake early warning capabilities.
ESD-Oriented Project-Based Differentiated Learning Model to Develop Critical Thinking Skills and Biodiversity Literacy Pratiwi, Hetty; Rita, Endah; Roshayanti, Fenny; Patonah, Siti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15111

Abstract

The 21st-century learning must integrate learning models that are appropriate to students' needs in facing the challenges of the times. This study aims to develop a project-based differentiated learning model oriented to Education for Sustainable Development (ESD) to improve students' critical thinking skills and biodiversity literacy. This model was designed by integrating a differentiation approach, project-based learning, and sustainability values. Validation by experts showed that this model has a high level of relevance and integration, with an average score of 4.7 on a scale of 5. Implementation of the model on high school students showed a significant increase in critical thinking skills (18.5 points) and biodiversity literacy (17.7 points) based on the results of the pre-test and post-test. The success factors of this model include contextualization of materials, differentiation approaches, and integration of sustainability values. These results indicate that this model is effective and relevant to be applied in biodiversity learning in high schools. This study recommends further development with a wider population to ensure the sustainability of its impact. The implementation of this model should be accompanied by comprehensive training for teachers to ensure a deep understanding of the principles of differentiation, project-based learning, and ESD values.
ChatGPT in Physics Education: A Content-Based Analysis on Newtonian Force Problems Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi; Nisrina, Nina; Asy'ari, Muhammad
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15824

Abstract

The integration of artificial intelligence (AI) in education has significantly transformed learning environments, particularly through the use of large language models (LLMs) such as ChatGPT. While these tools show promise in supporting science and technology education, their effectiveness in solving domain-specific problems, such as Newtonian mechanics, remains under-explored. This study aims to evaluate the capability of ChatGPT in solving essay-type physics problems involving Newton’s Laws of Motion, with a specific focus on force analysis. Using a content-based qualitative evaluation method, the research was conducted in three stages: development and validation of conceptual physics problems, submission of these problems to ChatGPT, and assessment of the AI-generated responses by expert reviewers. The problem used in this study required decomposition of forces on an inclined plane under idealized, frictionless conditions. ChatGPT's responses were evaluated across three dimensions: scientific accuracy, logical coherence, and contextual relevance. The findings indicate that while ChatGPT was able to provide structured and numerically accurate responses, it lacked depth in reasoning and failed to explicitly articulate physical assumptions and validation steps, such as analyzing counteracting gravitational forces. These limitations point to the model's partial conceptual understanding and highlight the need for human oversight. The study concludes that ChatGPT holds potential as a supplementary learning aid, particularly for reinforcing procedural knowledge. However, its use must be carefully integrated into instructional contexts that promote critical thinking and conceptual verification. Recommendations are offered for its pedagogical implementation, along with a call for further research into AI's role in physics education.
Revealing Argumentation Skills of High School Students in Biology Learning through Toulmin Argumentation Pattern Rawe, Nining Sahara H A; Zubaidah, Siti; Susanto, Hendra
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.14837

Abstract

Argumentation skills are one of the skills that students must have in the 21st century.  Argumentation skills are important to develop because they can train students to communicate effectively in education, especially in science learning. This study aims to determine the description of students' argumentation skills, especially in biology subjects on environmental change material. The type of research used is descriptive quantitative using essay tests. 51 high school X-grade students were selected as samples in this study. The validity value of each item instrument is 0.403-0.596, meaning that all instrument items are said to be valid. The reliability result of the instrument is q = 0.736 (Cronbac's Alpha>0.60), so the instrument used is reliable. The results showed that the argumentation ability of students of the claim component was included in the highest component, with 66.2%, followed by the data component 23%, warrant 5.9%, backing 2%, and rebuttal 0% and the level of argumentation ability of students was still at level 1-2, the argumentation ability of students using claims, level 1 as much as (67.5%), supported by evidence, level 2 as much as (11.75%), warrants, level 3 as much as (2%), backing, level 4 as much as (0.5%), while the appearance of qualifiers and rebuttal, level 5 as much as (0%). The results show that there is a need for more attention to students through future research efforts should focus on implementing interventions to improve argumentation skills in students such as structured debates or problem-based learning and other learning models. It is important for students and teachers to collaborate with each other in honing argumentation skills to improve the quality of learning.
Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices Gradini, Ega; Firmansyah B, Firmansyah B; Noviani, Julia; Ulya, Khairatul
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15099

Abstract

Despite increasing emphasis on Higher-Order Thinking Skills (HOTS) in mathematics curricula, classroom implementation remains limited and inconsistent. This qualitative study explored HOTS implementation in mathematics education, aimed to (1) identify effective instructional strategies for fostering HOTS, (2) examine teacher’ challenges, and (3) analyze classroom practices. The study involved 25 stratified junior high school mathematics teachers, with data collected over one academic year through semi-structured interviews, classroom observations, and document analysis. Thematic analysis followed Braun and Clarke’s six-phase framework.. The study highlights that an integrated instructional framework combining inquiry-based learning, collaborative practices, progressive learning support tailored to student needs, and technology significantly enhances higher-order thinking in mathematics. It demonstrates that aligning teacher beliefs, professional development, and systemic curricular support not only validates but also strengthens effective pedagogy for meeting the contemporary demands of critical thinking and problem-solving. Implementation is hindered by misalignment between curriculum goals and classroom realities, assessment practices, and theoretical professional development. Mathematics classrooms are progressively shifting toward critical problem-solving approaches, with teachers integrating analysis, evaluation, and creative tasks. Students demonstrate greater engagement with authentic tasks that connect to real-world contexts. These findings support the redesign of professional development programs and curriculum planning to enhance HOTS implementation in mathematics education.
Botanical Literacy in the Last Ten Years: Insights from Scopus Husamah, H.; Permana, Tutut Indria; Rahardjanto, Abdulkadir
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15160

Abstract

This systematic literature review examines the evolution of botanical literacy research over the last decade, based on 32 Scopus-indexed studies. Nine research questions (RQs) explore publication trends, geographical distribution, subject areas, funding sponsors, co-occurring keywords, influencing factors, effective strategies, and emerging themes. Data collection followed the PRISMA protocol, with bibliometric analysis and VOSviewer used to explore trends, while Scopus AI facilitated thematic and content analysis. The analysis identified a sevenfold increase in publication volume from 2017 to 2024, with notable peaks in 2022 (n=7) and 2024 (n=7). These findings reflect a growing academic recognition of the crucial role plants play in tackling global environmental challenges. The United States and the United Kingdom lead in research, while Asian countries such as Indonesia remain underrepresented (less than 5% of total publications), highlighting the need for a more inclusive, global approach. The study also reveals the interdisciplinary nature of botanical literacy, encompassing environmental sciences, agriculture, social sciences, and fields like computer science and psychology. Key factors influencing botanical literacy include lack of interest, poor educational materials, and ineffective teaching methods. Effective strategies identified include inquiry-based learning and integrating botanical education into daily life. Emerging themes emphasize “Scientific Literacy in Environmental Contexts” as a recurring focus, reinforcing the relevance of botanical literacy in environmental education.
The Use of Padlet Application as a Reflection Tool for Science Teachers' Teaching Practice: A Mixed Methods Study Wahyuni, Sri; Fadly, Wirawan
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.14942

Abstract

Many science teachers have not yet used reflection as a means of learning evaluation, making it difficult for them to identify problems and find solutions. They also face challenges in determining the right medium for reflection. This study aims to explore the use of Padlet as a reflection tool for science teachers. A mixed-method approach was employed, involving three science teachers as qualitative data sources and 52 students as quantitative research subjects, divided into two classes. Data analysis was conducted using N-Vivo for qualitative data and SPSS for quantitative data, with t-tests and N-Gain tests applied to test the hypotheses. The results indicate that all three teachers agreed that using Padlet significantly improves learning quality. Quantitative data confirms the effectiveness of Padlet in enhancing reflective skills, with a t-test result of 0.000 and an N-Gain score of 75%. These figures indicate that learning with Padlet, integrated with the Group Investigation model in the experimental class, is categorized as effective. This study serves as a reference for science teachers to innovate in using technology for learning reflection, as Padlet has been proven to facilitate reflection for both teachers and students in science education.
Guided Research-Based Learning in Fostering Research Creativity for Biodegradable Plastic among Prospective Primary School Teachers Sukardi, Rendi Restiana; Rakhmayanti, Fully; Nurhidayatulloh, Nurhidayatulloh; Rahmadiyani, Alya; Jusoh, Mohd Yahya Fadzli; Avila, Roel Verdadero; Anantanukulwong, Roseleena; Kurnia, Nova
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15164

Abstract

Indonesia’s position as the world’s second-largest contributor to plastic waste reflects deeply rooted patterns of unsustainable consumption. Addressing this critical issue requires innovative educational strategies to cultivate environmental responsibility and creative problem-solving in future teachers. This study examines how a guided research-based learning (GRBL) model can transform the perceptions of prospective primary school teachers regarding plastic waste management—shifting from conventional 3R (Reduce, Reuse, Recycle) actions to designing environmentally friendly bioplastics. Employing a one-shot case study design, the research was carried out over one semester in a science education course involving 214 fifth-semester students enrolled in a primary teacher education programme. They were divided into 54 groups. Data were collected through observation sheets, student worksheets, and creativity assessment rubrics. The findings suggest that GRBL prompted students to critically engage with sustainability issues by exploring the biodegradability of various natural materials. Most participants selected starch-based substances due to their accessibility and assumed ecological benefits. However, the resulting bioplastic products predominantly exhibited characteristics of modification and imitation rather than originality or innovation. The proportion of students proposing plastic from organic materials increased significantly from 22.2% to 66.7%, with 27.8% suggesting edible straw ideas. While these developments are promising, the ideas lacked originality and were limited to modifications and imitations. This indicates that while GRBL broadened students’ views on waste solutions, their creative outputs remain limited by insufficient scientific exploration and design experience. The study concludes that GRBL has strong potential to foster sustainability-oriented thinking in teacher education, especially when paired with deeper inquiry and iterative practice. These findings highlight the need for science teacher education to embed structured, hands-on research experiences that connect scientific knowledge with real-world environmental issues, preparing future educators to promote both creativity and ecological awareness in the classroom.

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