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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 3 Documents
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Search results for , issue "Vol. 14 No. 2: April 2026" : 3 Documents clear
Mapping Students' Science Literacy Skills Using Local Wisdom-Based Physics Instruments Alhusni, Hanan Zaki; Prahani, Binar Kurnia; Sunarti, Titin; Madlazim, Madlazim; Kurtuluş, Muhammed Akif
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.17680

Abstract

This study addresses Indonesian students’ low scientific literacy (PISA 2022) by developing and validating a Tari Boranan Lamongan–contextualized physics assessment instrument on rigid body equilibrium. Existing PISA-aligned tests are rarely embedded in local culture. At the same time, local wisdom materials often do not measure all eight PISA scientific literacy indicators, creating a gap for culturally resonant yet comprehensive diagnostic tools. This study aimed to (1) develop and validate an eight-indicator, PISA-aligned scientific literacy instrument, (2) map Grade XI students’ literacy profiles across the eight indicators, and (3) explore how the Boranan context shapes students’ engagement and reasoning. Using a mixed-method embedded design, 73 Grade XI students in Lamongan Regency completed eight essay-based literacy tasks, and ten students participated in semi-structured interviews. Expert validation indicated high content relevance, cultural authenticity, and indicator alignment, and reliability analysis yielded Cronbach’s alpha = 0.82. Results showed most students were in the very low and low categories, with relative strengths in interpreting data (45%) and explaining phenomena (38%), but pronounced weaknesses in designing investigations (28%), evaluating credibility of information (25%), and making evidence-based decisions (30%). Interviews confirmed that cultural context enhanced engagement and visualization but did not automatically support mathematical formalization. These findings suggest that the instrument can be used diagnostically to help teachers design targeted scaffolding for higher-order literacy skills, particularly in investigation design, credibility evaluation, and evidence-based decision-making, within culturally responsive physics learning.
Collaborative Learning Model of the PBL Type with a Scientific Approach to Improve Mathematical Problem-Solving Skills and Self-Regulated Learning of Students Risna Amelia; Kuswari Hernawati; Jailani; Wahyu Setyaningrum
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.17840

Abstract

21st-century education requires students to master mathematical problem-solving skills and self-regulated learning (SRL), but these skills remain a challenge for junior high school students in Indonesia. This study aims to examine the impact of implementing a Collaborative Learning Model of the PBL combined with a scientific approach (observing, questioning, reasoning/trying, communicating) on students' mathematical problem-solving skills and SRL. The study used a pre-experimental method with a One-Group Pretest–Posttest design on 31 seventh-grade students at a junior high school in Sleman Regency. Data on problem-solving skills were collected through a 5-item essay test with a maximum theoretical score of 50, while SRL was measured using a Likert scale questionnaire. Inferential analysis used the Wilcoxon signed-rank test for problem-solving skills (the assumption of normality was not met) and the paired sample t-test for SRL. The results showed a significant increase in problem-solving skills from 15.32 to 30.92 ( ), with posttest achievement equivalent to 61.84% of the theoretical maximum score. SRL also increased significantly from 121.81 to 122.74 ( ), although the mean difference was relatively small compared to the scale range. These findings indicate changes in students’ achievement after the intervention; however, the results should be interpreted cautiously due to the short intervention duration and the limitations of the one-group pretest–posttest design without a control group.
Conceptual and Transformational Errors in Solving Non-Routine Algebra Problems: A Newman’s Error Analysis of Junior High School Students Farabibah, Anugrah Tegar Putra; Suryanti, Sri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19366

Abstract

This study investigates the types and underlying causes of students’ errors when evaluating non-routine algebraic problems that present procedurally plausible but logically invalid solution steps. The participants were 37 ninth-grade junior high school students from East Java, Indonesia, who had previously studied basic algebraic operations. Data were collected through a diagnostic task involving an algebraic fallacy that leads to a contradictory conclusion (e.g., 2 = 3), followed by semi-structured interviews with selected students. The analysis was guided by Newman’s Error Analysis (NEA), focusing on reading, comprehension, transformation, process skills, and encoding errors. Students’ written responses were independently coded by the researchers using predefined NEA indicators, and discrepancies were resolved through discussion. Descriptive statistics were used to summarize error frequencies, while interview data were analyzed qualitatively to explore students’ reasoning. The results indicate that transformation errors were the most dominant, occurring in 48.64% of students’ responses, particularly due to inappropriate cancellation of algebraic factors without considering domain restrictions. Many students accepted contradictory conclusions such as 2 = 3 or 3 = 2 as valid, as long as the solution steps appeared procedurally correct. These findings suggest that students tend to rely on mechanical algebraic procedures rather than validating the conceptual legitimacy of each transformation. The study highlights the importance of emphasizing equivalence-preserving transformations and domain conditions in algebra instruction, especially through non-routine tasks that require justification and critical validation of solution steps.

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