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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 534 Documents
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Analysis of Science Problem Solving Ability in terms of Learning Style of Junior High School Students Putri, Amelia Nabila; Syahrin, Rania Alfi; Inayah, Nailil; Prahani, Binar Kurnia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.12581

Abstract

This study aims to identify students' learning styles, assess their science problem-solving abilities, and analyze these abilities in relation to their learning styles on the topics of vibration, wave, and sound. Employing a quantitative descriptive approach, data were collected through tests, observations, and interviews. Instruments included a learning style questionnaire, problem-solving ability test, and interview guidelines. The findings reveal four learning styles among students—visual (25%), auditory (13%), kinesthetic (58%), and visual-kinesthetic (4%)—with kinesthetic being the most prevalent. However, 71% of students demonstrated low science problem-solving ability, with an average score of 52.9. Specifically, problem-solving performance was categorized as low across all four indicators: understanding the problem (36.5%), planning the solution (29.2%), implementing the solution (29.7%), and rechecking the answer (18.3%). Students with visual learning styles performed better in all problem-solving stages compared to their auditory and kinesthetic peers. This study highlights the need for tailored teaching strategies to improve problem-solving skills, particularly for students with auditory and kinesthetic learning styles, as no prior research has focused on the interplay between learning styles and problem-solving abilities in the context of vibration, wave, and sound materials.
Analysis of Correction for the Indonesian People's Accelerograph (ARI) based on MEMS ADXL 355 Satrio, Adji; Hidayat, Nurul; Martha, Agustya Adi; Widodo, Handi Sulistyo; Nugroho, Hapsoro Agung; Akram, Rafi Syah; Sutejo, Bayu; Prakoso, Tio Azhar
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15139

Abstract

Indonesia, geographically situated on the Pacific Ring of Fire, has one of the highest potentials for earthquake and tsunami disasters worldwide, second only to Japan. These seismic events pose significant threats, including loss of life and infrastructure damage. One of the key strategies to mitigate earthquake risks is the implementation of Earthquake Early Warning System (EEWS) technology, which heavily relies on the spatial distribution of accelerographs. The Indonesian People's Accelerograph (ARI) has been designed as an affordable and independently built solution to record ground vibration acceleration, utilizing the MEMS-based ADXL 355 sensor and an ESP32 microcontroller for efficient EEWS implementation. This study focuses on the development and correction of the ARI system to enhance instrument response accuracy by analyzing ground acceleration vibration data through an inversion-based method applied to ARI recordings. The results demonstrated that the ARI accelerograph exhibits pole values of 1.31260317e-07 and -2.43562359e-02, zero values of -1.23898531e-06 and 2.77232055, and a gain of 72.97. These findings confirm that the ARI accelerograph provides reliable seismic data, highlighting its potential as an essential tool in reducing earthquake risk and mitigating seismic disaster impacts through improved earthquake early warning capabilities.
Exploration of Sustainability Literacy Through Environmental Perspectives in the Context of Energy Conservation and Transformation Ayuningrum, Diantika; Hariono, Eko; Anggaryani, Mita; Satriawan, Muhammad; Prahani, Binar Kurnia; Saphira, Hanandita Veda
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15941

Abstract

Sustainability is a major challenge in the 21st century that must be managed by physics learning. This study aims to explore students' sustainability literacy in the context of energy conservation and transformation through physics questions created with an environmental approach. This study uniquely integrates local pesantren contexts into physics education to address sustainability literacy, offering a novel contribution to science education by incorporating cultural and contextual relevance. With a descriptive exploration of 30 grade X students from senior high school Nurul Jadid, the research was conducted using tests, questionnaires, and interviews. The results on the knowledge dimension showed that students performed very well at low cognitive levels, but higher-order thinking skills, especially evaluation and creation, were still low. In the skill dimension, students' ability to solve problems was moderate, with weaknesses in the aspects of evaluation and reflection. Although students responded well to the contextual problems, many had difficulty in drawing energy transformation schemes. These results indicate the need for more practical and contextualized learning to strengthen sustainability literacy in physics learning.
Development of Banan Application Assisted the Learning Cycle 5e to Enhance Conceptual Understanding Ability Shochifah, Ofi Laili Nur; Pamungkas, Megita Dwi; Pradanti, Paskalia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15263

Abstract

The advancement of technology today poses a unique challenge in the field of education, particularly requiring educators to innovate effectively. The learning media currently used are less engaging and interactive. This research was conducted to assess the effectiveness of an interactive learning media in the form of the Banan application. This study is motivated by students' low learning motivation and their poor ability to understand mathematical concepts. The teaching methods often rely on lectures, which result in students being less active during learning. The purpose of this study is to describe the feasibility and effectiveness of the Banan application assisted by the Learning Cycle 5E model. This research is a development research and development (R&D) study, namely ADDIE, which has 5 stages: Analysis, Design, Development, Implementation, and Evaluate. The method of data collection in this study involved observations, interviews, expert validation tests for media and material, questionnaires, as well as pretests and posttests instruments. The results of the media expert validation test obtained a score of 89% with a very feasible category, while the material expert validation test obtained a score of 82% with a very feasible category. Meanwhile, the effectiveness test results of the pretest and posttest showed an average Gain Score of 0.59 with moderate criteria. Student responses scored 84.17% with a very good category, while teacher responses had an average score of 83.20% with a very good category. These results conclude that the Banan application assisted by the 5E learning Cycle model is deemed feasible for use in learning.
Antioxidant Based Functional Drink Formulation As An Alternative Diet Drink For Diabetes and Cholesterol Dewi, Yuli Kusuma
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15384

Abstract

Unhealthy lifestyle in modern era brings public health issues to metabolic disorders that trigger the emergence of degenerative diseases such as cardiovascular, atherosclerosis, and diabetes mellitus. Indonesian people's awareness of health has led to a trend of seeking for alternative food to prevent degenerative diseases. Functional drinks based on antioxidants from natural ingredients have become a potential solution to solve this issues. This study aims to determine the chemical characteristics and sensory quality of functional drinks in the form of instant tea bags made from pigeon pea, cinnamon, and lime peel. The parameters tested in this study were functional groups of organic compounds using FTIR, moisture content using the thermogravimetric method, pH value, sugar content using the Luff Schoorl method, antioxidant activity using the DPPH method, and organoleptic tests using the scoring method to assess the sensory quality of tea. The results showed that the highest moisture content was obtained in F4 at 8.56% and the lowest value in F1 at 6.97%. The highest pH value was in F4 with a value of 6.76 and the lowest in F5 at 5.72. Antioxidant compound analysis confirmed that all tea formulations has a very strong antioxidant capacity for all formulas with the highest IC50 value obtained in F1 at 1.29 ppm. In terms of total organoleptic score for color, aroma and flavor, the most preferred formula is F1> F2> F4> F5> F3 with scores respectively of 4.16; 4.17; 3.40; 3.28; and 3.07. Based on all the chemical and sensory characteristics of the antioxidant tea products, formulations F1and F2 have the potential to be further development.
Android-based Application Development on Thermochemistry using Kvisoft Flipbook Maker and Apps Geyser Romadhon, Dwi Gilang; Rahmawan, Setia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.14641

Abstract

The complexity of thermochemistry and its abstract nature is often difficult for students to study. To address this issue, we designed an Android-based application using Kvisoft FlipBook Maker and AppsGeyser to help their study process. This research focuses on improving students' understanding of thermochemistry through digital learning tools. Using the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) development model, we created an interactive learning module in the form of an android application. The reason for using an android application is because there is no longer a risk that the learning module will be hidden or forgotten with other files, the application can also be accessed easily as long as it has an android device. Previous research has also indicated that a digital teaching tool can improve the understanding of chemistry learning due to attractive visualization and self-learning opportunities. This study involved validation from media and material experts, as well as assessment from chemistry teachers and students of SMA Muhammadiyah 7 Yogyakarta. The final product received high validation scores, with 97.8% from media experts, 93.3% from material experts, and 90.3% from chemistry teachers. In addition, 95.8% of students responded positively to the app. These findings suggest that the developed application is highly effective for independent student learning and can enhance engagement with thermochemistry concepts.
ESD-Oriented Project-Based Differentiated Learning Model to Develop Critical Thinking Skills and Biodiversity Literacy Pratiwi, Hetty; Rita, Endah; Roshayanti, Fenny; Patonah, Siti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15111

Abstract

The 21st-century learning must integrate learning models that are appropriate to students' needs in facing the challenges of the times. This study aims to develop a project-based differentiated learning model oriented to Education for Sustainable Development (ESD) to improve students' critical thinking skills and biodiversity literacy. This model was designed by integrating a differentiation approach, project-based learning, and sustainability values. Validation by experts showed that this model has a high level of relevance and integration, with an average score of 4.7 on a scale of 5. Implementation of the model on high school students showed a significant increase in critical thinking skills (18.5 points) and biodiversity literacy (17.7 points) based on the results of the pre-test and post-test. The success factors of this model include contextualization of materials, differentiation approaches, and integration of sustainability values. These results indicate that this model is effective and relevant to be applied in biodiversity learning in high schools. This study recommends further development with a wider population to ensure the sustainability of its impact. The implementation of this model should be accompanied by comprehensive training for teachers to ensure a deep understanding of the principles of differentiation, project-based learning, and ESD values.
Mathematical Literacy through PBL-Team Teaching with Educaplay: A Case Study Based on Students’ Learning Styles Rahmadani, Rhaesa Fadillah; Pusparani, Nilam; Noto, Muchamad Subali; Sundawan, Mohammad Dadan
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15980

Abstract

This study aims to describe the mathematical literacy skills of junior high school students on the geometry of tubes and cones by applying the Problem-Based Learning (PBL) model with a team teaching strategy assisted by Educaplay digital media in terms of student learning styles. This study employed a descriptive qualitative approach with a case study design. The research subjects consisted of 30 eighth-grade students, with an in-depth analysis focused on three students, each representing a dominant learning style: visual, auditory, and kinesthetic. The research instruments included a learning style questionnaire, a mathematics literacy test based on local cultural contexts, and semi-structured interviews. The results indicated that visual learners tended to excel in interpreting visual contexts but struggled with abstract mathematical formulation. Auditory learners demonstrated understanding through verbal explanations but showed weaknesses in procedural aspects, while kinesthetic learners exhibited strong spatial reasoning through hands-on experiences. This study reveals that implementing the PBL model, integrated with team teaching strategies and the interactive media Educaplay, positively impacts the development of students’ mathematical literacy, taking into account differences in learning styles and their connection to local cultural contexts.
ChatGPT in Physics Education: A Content-Based Analysis on Newtonian Force Problems Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi; Nisrina, Nina; Asy'ari, Muhammad
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15824

Abstract

The integration of artificial intelligence (AI) in education has significantly transformed learning environments, particularly through the use of large language models (LLMs) such as ChatGPT. While these tools show promise in supporting science and technology education, their effectiveness in solving domain-specific problems, such as Newtonian mechanics, remains under-explored. This study aims to evaluate the capability of ChatGPT in solving essay-type physics problems involving Newton’s Laws of Motion, with a specific focus on force analysis. Using a content-based qualitative evaluation method, the research was conducted in three stages: development and validation of conceptual physics problems, submission of these problems to ChatGPT, and assessment of the AI-generated responses by expert reviewers. The problem used in this study required decomposition of forces on an inclined plane under idealized, frictionless conditions. ChatGPT's responses were evaluated across three dimensions: scientific accuracy, logical coherence, and contextual relevance. The findings indicate that while ChatGPT was able to provide structured and numerically accurate responses, it lacked depth in reasoning and failed to explicitly articulate physical assumptions and validation steps, such as analyzing counteracting gravitational forces. These limitations point to the model's partial conceptual understanding and highlight the need for human oversight. The study concludes that ChatGPT holds potential as a supplementary learning aid, particularly for reinforcing procedural knowledge. However, its use must be carefully integrated into instructional contexts that promote critical thinking and conceptual verification. Recommendations are offered for its pedagogical implementation, along with a call for further research into AI's role in physics education.
Revealing Argumentation Skills of High School Students in Biology Learning through Toulmin Argumentation Pattern Rawe, Nining Sahara H A; Zubaidah, Siti; Susanto, Hendra
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.14837

Abstract

Argumentation skills are one of the skills that students must have in the 21st century.  Argumentation skills are important to develop because they can train students to communicate effectively in education, especially in science learning. This study aims to determine the description of students' argumentation skills, especially in biology subjects on environmental change material. The type of research used is descriptive quantitative using essay tests. 51 high school X-grade students were selected as samples in this study. The validity value of each item instrument is 0.403-0.596, meaning that all instrument items are said to be valid. The reliability result of the instrument is q = 0.736 (Cronbac's Alpha>0.60), so the instrument used is reliable. The results showed that the argumentation ability of students of the claim component was included in the highest component, with 66.2%, followed by the data component 23%, warrant 5.9%, backing 2%, and rebuttal 0% and the level of argumentation ability of students was still at level 1-2, the argumentation ability of students using claims, level 1 as much as (67.5%), supported by evidence, level 2 as much as (11.75%), warrants, level 3 as much as (2%), backing, level 4 as much as (0.5%), while the appearance of qualifiers and rebuttal, level 5 as much as (0%). The results show that there is a need for more attention to students through future research efforts should focus on implementing interventions to improve argumentation skills in students such as structured debates or problem-based learning and other learning models. It is important for students and teachers to collaborate with each other in honing argumentation skills to improve the quality of learning.

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