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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 6 Documents
 1 
Search results for , issue "Vol 8, No 1: June 2020" : 6 Documents clear
The Effect of National Examination and Curriculum on Students’ Performance in Solving TIMSS Model Mathematics Problems Anwaril Hamidy; J. Jailani; Fathur Rahman
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 8, No 1: June 2020
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (848.901 KB) | DOI: 10.33394/j-ps.v8i1.1991

Abstract

This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two ways analysis of variance. Data analysis revealed that there were significance main effect of national examination and curriculums, also interaction  effect between of them on mathematic achievement. There were significance main effect of national examination and curriculums on content domain. But, there was no significance interaction effect between of them on performance in solving geometry. There were significance main effect of national examination and curriculums on cognitive domain. But, there was no significance interaction effect between of them on knowing thinking level.
Environmental Literacy of Islamic Boarding School Students: Study in MA Bilingual-Sidoarjo, East Java, Indonesia H. Husamah; Fuad Jaya Miharja; Dewi Arif Hidayati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 8, No 1: June 2020
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (841.365 KB) | DOI: 10.33394/j-ps.v8i1.2766

Abstract

Environmental literacy (EL) must be implanted in education, including at the Islamic Boarding School. This study aimed to analyze the EL of students (focus on ecological knowledge/EK, verbal commitment/VC, and actual commitment/AC) in MA Bilingual-Sidoarjo. The approach used was a quantitative approach, supported by qualitative data. This research was ex-post facto, for three months. The research subjects were 120 students (40 each grade), taken by purposive sampling. EL was assessed using MSELS/I. The analysis was carried out by tabulating it into Microsoft Excel 2010. The results showed various EL scores. The aspects of EK vary, from sufficient to high levels. Students in class XI and XII-IPA have a relatively high EK score, while students of class X-IPS have low score. The distribution of students' EK scores in one class group was very diverse. Students tend to have an attitude (VK) that agrees to take pro-environmental actions, especially on small things, but the opposite in terms related to the system and the involvement of many people. At the level of behavior (AC), students tend to show pro-environmental actions. Thus it can be concluded that EL students tend to be diverse, tend to increase their quality according to class level.
The Effect of PBL Model and Learning Styles on Mathematical Problem-Solving and Self Esteem Abilities Wangsit Rigusti; Heni Pujiastuti; Anwar Mutaqin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 8, No 1: June 2020
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1080.695 KB) | DOI: 10.33394/j-ps.v8i1.2683

Abstract

This study aimed at determining whether the PBL model and learning styles could influence the students' mathematical problem-solving and self-esteem abilities. This study was a quasi-experimental study, in which in include of two classes namely X MIPA 1 class (Mathematics and Natural Sciences); moreover, there were 24 students who used the PBL learning model as an experimental class and X MIPA 2 (Mathematics and Natural Sciences) that consisted of 22 students used a scientific learning model as a control class at SMAN 17 Pandeglang on the academic year of 2019/2020. In addition to the learning model, the students were also categorized based on visual, auditory, and kinesthetic learning styles. The data were collected by means of learning style questionnaires, problem-solving ability test, and self-esteem questionnaires. The data analysis was performed statistically both descriptive and inferential. The validity of mathematical problems was based on the expert assessment and validity test while the reliability was tested using product moment correlation. Pre-test and post-test data had been tested and both of them were homogeneous and normally distributed. The homogeneity test used Lavene test and the normality test used Chi Square. The influence test was performed using statistics, the average difference test, the two-way ANOVA test, and the Post Hoc follow-up test with Scheffe. All data were processed using SPSS. This study indicated the success by obtaining a significant value of 0.00 <α. Hence, it can be concluded that there is an effect of the implementation of PBL models and learning styles on mathematical problem-solving and self-esteem abilities.
The Combination of Small Group Discussion and ARCS (MODis-ARCS Strategy) to Improve Students’ Verbal Communication Skill And Learning Outcomes Ika Nurani Dewi; S. Safnowandi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 8, No 1: June 2020
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (835.937 KB) | DOI: 10.33394/j-ps.v8i1.2478

Abstract

This study aimed at discovering the implementation of MODis-ARCS strategy to students’ verbal communication skill and learning outcomes. This study was a quasi-experimental using non- equivalent control group design. Purposive sampling was used to collect the data. There were 65 students of information technology education (control) and physics education (experimental) who used as the samples of study. The MODis-ARCS strategy was implemented on the experimental group, while small group discussion was used in the control group. Data collection techniques used test instrument that was in the form of essay items and non-test which was in the form of observation sheets of communication skill. Validity scores, Cronbach’s coefficient alpha, n-gain, independent sample t-test and paired t-test were used as the data analysis techniques. The results of study indicated that 1) n-gain of students’ learning outcomes and verbal communication skill for the control group was 0.12 and 0.07, in which it was categorized as low, while for the experimental group was 0.29 and 0.48 in the moderate category. 2) Both of groups had similar initial abilities, and there was a difference on the learning outcomes, as well as the verbal communication skill between the control and experimental classes, 3) There was an improvement on the students’ learning outcomes and verbal communication skill on the control and experimental groups, in which the significance value was ɑ=5%; however, the improvement of experimental group was greater than the control group. Therefore, it can be concluded that the MODis-ARCS strategy can improve the students’ verbal communication skill and learning outcomes.
The Effect of Guided Inquiry Learning Model to the Metacognitive Ability of Primary School Students Intan Dwi Hastuti; Yuni Mariyati; S. Sutarto; Chairun Nasirin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 8, No 1: June 2020
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (710.391 KB) | DOI: 10.33394/j-ps.v8i1.2615

Abstract

This study aimed at analyzing the effect of guided inquiry learning to the metacognitive ability of primary school students on the material of Least Common Multiple (KPK) and Greatest Common Divisor (FPB). The type of study was a mixed-method using quantitative and qualitative methods. There were 55 students of 4th grade used as the subjects of study. Two learning models were compared, namely guided inquiry learning model and conventional learning model. The students’ metacognitive ability was measured by means of problem-solving test on the material of Least Common Multiple (KPK) and Greatest Common Divisor (FPB). The quantitative analysis data used descriptive and inferential statistical tests. According to the results of data analysis, it was discovered that the t-test of sig (2-tailed) from the independent samples t-test of post-test was 0,00 (p = <0,05); this indicated that there was a significant difference on it. This showed that there was a difference of students’ metacognitive ability for both classes in solving the problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB) after the guided inquiry learning was implemented. Consequently, it can be concluded that there is a significant effect on the implementation of guided inquiry learning model to improve the students’ metacognitive ability in solving the material problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB).
Development of the Test Instrument for Measuring Students' Critical Thinking Abilities on Fluid Material Ni Nyoman Sri Putu Verawati; Saiful Prayogi; Muhammad Yusril Yusup; Hafsah Taha
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 8, No 1: June 2020
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1929.158 KB) | DOI: 10.33394/j-ps.v8i1.2487

Abstract

This study aimed to develop a test instrument to measure students' critical thinking skills on fluid material.  Characteristics of the instrument and its validity estimation are also described. This research and development study employed five stages of research, namely information collecting (literature review and preparation of the subject matter), planning (defining and formulating objectives), developing preliminary form of the test instrument, preliminary field testing (expert validation), and main product revision (in accordance with the recommendations in the preliminary field testing). The content and construct validity were estimated by expert validation. Results of the instrument validation showed average scores for each component (content validity index of 4.63 and construct validity of 4.75), both of which are in the very valid category. The final result of the instrument validation is 4.69 (very valid if: Va > 4.21), with 98.7% reliability. Description of the study result is presented further in this article.

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