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<![CDATA[Implementation of Project Based Learning on Student Reasoning on Covid-19 Disaster Mitigation ]]>
<![CDATA[Kiki Septaria]]>;
<![CDATA[Binar Ayu Dewanti]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v9i1.2951
<![CDATA[Disaster mitigation is activity that very important to teach and learning to someone as early as possible. Disaster mitigation can teach through positive activities such as school learning. This study aims to describe the implementation of Project Based Learning on students' reasoning for Class VII Covid-19 Disaster Mitigation at SMP 1 Maduran. This research is very much needed to see students' reasoning for understanding the concept of Covid-19 disaster mitigation and to train Covid-19 disaster preparedness as early as possible for students of SMPN 1 Maduran. The research method used One Group Pre-test Post-test Design with 30 students of grade VII at SMPN 1 Maduran. The results generally showed increase student reasoning with an average N-Gain score of 0.68 in the moderate category. The results of the increase in reasoning on each indicator, (1) namely explaining the relationship between the elements in the problem increased with an average N-Gain score of 0.58 in the moderate category, (2) made the problem solving project structure increase with an average N-Gain score of 0.76 with the High category, and (3) realizing projects that have been designed in the form of completion results increased with an average N-Gain score of 0.67 in the moderate category. Based on the data generated, it can be shown that learning using Project Based Learning is able to improve students' reasoning in class VII Covid-19 disaster mitigation material at SMPN 1 Maduran. Future research expected to be able measure students' creativity in the process of problems solving in mitigating the Covid-19 disaster.]]>
<![CDATA[The Effect Entrepreneurship Education and Subjective Norm on Biology Students’ Self-Efficacy in Entrepreneurial ]]>
<![CDATA[Agus Muliadi]]>;
<![CDATA[Baiq Mirawati]]>;
<![CDATA[Saiful Prayogi]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v9i1.3981
<![CDATA[This study aims to determine the effect of entrepreneurship education and subjective norms on students’ self-efficacy in the field of entrepreneurship. This study is an exploratory research with 35 students’ of biology education as research subjects. The research instrument used is a closed questionnaire with answers that are degraded according to the Likert scale which has been declared valid and reliable to use. Analysis of research data used is descriptive statistics and inferential statistics with multiple linear regression test at a significance level of 5%. The results of the study show that (1) students' perceptions of entrepreneurship education have an average of 3.15 in the Good category, subjective norms of 3.06 in the Good category, and self-efficacy of 3.12 in the Good category; (2) There is an effect of entrepreneurship education and subjective norms on students’ self-efficacy with an F value of 11.713 and a significance value (p) <0.05; (3) Entrepreneurship education and subjective norms simultaneously affect the self-efficacy of biology students’ by 42.3% and the rest are influenced by other variables or factors.]]>
<![CDATA[Computer Assisted Learning Media and Decimal Board: How it Impact on Elementary Students’ Concept Mastery? ]]>
<![CDATA[Helmi Rahmawati]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v9i1.3963
<![CDATA[The lack of students' mastery of decimal fractions has become a current issue among researchers. The comparisin of decimal fraction values was still an obstacle for students. The use of learning media in this study is the Computer Assisted Learning Media and Decimal Board can be a solution to these problems. This study aimed to describe the increase of elementary students’ concept mastery on decimal fractions subject matter. Descriptive-quantitative method with pre-test and post-test was carried out to achieve the research objectives. The subjects in this study were the 4th grade students (22 students) in the East Lombok area. The students' concept mastery was measured using a multiple-choice test instrument of 10 items. The research data were analyzed descriptively and statistically using paired sample t-test. The results showed that students' concept mastery increased after learning (pre-test: 54.5%; post-test: 77.27%). The results of statistical tests using the paired sample t-test also showed that students' concept mastery had increased significantly after learning (p < 0.05). Based on the results of the study, it can be concluded that learning using Computer Assisted Learning Media and Decimal Boards can improve elementary school students' concept mastery on decimal fractions subject matter.]]>
<![CDATA[Coconut Oil Heat Capacity ]]>
<![CDATA[Bardan Bulaka]]>;
<![CDATA[Syarifuddin Syarifuddin]]>;
<![CDATA[Eko Harianto]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v9i1.3947
<![CDATA[Heat is energy transferred between a system and its surroundings due to the temperature difference that exists between them. Phase changes of coconut oil can be seen at temperatures between 20°C–100°C. To calculate the incoming heat using the equation Q = m.c.ΔT. Where Q in the experiment is calculated by the equation Q = V.I.t. So to calculate the specific heat of heat (c) = Q/(m.ΔT). The heat capacity is obtained from the equation C = m.c. The method in this practicum is used heater with AC current. The heater used has a voltage of 220 Volts, with a power of 350 Volts. Because the heating voltage is too large, a variable ac (variac) is used to lower the voltage. The voltage used is 20 volts. The material used is coconut oil which is labeled "Barco". The heater directly interacts with the oil. So that the oil can be directly heated homogeneously. Then it is bounded by adiabatic walls. The temperature in this study was controlled, ranging from 150C-500C. the heat of fusion of coconut oil at 28°C. After that, the liquid phase is above 28 °C to 63 °C. This is in accordance with the oil label which states that the melting temperature (melting) is around 26 °C. This difference is due to a leak or air entering the adiabatic wall.]]>
<![CDATA[Analysis on Climate Literacy Capacity of Level XI High School Students in Surabaya ]]>
<![CDATA[Hasna’ Nabilah]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v9i1.3816
<![CDATA[The climate problem today caused damage to infrastructures and many other living elements among mankind. As the prospected future leaders, students need to understand and to respond the effects of climate change. A person with climate literacy may enhance their ability and capacity to face climate challenges in the future. Climate literacy is the understanding of the influence of self and society on the climate. This research is conducted to give a general picture of climate literacy among high school students in Surabaya and each indicator in climate competency aspects. The methodology used in this research is a descriptive qualitative method. The research instrument used in this research is a climate literacy test. The valuation of climate literacy capacity of the students being done by giving scores manually from the test answers according to the scoring guideline in the scoring rubric and achievement results with categories as very high, high, moderate, low, and very low. The research samples are 107 high school students at level XI in SMAN 22 Surabaya (Public High School 22 Surabaya). According to the research, the students’ indicator in scientific identifying is low with a score percentage of 48.9%. The students’ indicator in explaining the scientific phenomenon is moderate with a score of 74.5%, while students’ indicator score in using scientific evidence is moderate with 68.6%. It could be said that high school students in SMAN 22 Surabaya as a whole have a moderate climate literacy capacity with a percentage score of 64%.]]>
<![CDATA[The Effect of PhET-Assisted Problem Solving Method on Students' Critical Thinking skills ]]>
<![CDATA[Ni Nyoman Sri Putu Verawati]]>;
<![CDATA[Hikmawati Hikmawati]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v9i1.4001
<![CDATA[This study aims to determine the effect of PhET-assisted problem solving methods on students' critical thinking skills. This research is a quasi-experimental research with pretest posttest control group design. Sampling was done by simple random sampling technique, namely class XI IPA-1 as the experimental class and XI IPA-2 as the control class. The research was conducted in one of the senior high schools in Central Lombok – West Nusa Tenggara. The data analysis technique used is t-test using SPSS. The result of hypothesis testing is that the t-test value is less than 0.05. These results indicate that Ho is rejected and Ha is accepted. Based on the results of research and data analysis, it can be concluded that the PhET-assisted problem solving learning method affects students' critical thinking skills.]]>
<![CDATA[Implementation of Molecular Visualization Program for Chemistry Learning ]]>
<![CDATA[Risnita Vicky Listyarini]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v9i1.3941
<![CDATA[This study aims to investigate the implementation of molecular visualization programs for improving students’ understanding of concepts in chemical bonding. Chemistry learning in chemical bonding was conducted using molecular visualization program ACD/ChemSketch and Avogadro program. Several topics in chemical bonding include molecular geometry, polarity, bond angle, bond length, intermolecular forces and predicting boiling points. This study employs quasi-experimental research One Group Pretest – Posttest design. The subjects of this study were 46 students of undergraduate program in chemistry education department at Universitas Sanata Dharma. This study use test (pretest and pretest) and questionnaire to assess students’ perception of implementation of ACD/ChemSketch and Avogadro in chemistry learning. Implementation of ACD/ChemSketch and Avogadro in chemistry learning of chemical bonding gave an effect on students’ understanding based on paired t-test (sig < 0.05) and Kruskal-Wallis (sig < 0.05) test. The percentage of students is 45% with the medium N-gain category and 65% with the high N-gain category for ACD/ChemSketch program. It is 38.46% with the medium N-gain category and 61.54% with the high N-gain category for Avogadro program. Students show positive response to the implementation of ACD/ChemSketch and Avogadro program regarding their understanding, motivation and prospective skill for becoming teachers. Molecular visualization program helps the students to understand the chemical bonding topic.]]>
<![CDATA[The Validity of Science Learning Devices Based on the 7E Learning Cycle Model to Improve Concept Mastery of Junior High School Students ]]>
<![CDATA[Muliadi Rahman]]>;
<![CDATA[Agus Ramdani]]>;
<![CDATA[Jamaluddin Jamaluddin]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v9i1.3976
<![CDATA[This study aimed to develop a science learning tool based on the 7E learning cycle model that is valid to improve the mastery of concepts and science process skills for Junior high school students. The device development carried out refers to the Research and Development (R & D) development model based on the Thiagarajan 4D development model which includes the design, define, develop and disseminate stages. Based on the results of validation by 3 expert validators, it was obtained that the average value of the validity of the learning learning tools developed included the Syllabus 83.33%, lesson plan 81.48%, student worksheet 74.17%, Concept Mastery Assessment Instruments 77.78% and science process skills tests 80.00%. Based on the results of validation by 3 validators, In conclusion, the science learning device based on the 7E learning model developed is valid for use in learning.]]>
<![CDATA[Profile of Students' Critical Thinking Skills and the Implementation of PBLRQA based on Blended Learning in Senior High School ]]>
<![CDATA[Febtya Lailatul Badriyah]]>;
<![CDATA[Husni Mubarok]]>;
<![CDATA[Binar Kurnia Prahani]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021 ]]>
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DOI: 10.33394/j-ps.v9i1.3911
<![CDATA[This research aimed to obtain the profile of students' critical thinking skills and the implementation of PBLRQA based on blended learning in high school. This research is a descriptive preliminary study with a saturated sampling technique was taken by 123 students. The method of gathering information with a used a written test, response questionnaire students, and teacher interviews. The analysis was conducted using qualitative descriptive analysis techniques. The result showed that critical thinking skills in the very low category. With the acquisitions of the very low category as many as namely 110 students, the low category as many as 12 students being low, the medium category as many as and 1 student, but in the high and very high categories there are no students who achieve it. The research of the study concluded that the students generally in low critical thinking skills, so it is necessary to change the learning model to improve critical thinking skills, namely by the implementation of PBLRQA based on blended learning.]]>
