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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 18 Documents
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Search results for , issue "Vol. 13 No. 4: October 2025" : 18 Documents clear
UP-Think in UDL Mathematics: Student Participation and Thinking Analysis Panglipur, Indah Rahayu; Triyani, Septi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.17486

Abstract

This study evaluates the implementation of Universal Design for Learning (UDL) in mathematics instruction witha focus on students with visual impairments, a context that has not been sufficiently explored in higher education. Although UDL has been widely recognized as an inclusive approach, previous studies have primarily concentrated on general or primary–secondary education, leaving a gap in empirical evidence regarding its application in higher education mathematics. This research introduces the UP-Think (Understanding Participation and Thinking) framework as a novel contribution that integrates two essential dimensions: active student participation and higher-order thinking ability. Participation (asking, responding, collaborating); Thinking (conceptual, critical, creative) measured by easured by observation rubrics, a student-engagement questionnaire, pre–post concept-understanding tests, and a critical/creative thinking rubric with established reliability. Using a mixed-method descriptive evaluative design, data were collected from observations, questionnaires, pre–post tests, and interviews involving students of the Special Education Study Program. The results indicate a substantial increase in participation, with 79% (22/28) of visually impaired students more actively asking questions, 85% (26/28) responding and justifying answers, and 85% (26/28) engaging in group collaboration. In terms of thinking ability, 68% (19/28)achieved notable gains in conceptual understanding, 86% demonstrated consistent critical reasoning, and 78% displayed creative problem-solving strategies. These findings imply that accessible assessment design and lecturer training are essential for sustaining the benefits of UDL. Institutions should invest in systematic professional development and adaptive technology provision so that inclusive mathematics instruction can be implemented consistently and equitably across courses.
Analysis of the Biophysical Conditions of Type A Tidal Swamp on Production Results and the Development of Siam Pandak Rice Farming in Barito Kuala Regency Mahdalena, Zulipah; Aditya, Muhammad Rifky
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.17625

Abstract

This study aims to evaluate the biophysical conditions of Type A tidal swamp lands in Barito Kuala Regency, South Kalimantan, and their impact on the productivity and economic sustainability of Siam Pandak rice farming. The biophysical data collected revealed that the soil conditions in the study area have a pH ranging from 4.5 to 5.0 (acidic), organic matter content ranging from 2.5% to 3.5%, and total nitrogen content between 0.18% and 0.25%. Average phosphorus availability was between 8 and 12 ppm, with potassium levels measured at 0.25 to 0.40 cmol/kg. Although the soil pH is low, leading to high solubility of toxic metals such as iron (Fe) and aluminum (Al), lime application (liming) can increase soil pH to more neutral levels, reducing Fe/Al toxicity, which in turn improves nutrient availability and supports rice growth. In terms of plant growth, the average height of Siam Pandak rice plants reached 135–150 cm, with 12 to 18 productive tillers per hill. Rice productivity was 3.5–4.5 tons of dry harvested grain (GKG) per hectare, which is still below the maximum potential (5–6 tons/ha). Regression analysis showed that soil pH, organic matter content, and potassium availability had a positive effect on productivity, while Fe/Al toxicity showed a significant negative effect. Effective water management strategies, including the alternating wetting and drying (AWD) system and proper drainage, helped reduce waterlogging risks and enhanced root growth. Economically, farmers who implemented effective soil and water management practices recorded a significant increase in net income, with an average income of IDR 33,968,750 per farmer per planting season. These findings emphasize that the application of proper soil amendments, good water management, and optimal biophysical conditions can increase rice yields and the economic sustainability of Siam Pandak rice farming in tidal swamp areas.
Mathematical Thinking Process of Gifted Elementary School Students in Tasikmalaya City: A Case Study Patmawati, Hetty; Unaenah, Een
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.17685

Abstract

This study aims to describe the mathematical thinking process of gifted elementary school students in Tasikmalaya City in solving mathematical problems that include aspects of conceptual understanding, reasoning, problem solving, representation and mathematical connections. Data were collected through mathematical tests with five higher order thinking skill (HOTS) items, clinical interviews, and direct observations. Scoring reliability between two independent raters showed a high level of agreement (κ = 0.82). Data were analyzed qualitatively through data reduction, categorization, triangulation, and interpretation of emerging patterns. The subjects of the study were ten gifted students identified based on high mathematical ability scores in elementary schools in Tasikmalaya City. Data analysis used a qualitative approach with a case study design through the stages of data reduction to sort out relevant information, data presentation in the form of descriptions and categorization, data triangulation to validate findings from various sources, and drawing conclusions based on patterns that emerge from the data. The findings reveal that gifted students display time efficiency, multiple strategies, and reflective checking behavior in mathematical problem-solving. Of the ten students, one was in the very high category, seven were in the high category, and two were in the medium category. The most dominant indicators were mathematical reasoning and connections, while representation and conceptual understanding showed greater variation. Of the ten students, one student is in the very high category, seven students are in the high category, and two students are in the medium category. Each indicator implies targeted educational support: enrichment tasks for conceptual understanding, structured argumentation exercises for reasoning, open-ended and real-world tasks for problem solving, visual and model-based scaffolding for representation, and interdisciplinary activities for mathematical connections. These findings underscore the need for differentiated, problem-based, and creativity-oriented learning approaches to optimize the potential of gifted students in elementary schools.
Religious Moderation in Mathematics Learning: A Bibliometric Analysis Kusaeri, Al; Astuti, Alfira Mulya; Kristayulita; Evendi, Erpin; Pardi, Muhammad Habib Husnial; Afifurrahman
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.17793

Abstract

An urgent issue related to national identity is the promotion of religious moderation, a responsibility shared by all sectors of society. Religious moderation should not be confined to religious education alone, but rather be embedded across all academic disciplines, including mathematics. This study investigates the trends of religious moderation within mathematics education research between 2019 and 2025, employing the bibliometric analysis method. The review focuses on mathematical content, research methodologies, levels of implementation, and country. Data for the study were sourced from Google Scholar, ScienceDirect and Dimensions AI databases. The selected publications were screened using the Systematic Review Accelerator and mapped through the PRISMA framework, based on predefined inclusion criteria. There are 14 (fourteen) articles assessed. Analytical tools included VOSviewer 1.6.20, RStudio-2024.09.0-375, and Microsoft Excel 365. The results reveal two key findings: (1) the concept of fractions is the most frequently associated with religious moderation practices in mathematics classroom, (2) The predominant approach employed by scholars to examine the incorporation of religious moderation in mathematical education is library research, and (3) the integration of religious moderation into mathematics education is primarily observed at the elementary level and is largely limited to the Indonesian context. Therefore, efforts to incorporate religious moderation into mathematics teaching should be expanded across all levels of education.
Bridging Culture and Mathematics: An Interactive Digital Module with Batik Pattern for Teaching the Concept of Area Ismail, Agung Deddiliawan; Adityo, Adityo; Ekowati, Dyah Worowirastri; Yayik, Erna; Putri, Alfiani Athma
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.18001

Abstract

Based on the results of observations and literature studies, it is evident that many students struggle to understand the concept of area. Most of them only memorize formulas. Additionally, many students have limited knowledge of the local culture. This study aims to develop interactive digital media based on local culture, specifically in the form of batik patterns, utilizing local materials. The research method used is Research and Development (R&D), employing the ADDIE method, which consists of Analysis, Design, Development, Implementation, and Evaluation. The study's results stated that, according to the validator or media expert, the percentage was 92.86%, categorized as very feasible. The expert provided a percentage of 85.71%, which falls into the very feasible range. The results of the dissemination indicated that the students' responses also showed the media to be very appropriate, with a percentage of 89.64%. The teachers' responses, meanwhile, showed a percentage of 93.75%, which fell within the very feasible category—results of the Wilcoxon Test analysis using the signed rank method. The test shows a p-value of 7.45 × 10^(-9)< 0.05. It can be concluded that there is a significant increase in pre-test and post-test scores. The median score increased from 65.5 (IQR = 9.25) in the pre-test to 77.0 (IQR = 9.75) in the post-test, indicating an overall improvement in student performance. Furthermore, the calculated effect size (r = 0.85) suggests a large practical impact, confirming that the use of the interactive digital module with batik motifs substantially enhanced students’ conceptual understanding of area.
Development of Teaching Factory Learning Guidebooks Through Subject Integration in Vocational Schools Cholis, Nur; Zuriah, Nurul; Poerwanti, Endang
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.17374

Abstract

Project-based TEFA at SMK Muhammadiyah 1 Kepanjen was running and industry-synchronous, yet cross-subject integration (general ↔ vocational) had not been implemented and evaluation documents were inconsistent (~10% incomplete). This development study produced a Teaching Factory (TEFA) learning guidebook that integrates general and vocational subjects in the Motorcycle Engineering concentration using ADDIE (analysis, design, development, implementation, evaluation). Participants in a limited implementation comprised 4 expertise teachers, 3 general-subject teachers, 4 vocational-subject teachers, 10 Grade-XI students, 2 industry representatives, the principal, and the vice principal for curriculum (N=25). Instruments included design/material expert checklists and stakeholder feasibility/usability questionnaires (Likert 1–5) plus observation, interview, and documentation guides. Scale anchors, item counts, and example items are specified in Methods; internal consistency (Cronbach’s α/ω) and inter-rater agreement for expert validations are reported in Results. Feasibility was high (expert means ≈4.6/5) and stakeholder ratings averaged 88–94% across ease of use, relevance, completeness/integration, clarity, and practical applicability. Key improvements include integrated performance assessment (multi-rater, role-inclusive), richer cross-subject cases, and documentation consistency. Findings are feasibility-oriented and do not claim effectiveness; future work should test outcomes and employability impacts via quasi-experimental designs.
Developing Performance-Based Teaching Materials to Support Lesson Planning Competence of Preservice Science Teacher Mahsul, Alwan; Muktar, Lalu
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.17425

Abstract

Preservice science teachers frequently struggle to design coherent lesson plans that align learning objectives, teaching methods, and assessment with current policy demands such as Merdeka Belajar Kampus Merdeka and the Indonesian National Qualifications Framework. This study aimed to develop, validate, and conduct a limited trial of performance-based teaching materials for a Science Instructional Design course, consisting of student worksheets and a textbook structured with the Kemp instructional design model. A design and development approach was employed, followed by a small-scale field implementation with one cohort in a science education program at an Islamic university. Data were collected through expert validation sheets addressing format, language, and content; a readability test with six students of high, medium, and low achievement; a performance rubric for lesson planning (competency analysis, indicator development, lesson plan construction, method selection); and student questionnaires on interest and motivation. Data were analyzed descriptively. The materials were rated valid to highly valid by experts, with high inter-rater agreement. Readability indices indicated that the textbook was easy to understand, with an average difficulty of about 5.5 percent. Most students achieved good to excellent ratings on competency analysis, indicator development, and lesson plan structure, while performance in method selection remained relatively weak. Student responses showed good interest and very good motivation, particularly in confidence to prepare lesson plans. Given the single-group, single-institution design and absence of a comparison group, the findings indicate feasibility and promise rather than demonstrated effectiveness in improving lesson-planning competence.
Development of an Instrument to Map Acid–Base Misconceptions among High-Achieving Senior High School Students in Eastern Indonesia Putriawati, Wiwin; Chiani, Saraswati Haylian
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.17646

Abstract

Acid–base misconceptions remain a persistent challenge in high school chemistry, particularly among high-achieving students in Eastern Indonesia, where instructional strategies often emphasize procedural knowledge over conceptual understanding. Mapping these misconceptions is critical to designing differentiated remediation strategies that promote deep conceptual change. This study aims to map students' misconceptions by developing a diagnostic test instrument named the Acid–Base Misconception Diagnostic Test Instrument (IDM-AB). Research data were obtained through expert validation (three chemistry education experts) and empirical testing, analyzed descriptively using SPSS. Instrument validation included content, construct, and language validity, item analysis (difficulty and point-biserial correlation), and internal consistency reliability (Cronbach's alpha = 0.905). The classification of misconceptions was based on the Certainty of Response Index (CRI) with a cutoff of 2.5. The pilot test involved 121 students, and the final test was administered to 123 students. Results show: (1) the IDM-AB instrument meets both theoretical and empirical validity standards; (2) student misconception levels were distributed as follows: moderate (42.86%, 51 students), high (37.82%, 45 students), and low (19.33%, 23 students). Students with high misconceptions require intensive conceptual correction, while those with low misconceptions show potential for scientific conceptual change. This mapping provides a foundation for implementing targeted, concept-specific remediation strategies to address persistent alternative conceptions in acid-base chemistry.

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