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Muhammad Asy'ari
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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
Sensory and Statistical Analysis of Banjarbaru Rice Production: Hedonic Evaluation, Sensory Attributes, and Normal Distribution Mahyudi, Fitri; Surti, Surti; Husinsyah, Husinsyah
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.v13i2.15278

Abstract

This study aims to evaluate the sensory quality and consumer acceptability of Banjarbaru-produced rice, including fortified (Fortivit), biofortified (Nutri Zinc), and conventional (Inpari 32) varieties, through hedonic testing and sensory attribute analysis. The research was conducted in Banjarbaru City, South Kalimantan, covering five sub-districts. A total of 25 respondents participated in sensory assessments evaluating color, aroma, taste, texture, and shape on a 4-point Likert scale. In addition to sensory analysis, the study investigated zinc retention during typical household preparation practices, including repeated washing and standard cooking procedures. Micronutrient content was analyzed using standard laboratory methods, while sensory data were statistically tested using one-way ANOVA. Results showed that Fortivit rice exhibited the highest consumer preference across most sensory attributes, particularly in texture (mean score 3.60) and color (3.44), and demonstrated superior zinc retention (86.2%) compared to Nutri Zinc (69.8%) and Inpari 32 (74.3%). Statistically significant differences were observed in the attributes of color, texture, and shape (p < 0.05), confirming Fortivit’s sensory advantage. Nutri Zinc, while nutritionally valuable, received lower scores and suffered higher micronutrient losses during washing and cooking. The findings highlight the dual importance of both nutritional resilience and sensory appeal in increasing consumer acceptance of fortified rice. Fortivit’s extrusion-based fortification technology offers an effective strategy for micronutrient delivery, particularly in stunting-prevalent regions like South Kalimantan. This study supports the promotion of fortified rice as a feasible public health intervention and emphasizes the need for continued innovation and region-specific consumer education to ensure adoption success.
Instrument Response of the Indonesian People's Accelerograph (ARI) Type I Based on MEMS Sensor MPU6050 Akram, Rafi Syah; Satrio, Adji; Sutejo, Bayu; Martha, Agustya Adi; Widodo, Handi Sulistyo; Nugroho, Hapsoro Agung; Prakoso, Tio Azhar; Hudayat, Nurul
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.v13i2.15206

Abstract

The Indonesian People’s Accelerograph (ARI) is an innovative ground motion recording device developed using predominantly local, cost-effective components to accurately monitor and record seismic-induced ground acceleration for disaster mitigation. This study aimed to evaluate the instrument response of ARI Type I, which utilizes a MEMS sensor (MPU6050) to capture dynamic acceleration data crucial for earthquake early warning systems. The research involved a comprehensive methodology comprising hardware design, field testing, and in-depth analysis of the instrument’s response by determining key parameters such as gain, poles, and zeros under various seismic conditions. The hardware was meticulously designed using KiCAD, with the final assembly enclosed in a 3D-printed casing that integrates the ESP32 microcontroller, sensor, SD card, and LCD, while data communication was achieved via I2C and WiFi protocols, and time synchronization was maintained using NTP. Field tests conducted at the UNILA site demonstrated that ARI Type I records ground acceleration on all three axes at a density of 50 signals per second. Data retrieved and processed through Python into a DataFrame confirmed the system’s high sensitivity and reliability, with a measured gain of approximately 3637.48 V/g, poles of 1.39133434×10⁻⁸ and 9.10426934×10⁻², and zeros of –1.52128433×10⁻⁶ and –4.69561707×10³. These promising results validate the potential of ARI Type I as an effective tool for seismic monitoring, contributing to the development of robust early warning systems and enhancing disaster resilience in earthquake-prone regions.
Think-Aloud Protocol as a Method for Exploring and Understanding the Argumentation Skills of Pre-Service Science Teachers Hendratmoko, Ahmad Fauzi; Puspitarini, Sapti; Budiyanto, Mohammad; Rahman, Nanang; Septaria, Kiki; Marpuah, 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.v13i2.15214

Abstract

Argumentation is a core component of critical thinking, one of the essential 21st-century skills. However, exploring this skill remains a challenge, often due to limitations in the available assessment methods. This study aims to offer a solution by utilizing the think-aloud protocol to explore and better understand the argumentation skills of Pre-Service Science Teachers (PSTs). A total of 30 PSTs from a state university in Indonesia participated in the research. Data collection and analysis through the think-aloud protocol were conducted in several stages: procedural briefing, implementation, coding and video analysis, and data interpretation. The findings revealed that the think-aloud protocol was effective in providing deeper insights into argumentation skills and yielded more detailed and accurate data across five key components: claims, evidence, reasoning, counterarguments, and rebuttals. On average, the PSTs demonstrated beginner-level argumentation skills, with the strongest performance in the claim component and weaker results in supporting aspects. Specifically, 5 participants were categorized as proficient, 9 as advanced, 6 as intermediate, and 10 as beginners. These results highlight the need for more effective learning strategies that provide PSTs with greater opportunities to practice constructing and critiquing arguments.
Profiling 4C Skills Through PISA-Based Mathematics Tasks: A Contextual Analysis of Junior High School Students Simanjuntak, Sinta Dameria; Saragih, Sahat; Sitepu, Israil; Noverica, Sondang
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.v13i2.15294

Abstract

The 4C skills—Critical Thinking, Creativity, Communication, and Collaboration—are essential for preparing students to navigate 21st-century challenges. However, results from PISA 2022 and Indonesia's Education Report 2024 reveal that foundational competencies remain low, particularly in rural contexts. This study aims to explore the manifestation of 4C skills among ninth-grade students at SMP Budhi Dharma Balige, North Sumatra, through performance on PISA-based mathematics questions. Employing a qualitative descriptive design, data were collected from 31 students using two PISA tasks and an unstructured teacher interview. Responses were assessed using a rubric-informed framework, and analysis followed the Miles and Huberman model. Results show that while students demonstrate strong communication and procedural reasoning (96.77% correct in Q1 Part 2), performance in critical thinking and argumentation remains limited (only 35% success in Q2 Part 3). The main barrier is the lack of integrated instructional strategies that promote higher-order and collaborative learning. The study concludes that while 4C skills are beginning to develop, their progression is fragmented and requires targeted pedagogical reforms. Recommendations include the use of project-based learning, culturally responsive instruction, and formative assessments to ensure equitable 4C development in under-resourced schools.
Development of an Ethnomathematics Module Based on the Pancasila Student Profile in Learning Flat and Solid Geometry Fitri, Anisa; Sari, Astrid Chandra
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.v13i2.14690

Abstract

This research aims to develop module with context ethnomathematics wisdom local Bojonegoro on geometry, flat and solid geometric shapes that are valid and practical and have potential effects. This study is a development research using the ADDIE model. The subjects of this study include validators (media experts, material experts), mathematics teachers, and 8th grade students. Data collection techniques were carried out by interviews, filling out questionnaires, and tests. Based on research results, developed modules own validity of 0.82 so that categorized as very valid. The practicality of the module based on teacher responses of 84% is in the very practical category and student responses (small groups) of 97.2% are in the very practical category. Meanwhile , the use of module show positive impact to student learning outcomes of 75.9% are in the good category. Based on these data, the module ethnomathematics based on Pancasila student profile on flat and solid geometry material proven to be very valid, practical, and shows impact positive on student learning outcomes so that worthy used in learning.
Bridging Sustainability and Pedagogy: A Narrative Review of Education for Sustainable Development (ESD) Implementation in Indonesian Science Education Nugroho, Unggung Eri; Nugroho, Ary Susatyo; Hayat, Muhammad Syaipul; 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.v13i2.15116

Abstract

This narrative review explores the integration of Education for Sustainable Development (ESD) within Indonesian science education, focusing on elementary to upper secondary levels between 2020 and 2024. The study aims to analyze how ESD has been operationalized across science subjects—particularly in physics, biology, and interdisciplinary IPAS—through various instructional models. It further evaluates curriculum alignment, identifies implementation challenges, and highlights pedagogical innovations that support sustainable learning outcomes. Using a narrative synthesis approach, ten empirical studies were examined based on inclusion criteria emphasizing Indonesian science contexts, ESD orientation, and modular or project-based designs. Data were organized into six thematic categories: STEAM integration, differentiated instruction, project-based learning, ecoliteracy, digital media, and curriculum-policy gaps. Tabled analyses captured subject focus, instructional tools, ESD competencies addressed, and reported outcomes. The review finds that while teachers frequently initiate ESD-based practices through creative instructional strategies—such as ProBLES, PJBL, and ecoliteracy modules—systemic curriculum integration remains limited. Notably, the absence of formal ESD indicators in core topics like rotational dynamics constrains scalability. Nonetheless, significant cognitive and affective gains were observed, including increases in critical thinking, creativity, environmental care, and systems awareness. Community partnerships and digital media tools also show potential to amplify ESD awareness among young learners. These findings suggest a pressing need for structured curriculum reform and professional development to institutionalize ESD in science education. The review contributes a nuanced understanding of localized ESD practice and offers a roadmap for aligning policy, pedagogy, and sustainability competencies.
Identifying Analytical Thinking Skills in Forestry Students: Understanding Climate Change Awareness in the 21st Century Context Muhali, Muhali; Hulyadi, Hulyadi; Khaeruman, Khaeruman; Gargazi, Gargazi; Azmi, Irham
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.v13i2.13644

Abstract

Climate change is a critical global issue with complex and far-reaching impacts that extend beyond the environment to include social, economic, and health dimensions. Addressing these challenges requires future professionals, such as forestry students, to develop strong analytical thinking skills, particularly in identifying and formulating environmental problems. Despite the growing recognition of climate change, limited research exists on forestry students’ understanding and analytical response to this issue, especially within specific regional contexts such as West Nusa Tenggara (NTB), Indonesia—a region particularly vulnerable to climate-related effects. This study aims to examine the level of awareness among forestry students regarding climate change issues in NTB and to evaluate their problem-identification and problem-formulation skills based on the phenomenon of global warming in the area. The novelty of this research lies in its regional focus, as NTB is seldom featured in climate literacy studies despite its unique climatic challenges. Using a descriptive quantitative method, data were collected from 26 forestry students enrolled in a Basic Chemistry course through an essay-based test administered in October. The variables observed were environmental awareness, problem-formulating ability, and problem-identifying ability. Data analysis was conducted descriptively and presented in tables and graphs. Results showed low student performance across all variables, with mean scores of 44.6 (awareness), 50.96 (problem formulation), and 40.76 (problem identification). These findings underscore the urgent need for strategic, problem-based educational approaches to improve students’ climate awareness and analytical competencies, ultimately preparing them to effectively contribute to sustainable environmental solutions in their future professional roles.

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