cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Asy'ari
Contact Email
prismasains.pkpsm@gmail.com
Phone
+6285338219596
Journal Mail Official
prismasains.pkpsm@gmail.com
Editorial Address
PKPSM UNDIKMA, Jl.Pemuda No.59A Mataram,Nusa Tenggara Barat
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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
 1   2 
Search results for , issue "Vol. 14 No. 1: January 2026" : 18 Documents clear
Systematic Literature Review: Education for Sustainable Development (ESD) in Science Learning to Develop 21st Century Skills Salsabila, Nabila Adawiyah Nur; Trisnowati, Eli; Juliyanto, Eko
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18406

Abstract

The 21st century demands that learners not only master knowledge, but also critical, creative, collaborative, and communicative thinking skills in response to the global challenges of the industrial revolution era 4.0. However, these skills have not been optimally developed in science learning because learning practices remain teacher-centered and do not provide space for high-level thinking activities that address the low abilities of the 21st century. On the other hand, increasing environmental, social, and economic problems underscore the need for education that fosters sustainability awareness. Education for Sustainable Development (ESD) is a potential approach to integrating 21st-century skills and sustainability values in science learning. However, the implementation of ESD in Indonesia remains limited. It has not been entirely directed toward strengthening 21st-century skills, so a more in-depth study is needed to assess the extent to which ESD has been applied in science learning and its contribution to the development of these competencies. This study aims to analyze the implementation of ESD in science learning to develop 21st-century skills in Indonesia through a Systematic Literature Review of 25 published articles from Google Scholar, Semantic Scholar, and ResearchGate, published between 2020 and August 26, 2025. The article selection process followed the inclusion and exclusion criteria and guidelines of PRISMA 2020, resulting in 25 studies deemed appropriate and relevant. The results of the analysis show that the application of ESD in science learning focuses on developing tools aligned with the learning models used, including Problem-Based Learning (PBL), Project-Based Learning (PjBL), Predict–Observe-Explain (POE), RADEC, and SSCS. The PBL model is the most dominant one because it effectively encourages students to analyze and solve environmental problems scientifically. In addition, most of the research uses e-modules, ESD-based LKPDs, digital media, and virtual field trips as learning media. Based on the analysis of 21st-century skills, critical thinking is the most improved competency (48.3%), followed by sustainability awareness and problem-solving (13.8%), creative thinking and science literacy (10.3%), and environmental literacy (3.4%). ESD integration has been proven to strengthen students’ ability to analyze phenomena, evaluate solutions, and make sustainability-oriented decisions. The material topics most often associated with ESD include Environment and Sustainability (44.8%) and Energy and Force (34.5%), reflecting the relevance of climate change, ecosystem, and renewable energy issues in science learning.
Mathematical Communication of Vocational High School Students in Solving Papuan Ethnomathematics-Based Problems Tyas, Dewi Kristika Findia Ning; Ruamba, Marthinus Y.; Agustin, Ririn Dwi; Pujilestari, Pujilestari
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.17783

Abstract

This study examines how Indonesian vocational high school (SMK) students communicate mathematically while solving systems of three-variable linear equations (SPLTV) embedded in Papuan ethnomathematical contexts. Using a qualitative descriptive design, the study involved ten Grade 10 students representing ten vocational departments. Data were collected through students’ written solutions to ethnomathematics-based SPLTV tasks (e.g., contexts involving culturally familiar objects such as noken and local economic practices) and follow-up semi-structured interviews intended to clarify students’ reasoning, procedural choices, and interpretation of results. Analysis employed a rubric-guided coding scheme comprising three observable indicators of mathematical communication: (1) mathematical expression/modeling (translating contextual information into variables and SPLTV equations), (2) identifying relevant information and coherently explaining solution procedures, and (3) drawing contextual conclusions that interpret solutions in relation to the problem situation. To ensure consistent reporting, each indicator was evaluated by evidence source written work (W), interview evidence (I), or both (W+I) allowing the study to distinguish between students who understood an element but did not document it in writing. Findings indicate that all participants were able to construct an SPLTV model from the cultural context, and most were able to explain elimination–substitution procedures, although several omitted key communication components (e.g., “given/asked” statements or an explicit concluding sentence) in their written work. Overall, eight of ten students produced a valid contextual conclusion when evidence from written work and/or interviews was considered, whereas two students struggled with core procedural steps and therefore could not reach a meaningful conclusion. These results suggest that Papuan cultural contexts can support meaning-making and initial modeling, but explicit support for procedural fluency and written communication norms remains necessary to produce complete, accountable solutions.
HVSR-Based Microzonation of Natural Frequency, Amplification, Vulnerability Index, and Ground Shear-Strain in Malang City, East Java Situmeang, Adedio Daniel; Saputra, M. Rizky; Ramadhan, Yuansyah Dhaniar; Cholisatin, Safira Nur; Asyfiya, Divana Zumrotul; Madlazim, Madlazim; Fahmi, Muhammad Nurul; Safrian, Alif Haidar; Putri, Rasamala I.W; Realita, Arie
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.17820

Abstract

Seismic activity in Malang City is very high due to tectonic dynamics in the subduction zone between the Indian-Australian and Eurasian plates and the active local faultsm, including the northeast-southwest trending Watukosek Fault, and the east-west fault around the Pasuruan Fault, which have the potential to cause damaging ground shaking in Malang City. The BMKG also recorded an earthquake with a magnitude of 4.5 Mw on March 16, 2025. Based on these events, this study was conducted to analyze the vulnerability of Malang City, East Java, using the Horizontal-Vertical Spectral Ratio (HVSR) method by integrating the parameters of natural frequency (f0), amplification (Ag), soil vulnerability index (Kg), and Ground Shear-Strain (γ).  A total of 19 points were processed using Geopsy software to obtain the HVSR curve and obtain the f₀ and Ag values, while Kg and γ were obtained from processing the HVSR parameters and then mapped through spatial interpolation in ArcGIS. The results of data processing and analysis show that several points in Malang City have f0 1.448 - 9.938 Hz with amplification 1.704 - 6.639 and soil vulnerability index values 0.383 - 14.871, as well as shear strain values up to 0.009. Zones are mainly concentrated by high amplification and vulnerability are mainly concentrated in the northern part of Kedungkandang District, the eastern part of Blimbing District, and parts of Lowokwaru District, which are dominated by higher frequencies with low amplification, as well as the western part of Sukun District, indicating a high level of earthquake risk.  While previous studies primarily utilized only utilized natural frequencies and amplification, whereas this study offers HVSR-based microzonation by integrating dynamic soil parameters (f₀, Ag, Kg, and γ).
Effects of Problem-Based Learning on Elementary Students’ Scientific Literacy: A Quasi-Experimental Study Dadiara, Juliana; Leasa, Marleny; Batlolona, John Rafafy
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18074

Abstract

This study investigated the effect of Problem-Based Learning (PBL) on elementary school students’ scientific literacy in ecosystem learning. A quasi-experimental pretest–posttest non-equivalent control group design was employed involving 32 fifth-grade students from two primary schools in Ambon City, Indonesia. The experimental group consisted of 20 students from SD Negeri 76 Ambon, while the control group consisted of 12 students from SD Inpres 45 Ambon. The intervention was implemented over four weeks (eight lessons, 70 minutes each). The experimental group was taught using a structured seven-stage PBL model, whereas the control group received conventional teacher-centered instruction. Scientific literacy was assessed using an eight-item essay test aligned with PISA-oriented indicators, namely explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting data and evidence. The instrument demonstrated acceptable validity (r = 0.70) and reliability (Cronbach’s α = 0.84). Data analysis using an independent samples t-test revealed a statistically significant difference between groups (t = −2.692, p = 0.012). Students in the PBL group achieved substantially higher posttest scores (M = 70.00, SD = 8.41) than those in the conventional group (M = 54.00, SD = 7.96), indicating a meaningful instructional effect. Further analysis showed that PBL particularly strengthened students’ abilities to interpret data and construct evidence-based explanations. These findings suggest that PBL is an effective instructional approach for enhancing scientific literacy in elementary ecosystem learning contexts, although conclusions should be limited to similar classroom settings and sample characteristics.
The Quality of Science Literacy Instruments on Harmonic Vibration Material: Integration of Baayun Maulid Local Wisdom with Pancasila Student Profiles Dewantara, Dewi; Wati, Mustika; Maulida, Nadia Rezka; Hartini, Sri; Haryandi, Surya
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18095

Abstract

This study aims to describe the quality of a scientific literacy instrument on harmonic oscillation topics that integrates Baayun Maulid local wisdom and the Pancasila Student Profile. The research employed a Research and Development (R&D) design based on the Sugiyono model. In the development stage, design validity was obtained with very good results. A pilot study involving 20 items was conducted, and 12 items met the criteria of validity, reliability, difficulty level, and discrimination power, while the rest were revised or discarded. These 12 items were then used in the large-scale trial (field testing). The trial, conducted in the eighth stage of development, involved 97 students from three senior high schools in Banjarmasin. The analysis showed that 10 of the 12 items fulfilled the required psychometric criteria, while 2 items did not and were eliminated. The findings indicate that the instrument meets the standards of a quality evaluation tool. The implication of this study is the availability of a relevant instrument to assess scientific literacy while embedding local cultural values and character education aligned with the Pancasila Student Profile. This instrument provides an alternative for contextual science assessment and contributes to the development of evaluation practices consistent with national minimum competency assessment standards.
Effect of Storage Medium Composition on the Viability of Antagonistic Bacteria Against Stem Rot Disease Hidayati, Nurul; Salamiah, Salamiah; Wahdah, Raihani; Razie, Fahrur; Arfianto, Fahruddin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18727

Abstract

Stem rot is a major constraint in sweet corn and maize production, especially under humid conditions that favor pathogen development. Although antagonistic bacteria offer a sustainable alternative to chemical control, their field use is often limited by viability loss during room-temperature storage, making carrier formulation critical for shelf-life and product reliability. This study evaluated the effect of biochar–peat carrier composition on the storage viability of five antagonistic bacterial isolates for stem rot management in sweet corn. A two-factor factorial experiment (4 carrier compositions × 5 isolates) with three replications (60 experimental units) was conducted under laboratory conditions. Carriers were prepared as biochar: peat mixtures (v/v) of 3:1, 1:1, 1:3, and 100% peat. Each carrier unit (10 g) was inoculated with 1 mL bacterial suspension (≈10⁸ cfu mL⁻¹), sealed, and stored at room temperature (28–29 °C). Viability was quantified at 30, 60, and 90 days after inoculation (DAI) using serial dilution and plate counts on TSA, expressed as cfu g⁻¹. Data at 60 DAI were analyzed by factorial ANOVA including block (Group), medium (M), isolate (P), and M×P effects, followed by LSD (5%) for mean separation using SPSS 25. At 30 DAI, bacterial densities were high and did not differ among carriers, indicating comparable short-term support across media. At 60 DAI, carrier composition significantly affected bacterial density, whereas isolate and M×P interaction effects were not significant, indicating a general carrier-driven response across isolates. The biochar-rich carrier (3:1) maintained the highest mean population (8.844 × 10⁷ cfu g⁻¹). By 90 DAI, all treatments declined, yet the 3:1 carrier retained the highest density (1.089 × 10⁷ cfu g⁻¹). Overall, biochar-enriched carriers, particularly the 3:1 biochar: peat mixture, better preserved antagonistic bacterial viability under non-refrigerated storage up to 90 days.
Effectiveness of the PISA-DigiPjBL Model in Enhancing Scientific Literacy, Critical Thinking Skills, and Deep Learning of Physics Education Students Saputri, Mawarni; Musdar, Musdar; Haya, Fadiya
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18990

Abstract

This study examines the effectiveness of the PISA-DigiPjBL learning design in enhancing scientific literacy, critical thinking skills, and deep learning among undergraduate Physics Education students. A quasi-experimental study with a non-equivalent control group design was conducted involving 69 students enrolled in a Static Fluids course at Universitas Syiah Kuala, consisting of an experimental group (35 students) and a control group (34 students). The experimental group engaged in PISA-oriented digital project-based learning supported by a virtual laboratory, while the control group implemented conventional project-based learning supported by physical laboratory activities without digital integration. Accordingly, the findings are interpreted as the effect of an integrated PISA-oriented digital project-based learning environment rather than a single instructional component. Scientific literacy and critical thinking skills were measured using validated essay-based tests, while deep learning was assessed through a structured observation sheet capturing students’ learning behaviors during instructional activities. Content validity for all instruments was established through expert judgment, and reliability analyses indicated high internal consistency for the tests and excellent inter-rater agreement for the observation instrument. Data were analyzed using normality and homogeneity tests followed by independent sample t-tests. The results show that the experimental group achieved significantly higher gains in scientific literacy and critical thinking skills than the control group (α = 0.05), with large effect sizes (Cohen’s d = 1.30 for scientific literacy and 1.17 for critical thinking). Observational data further indicate that students in the experimental group demonstrated very high levels of deep learning behaviors, characterized by active engagement and collaboration, critical problem solving, creativity and innovation, and real-world application of physics concepts. These findings suggest that the PISA-DigiPjBL learning design is effective in promoting meaningful and deep learning in physics education at the higher education level when PISA-oriented project-based learning is integrated with digital learning environments.
Learning Economic Mathematics Through the Implementation of Geogebra Learning Media: An Effectiveness Study Siregar, Yulia Pratiwi; Siregar, Enni Sari
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.19257

Abstract

Formal education plays a crucial role in creating a high-quality workforce, and continuous innovation in the learning process is crucial, particularly through the integration of technology. This study aims to examine the effectiveness of using the GeoGebra application in improving student learning outcomes in mathematical economics, specifically regarding demand, supply, and market equilibrium functions. The method used was a quasi-experimental design with a randomized control group design. This study compared two classes: an experimental class using GeoGebra and a control class using conventional learning. The analysis showed that the use of GeoGebra was effective in improving students' conceptual understanding, particularly in the aspects of procedural fluency and graphical understanding, with a higher average score in the experimental group (88.20) compared to the control group (85.63). Although the statistical significance value (p > 0.05) did not indicate a statistically significant difference, these results still indicate that GeoGebra contributes to improved conceptual understanding. Furthermore, the analysis of the role of the moderating variable 'initial mathematical ability' explains that students' initial ability has an influence on learning outcomes but does not clearly explain the theory underlying the use of this variable. This study provides insight into the importance of using GeoGebra to improve learning outcomes in the context of mathematical economics learning at the tertiary level.

Page 2 of 2 | Total Record : 18

 1   2 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 1: January 2026 Vol. 13 No. 4: October 2025 Vol 13, No 3: July 2025 Vol. 13 No. 3: July 2025 Vol 13, No 2: April 2025 Vol 13, No 1: January 2025 Vol 12, No 4: October 2024 Vol 12, No 3: July 2024 Vol 12, No 2: April 2024 Vol 12, No 1: January 2024 Vol 11, No 4: October 2023 Vol 11, No 3: July 2023 Vol 11, No 2: April 2023 Vol 11, No 1: January 2023 Vol 10, No 4: October 2022 Vol 10, No 3: July 2022 Vol 10, No 2: April 2022 Vol 10, No 1: January 2022 Vol 9, No 2: December 2021 Vol 9, No 1: June 2021 Vol 8, No 2: December 2020 Vol 8, No 1: June 2020 Vol 7, No 2: December 2019 Vol 7, No 1: June 2019 Vol 6, No 2: December 2018 Vol 6, No 1: June 2018 Vol 5, No 2: December 2017 Vol 5, No 1: June 2017 Vol 4, No 2: December 2016 Vol 4, No 1: June 2016 Vol 3, No 2: December 2015 Vol 3, No 1: June 2015 Vol 2, No 2: December 2014 Vol 2, No 1: June 2014 Vol 1, No 2: December 2013 Vol 1, No 1: June 2013 More Issue