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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 9 Documents
 1 
Search results for , issue "vol. 14 no. 4: october 2026" : 9 Documents clear
A Correlation Between Exposure to PM1 from Firewood Burnings in Lombok Island and Erythrocyte Deformations Kasnawi Al Hadi; Arif Budianto; Alfina Taurida Alaydrus; Dian Wijaya Kurniawidi; Palaivia Harman Wardi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.16656

Abstract

Lombok Island is facing a big issue of emissions. These emissions are easily found in firewood burning in home industry, household, and many others. The emission can be found as PM (particulate matter), while a long-term exposure to PM has a potential to disturb respiratory system. This study aims to investigate the correlation between exposure to firewood burning emission (PM~1~) and erythrocyte deformation levels. Three different firewood samples (pine, teak, and mixed firewood) were used as biomass-burning sources, with each sample burned at three different combustion speeds (fast: 1.8 m/s, medium: 1.2 m/s, and slow: 0.6 m/s). The samples were burnt inside a furnace, while the resulting PM~1~ emissions were exposed to the mice (n=10 per subgroup) as the experimental animal for ten consecutive days (100 s exposure per day). All mice were sacrificed on day 11 to investigate the deformation level under a digital microscope. The results show that firewood burnings generate varied PM~1~ concentrations. The PM~1~ concentrations ranged from 97×10³ to 257×10³ µg/m³ (0.97–2.57 g/m³ in the exposure chamber), depending on the firewood sample. Mixed firewood samples have the highest PM~1~ concentration and erythrocyte deformation level, while teakwood has the smallest values. Linear regression analysis revealed a strong correlation between PM~1~ exposure and erythrocyte deformation (β = 0.082, 95% CI: 0.064–0.100, R² = 0.81, p < 0.001). It can be concluded that a higher PM~1~ concentration generates a higher erythrocyte deformation level. A higher combustion speed generates a smaller concentration, resulting in a lower deformation level.
Web Application Attack Reconstruction through Integration of PTES and DFRWS Methods Danur Wijayanto; Aditya Cahyadi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.21089

Abstract

This study aims to analyze the relationship between attack processes and digital artifacts through an integrated approach using the Penetration Testing Execution Standard (PTES) and the Digital Forensic Research Workshop (DFRWS), applied to a single controlled file upload attack scenario in the Simanisgizi web application. The method used includes the PTES stage as a structured penetration testing methodology to systematically identify system vulnerabilities, and the DFRWS stage to identify, collect, and analyze the resulting digital evidence. The results indicate that the system has a vulnerability in the file upload feature that allows malicious files to enter the server. However, attempts to execute commands via the webshell were unsuccessful, as indicated by an HTTP 404 response on each request. This indicates the existence of partial controls in the system that limit further exploitation. Based on log analysis, the attacker's activity patterns and sequence of events were successfully reconstructed systematically. Thus, the integration of PTES and DFRWS can provide a more comprehensive understanding of the relationship between attack techniques and the resulting digital evidence.
The Developing STEM-Ethnoscience-Based IPAS Learning through Gendang Loke Nggerang to Improve Elementary Students’ Scientific Literacy Yuliana Wahyu; Zephisius Rudiyanto Eso Ntelok
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.21187

Abstract

Integrating indigenous cultural knowledge into science education offers opportunities to develop scientific literacy through culturally meaningful learning experiences. This study aimed to develop and evaluate STEM-ethnoscience-based IPAS learning tools incorporating Gendang Loke Nggerang, a traditional Manggarai drum, as a contextual resource for teaching sound and its properties. An exploratory sequential mixed-methods design was employed, combining ethnoscience exploration, instructional product development, expert validation, preliminary trials, and quasi-experimental effectiveness testing. Qualitative data were collected through observations, interviews with five customary elders, and cultural documentation. These findings informed the development of teaching modules, learning materials, instructional videos, student worksheets, and scientific literacy assessments. The learning tools underwent expert validation and preliminary testing before implementation in a nonequivalent pretest-posttest control group design involving 343 fifth-grade students (experimental: n = 174; control: n = 169) in Manggarai Regency. Scientific literacy was examined across four dimensions: scientific context, knowledge, competence, and attitude. Expert validation supported the validity of the developed learning tools, while the experimental group demonstrated higher scientific literacy outcomes than the conventional learning group. Statistical analysis revealed a significant between-group difference (F = 11.891, p = .001), with a mean difference of 2.314 and a modest effect size (Es = 0.32). These findings suggest that integrating Gendang Loke Nggerang into STEM-ethnoscience-based IPAS learning can support elementary students’ scientific literacy while providing an educational pathway for preserving and revitalizing Manggarai cultural knowledge.
Effects of Problem-Based Learning Integrated with Teaching at the Right Level and Self-Efficacy on Students’ Numeracy Literacy Mardiani Sukri; Sutji Rochaminah; Sukayasa Sukayasa; Rita Lefrida; Dasa Ismaimuza
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.21281

Abstract

Although Problem-Based Learning (PBL) and Teaching at the Right Level (TaRL) have been widely investigated separately, empirical evidence regarding their integration in algebra instruction remains limited. This quasi-experimental study employed a 2 × 3 factorial design to examine the effect of PBL integrated with the TaRL approach on students’ numeracy literacy across different levels of self-efficacy and to examine the interaction between the learning model and self-efficacy. The participants were 92 seventh-grade students from SMP Negeri 1 Sarjo and SMP Negeri 2 Sarjo. Data were collected using an essay test and a self-efficacy questionnaire and analyzed using Two-Way ANOVA. The results showed that the experimental group achieved higher mean post-test scores than the conventional group across all self-efficacy levels: high (91.03 vs. 85.83), medium (76.81 vs. 66.35), and low (59.17 vs. 47.50). The learning model had a significant effect on numeracy literacy (F = 13.022,  = 0.001, ƞ  = 0.132), while self-efficacy contributed a larger effect (F = 53.107,  < 0.001, ƞ  = 0.553). No significant interaction effect was found (F = 0.576,  = 0.564, ƞ  = 0.013). These findings suggest that PBL integrated with the TaRL approach has the potential to serve as a more inclusive instructional strategy for improving students’ numeracy literacy.
Effects of Edu-Board Game-Assisted STAD on Elementary School Students' Mathematics Problem Solving: A Quasi-Experimental Study Febby Deca Lestari; Hafiziani Eka Putri; Teten Ginanjar Rahayu; Alfiana Nurussama; Mariano Dos Santos
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.21336

Abstract

Mathematical problem-solving is an essential competency in elementary education, yet students often experience difficulties when solving problems involving Least Common Multiple (LCM) and Greatest Common Factor (GCF). This study compared changes in mathematical problem-solving performance between Grade IV students receiving Edu-Board Game-Assisted Student Teams Achievement Divisions (STAD) and those receiving Problem-Based Learning (PBL) supported by ice-cream-stick manipulatives. A quasi-experimental nonequivalent pretest-posttest design involved 60 students from two intact classes, with 30 students in each instructional condition. Mathematical problem-solving was assessed using five constructed-response problems based on four problem-solving stages. Both groups showed substantial improvement from pretest to posttest. The experimental group increased from a mean of 41.33 to 73.67, while the comparison group increased from 26.27 to 60.53. The groups differed significantly at baseline, t(43.76) = -4.77, p < .001. After accounting for pretest performance, the adjusted posttest difference favored the experimental condition but was not statistically significant, B = 4.04, 95% CI [-0.53, 8.60], F(1, 57) = 3.14, p = .082, partial eta squared = .052. Supplementary analysis showed higher N-Gain in the experimental group (57.12%) than in the comparison group (46.34%), t(58) = 3.30, p = .002, Cohen’s d = 0.851. These findings indicate that Edu-Board Game-Assisted STAD represents a viable active approach for elementary mathematical problem solving, although its adjusted advantage over active PBL was not statistically established.
Beyond-Compliance Environmental Strategies in Coal-Fired Power Plants: A Systematic Review and Integrative Framework Totok Widianto; Arief Rachmansyah; Dini Atikawati; Rochman Hidayat; Rinda Lolita Melanwati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.21383

Abstract

Coal-fired power plants face increasing pressure to improve environmental performance beyond minimum regulatory requirements. However, evidence concerning technological, managerial, social, and institutional strategies remains fragmented, limiting the development of integrated environmental management approaches. This study systematically synthesizes existing evidence on beyond-compliance environmental strategies and proposes an integrative conceptual framework for coal-fired power generation. Following PRISMA 2020 guidelines, 20 peer-reviewed studies published between January 2016 and June 2026 were selected through Scopus searching and backward reference tracking. Thematic synthesis identified four interrelated strategic dimensions: technological environmental innovation, environmental management practices, social sustainability initiatives, and external environmental drivers. Technological innovation, including emission reduction and energy-efficiency improvements, received the strongest direct support from coal-fired power studies, whereas managerial and social dimensions relied more extensively on evidence from broader organizational contexts. Drawing on the Natural-Resource-Based View and Institutional Theory, the proposed framework conceptualizes how internal environmental capabilities interact with external institutional pressures to support proactive environmental management. The framework also offers a potential analytical basis for understanding beyond-compliance practices within Indonesia’s PROPER environmental rating system. However, the limited direct sector-specific evidence, heterogeneous study designs, and absence of formal methodological quality appraisal constrain the strength of the conclusions. These findings provide a multidimensional perspective on environmental performance improvement and establish a conceptual foundation for future empirical validation in coal-fired power plants.
Mathematical Reasoning Processes of Senior High School Students in Solving a Contextual Geometry Problem Yusuf Arkham Prihandika; Wardono Wardono; Emi Pujiastuti; Walid Walid
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.21882

Abstract

Mathematical reasoning is a crucial competency in geometry, yet many students struggle to bridge the gap between abstract concepts and real-world contexts. This study aims to analyze the mathematical reasoning processes of senior high school students when solving a contextual geometry problem. This study involved 36 eleventh-grade students at a senior high school in Central Java, selecting 3 subjects through purposive sampling for analysis. The supporting instruments used included a mathematical geometry reasoning test and an in-depth interview guide. The instruments used have gone through the stages of validity testing from experts. The approach used in this study is descriptive qualitative. The results showed that each subject had a tendency to have a relatively similar mathematical reasoning process but in S1 subjects made a unique representation because made an image first. This finding is of concern to teachers or practitioners that representation is an important part of the mathematical reasoning process, especially in geometry materials.
Enhancing Polytechnic Students’ Conceptual Understanding of Kinematics Through Instruction That Integrates Metacognitive Guidance Firmanilah Kamil; Nely Kurnila
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22042

Abstract

This study aims to analyze changes in the conceptual understanding of polytechnic students following the implementation of instruction that integrates metacognitive prompts into kinematics material, as well as to describe students’ metacognitive behaviors during the learning process. The study employed a one-group pretest–posttest pre-experimental design involving 32 first-semester students in the Road and Bridge Engineering Technology (TRKJJ) program at Ketapang State Polytechnic. Data were collected through conceptual understanding tests, diagnostic tests, metacognitive prompt sheets, and metacognitive behavior observation sheets. Conceptual understanding data were analyzed using normalized gain, the paired-samples t-test, the Wilcoxon signed-rank test, and Cohen’s dz effect size, while metacognitive behavior was analyzed descriptively based on the aspects of planning, monitoring, and evaluating. The results showed that the mean conceptual understanding score increased from 14.47 (36.17%) on the pretest to 29.38 (73.44%) on the posttest. The mean N-gain value of 0.59 falls into the moderate category. The difference between pretest and posttest scores was significant based on the paired-samples t-test (t(31) = 38.24, p < 0.001) and consistent with the Wilcoxon test (p > 0.001). The effect size was Cohen’s dz = 6.76. Among the metacognitive behaviors, monitoring received the highest mean score (M = 3.20), followed by planning (M = 2.80) and evaluating (M = 2.60). These findings indicate an increase in conceptual understanding following instruction that integrated metacognitive prompts, accompanied by a predominance of monitoring behavior during the learning process. However, because the study used a design without a control group, this increase cannot be fully attributed to the metacognitive prompts.
Aviation Case Based Learning for Energy Literacy: An Embedded Mixed Methods Study among Middle School Students Lucky Aryvitto Wijaya; Yusrif Ahmad Al Fikri; Aulia Risky Sani; Dhianti Putri Anggraini; Muhamad Arif Mahdiannur; Erman Erman
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22264

Abstract

This study investigated how aviation-based Case-Based Learning (CBL) relates to different dimensions associated with energy literacy development, including conceptual understanding, sustainability awareness, and evidence-based decision-making. Energy literacy is viewed as a multidimensional construct that integrates understanding of energy concepts, awareness of sustainability consequences, and the capacity to utilize evidence when making decisions. However, applying scientific knowledge to complex and authentic situations remains challenging for many students. An embedded mixed-methods design was conducted with 45 Grade VII and VIII students from an international school in Surabaya, Indonesia. The 180-minute intervention utilized an aviation fuel-efficiency scenario to explore students’ conceptual understanding, sustainability awareness, and decision-making processes. Quantitative results showed a statistically significant improvement in the conceptual dimension of energy literacy from pre-intervention to post-intervention assessment scores (Wilcoxon W = 105, p = .022); however, this result should be interpreted cautiously due to the substantial ceiling effect observed. Qualitative findings indicated that students used quantitative evidence to revise their initial interpretations and relate aviation energy decisions to the Sustainable Development Goals (SDGs). Nevertheless, students experienced difficulties in balancing efficiency, safety, and reserve-fuel considerations. Integrated findings revealed a knowledge–awareness–application mismatch, suggesting that strong conceptual understanding and sustainability awareness do not always translate into effective evidence-based decision-making. These findings suggest that aviation-based CBL may serve as a pilot-scale instructional approach for bridging conceptual knowledge and evidence-informed application.

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