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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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Comparative Effectiveness of ICT-Based APOS and M-APOS Learning Models on Students' Self-Efficacy Viewed from Initial Mathematical Ability Handayani, Ita; Husnul, Nisak Ruwah Ibnatur
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.v13i3.16254

Abstract

Statistics is an essential course in the curriculum of the Informatics Engineering Study Program, as it plays a crucial role in equipping students with skills in data analysis, information processing, and data-driven decision-making. However, various studies have reported that students often experience low self-efficacy in statistics, which can hinder their academic performance and engagement. This study aims to compare the effectiveness of the ICT-based APOS model and the M-APOS model on students’ self-efficacy, taking into account their Initial Mathematical Ability (IMA). The APOS theory provides the foundation for the instructional models used, while Bandura’s theory of self-efficacy underpins the construct being measured. A quasi-experimental method was employed using a 2 × 2 factorial design (treatment by level). The data analyzed were students’ scores on a validated and reliable self-efficacy questionnaire, and a two-way ANOVA was used as the analytical technique. Prerequisite tests included the Lilliefors test for normality and Levene’s test for homogeneity. The rationale for selecting the ICT-based APOS and M-APOS models lies in their potential to address cognitive and metacognitive learning challenges in mathematical thinking. The results showed that, overall, students taught using the ICT-based APOS model demonstrated higher self-efficacy than those taught with the M-APOS model. A significant interaction was found between the learning model and IMA on students’ self-efficacy. Students with high IMA who received instruction through the ICT-based APOS model exhibited greater self-efficacy than those who experienced the M-APOS model. Among students with low IMA, there was no significant difference. These findings suggest that integrating technology into constructivist learning models such as APOS can enhance students’ confidence in learning statistics, particularly for those with a strong mathematical foundation, and inform future innovations in adaptive, ability-sensitive instructional design.
Development of Android Based Interactive Learning Media Using Articulate Storyline 3 to Improve Motivation and Conceptual Understanding in Informatics Lessons Hasanah, Silfia; Munir, Munir; Wahyudin, Wahyudin; Saputra, Galih Yudha
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.v13i3.16283

Abstract

This study aimed to develop Android-based interactive learning media using the Articulate Storyline 3 application for teaching computer hardware in Grade VII Informatics classes. The development model used was ADDIE, involving expert validation and effectiveness testing in both experimental and control classes. Validation results indicated the media was highly feasible, with average Likert-scale scores above 4.4. Effectiveness testing showed a significant improvement in students’ conceptual understanding and learning motivation in the experimental class, with an N-Gain score of 0.77 (high category) and motivation levels increasing from “High” to “Very High.” These findings support the integration of Android-based technology in education as an effective strategy to improve learning outcomes, especially in abstract and technical subjects.
Teachers' and Students' Needs in Scientific Work Skills: Guided Investigation Laboratory Module for Junior High Schools Muin, Dewi; Ismet, Ismet; Marlina, Leni
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.v13i3.16302

Abstract

Science practicum has an important role in fostering students' scientific skills, but its implementation at the junior high school level still faces various obstacles, such as limited laboratory equipment and practicum guidelines that are not optimal. This study aims to analyze the needs of teachers and students for the implementation of science practicum as a basis for developing guided inquiry-based guidelines. The research method used was descriptive qualitative with data collection techniques through surveys and in-depth interviews. The research subjects consisted of 219 students and 52 junior high school science teachers in the South Sumatra region. The results of the analysis showed that 98.6% of students and 98,1% of teachers stated the importance of practicum guides, while only 34.4% of students and 40% of teachers had used or made inquiry-based guides. The majority of respondents supported the use of the guided inquiry approach because it is believed to be able to improve science process skills. However, limited tools and teacher understanding are the main obstacles to implementation. Therefore, the results of this study emphasize the need to develop guided inquiry-based science practicum guides that are systematic, applicable, and relevant to the context of junior high school learning.
The Influence of Zinc Supplementation on Improving Learning Concentration and Hemoglobin Levels in Anemic Adolescent Girls at Junior High School Sahadewa, Sukma; Durry, Fara Disa; Khamidah, Nur; Windayani, Novia Restu
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.v13i3.16399

Abstract

Mild to moderate anemia impairs cognitive performance and academic engagement among adolescent girls, yet school-based nutrition programs in Indonesia focus largely on iron and vitamin A. This study evaluated whether a focused 30-day regimen of 20 mg/day zinc could improve both hemoglobin concentration and attention, as measured by the Stroop Color–Word Test, in 30 junior high school girls with baseline hemoglobin < 12 g/dL. Following daily supplementation, mean hemoglobin rose from 10.6 ± 0.5 g/dL to 12.4 ± 0.4 g/dL (Δ = 1.8 g/dL, p < 0.001, Cohen’s d = 3.86), fully eliminating moderate anemia in this cohort. Stroop scores increased from 61.2 ± 5.3 to 75.8 ± 4.6 points (Δ = 14.6, p < 0.001, Cohen’s d = 2.88), with no students remaining in the lowest concentration category post-intervention. These parallel gains reflect zinc’s dual role in enhancing erythropoiesis improving cerebral oxygen delivery and modulating neurotransmission via NMDA/GABA balance and BDNF upregulation. Effect sizes exceed those typically reported for iron-only or broader micronutrient interventions. Findings support integrating a one-month zinc supplement into Indonesian school-health protocols to rapidly correct anemia and bolster cognitive readiness for learning.
Designing PMRI-Based Learning Materials Using the ADDIE Model to Enhance Conceptual Understanding of π (Pi) in Circle Topics Baalwi, Muhammad Assegaf; Lestari, Wahyu Maulida; Noviyanti, Masyitah
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.v13i3.16443

Abstract

This article is about developing mathematics learning materials related to the Indonesian Realistic Mathematics Education (PMRI) approach for teaching the circle topic, with a focus on enhancing sixth-grade students’ conceptual understanding of π (Pi) at MI Ma’arif Pagerwojo. The development followed the ADDIE instructional design model. The research instruments included expert validation sheets, lesson implementation observation sheets, response questionnaires, and achievement tests. Based on expert validation, two validators rated the teaching module at 95.5% and 92.6%, the student worksheet (LKPD) at 91.6% and 94%, and the learning outcome test at 85% and 90% all falling within the "highly valid" category. Observation results of lesson implementation by both teacher and students yielded scores of 90% and 87.5%, respectively, while teacher and student response questionnaires reached 93.7% and 87%. It shows that the developed learning materials are highly practical. The effectiveness also has been proved, as 80% of students met the minimum mastery criterion (KKM), satisfying the criterion for classical completeness. These findings demonstrate that PMRI-based materials effectively facilitate students’ meaningful understanding of π through contextual learning activities. Moreover, the context of this study focused on developing instructional materials at the primary school level remains underexplored in educational development research. Thus, this study may serve as a reference for broader international mathematics education, particularly since PMRI aligns closely with the principles of Realistic Mathematics Education (RME).
The Role of Mathematical Resilience in Critical Thinking Development Under PBL Models Shopia, Dellia Mila; Lestari, Mas Roro Diah Wahyu
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.v13i3.16704

Abstract

This study investigates the impact of the Problem-Based Learning (PBL) model on elementary students' mathematical critical thinking skills and resilience. Employing a quasi-experimental design with a pretest-posttest control group, the research involved 45 fifth-grade students divided into experimental and control groups. Validated instruments, aligned with higher-order thinking and affective constructs, were used to assess critical thinking and mathematical resilience. Quantitative findings demonstrated that the PBL model led to statistically significant improvements in both constructs. Students in the experimental group outperformed their peers, with large effect sizes (Cohen’s d = 2.51 for critical thinking, 2.35 for resilience), and the Mann-Whitney U test confirmed significant intergroup differences. Furthermore, Spearman correlation analysis (r = 0.460, p < 0.05) revealed a moderate positive relationship between resilience and critical thinking. Qualitative analysis showed that students with higher resilience provided more reflective and elaborate responses. The study emphasizes the educational potential of integrating affective-cognitive instructional models. PBL not only enhances academic performance but also supports students’ emotional persistence and adaptability in learning mathematics. However, limitations such as small sample size and sampling method should be considered in interpreting the results. The study concludes that fostering mathematical resilience is essential to optimizing the cognitive benefits of PBL and recommends teacher training and curriculum strategies to implement this dual-focused approach effectively.
Strategic Framework for Extended Producer Responsibility of Used Beverage Carton Packaging Using Analytical Hierarchy Process Annisa, Siti; Mizuno, Kosuke; Sodri, Ahyahudin
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.v13i3.15997

Abstract

The rapid expansion of urban populations and changing consumption behaviors have intensified solid waste challenges, particularly in developing countries like Indonesia. Used beverage cartons (UBCs), composed of layered paper, plastic, and aluminum, are among the most difficult packaging materials to recycle. Extended Producer Responsibility (EPR) is increasingly promoted as a policy mechanism to shift waste management responsibilities from local governments to producers. However, the implementation of EPR in Indonesia remains limited due to weak infrastructure, low market incentives, and fragmented stakeholder coordination. This study aims to identify strategic priorities for EPR implementation in managing UBC waste by applying the Analytical Hierarchy Process (AHP), integrated with a penta-helix stakeholder framework. Conducted in East Jakarta between March and November 2023, the research engaged five expert informants representing government, academia, industry, civil society, and waste management sectors. Through structured pairwise comparisons, the study evaluated five sub-criteria: stakeholder participation, regulatory framework, financial incentives, market access for recycled UBCs, and recycling technology. The AHP analysis revealed that stakeholder participation holds the highest priority weight (48.31%), followed by the regulatory framework (34.57%) and financial incentives (9.64%). Market and off-taker availability (5.63%) and recycling technology advancement (1.85%) were identified as lower-priority but still necessary components. These results indicate that socio-economic considerations dominate strategic decision-making in UBC waste management. The study offers a data-driven and context-sensitive framework for EPR implementation that can inform policymakers and industry actors. Furthermore, the AHP model demonstrates potential for replicability in other complex waste streams requiring coordinated multi-stakeholder engagement.
Building New Understanding Through Experiments: Students' Conceptual Shifts on Projectile Motion Jamaludin, Jamaludin; Batlolona, John Rafafy; Dulhasyim, Ashari Bayu P.
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.v13i4.15627

Abstract

Students' understanding of the concept of projectile motion is often hindered by misconceptions that are difficult to change through conventional teaching methods. This research explores how direct instruction, which remains relevant and effective in physics education, can be key to fostering conceptual change in students through a qualitative approach involving 39 elementary education teacher students as participants. Data was collected using two main instruments: in-depth interviews and student reflection journals, conducted during active and interactive learning processes. The research findings revealed that direct instruction not only helps students identify and correct misconceptions but also enriches their understanding by connecting the concept of projectile motion to real-life phenomena. Based on the reflection journals, students demonstrated increased awareness of conceptual errors and stated that direct involvement in experimental activities facilitated the internalization of concepts. In-depth interviews also indicated that group discussions, demonstrations, and direct observations of the motion trajectories of objects significantly reinforced their conceptual understanding. This transformation in understanding shows that direct teaching methods can bring abstract physics material to life, turning it into meaningful and applicable learning experiences. The conclusion of the research emphasizes that direct instruction is an effective strategy for improving the quality of students' conceptual understanding, particularly on the topic of projectile motion, and strengthening the foundation for sustainable physics education.
The Effect of William Flexion Exercise on Low Back Pain in Pottery Artisans Taufandas, Maruli; Aupia, Anatun; Sapwal, Muh. Jumaidi; Ikhwani, Dina Alfiana; Khairari, Nandang DD
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.v13i3.15797

Abstract

The activities performed by individuals continuously and the presence of heavy loads during physical activities can cause pain in the lower back. The occurrence of lower back pain can interfere with activities during daily work, the pain felt makes the sufferer uncomfortable in moving parts of the body, namely the back and waist areas. Researchers will answer the question, "How does William Flexion Exercise affect low back pain in pottery craftsmen?" with a focus on a group of pottery craftsmen. With the Pre Experiment: One Group Pretest and Posttest Design. This study aims to determine the effects of William Flexion Exercise on LBP in pottery craftsmen for 4 weeks, focusing on a group of workers who have never been studied. The population in this study were 43 people. Total sampling technique with a sample size of 43 respondents. The intervention was carried out for four weeks with a duration of 2 William Flexion exercises every week, the time needed for each meeting was 45 minutes, by choosing and agreeing on the implementation day together so that all respondents were present when the intervention was carried out. While the instruments used were the William Flexion Exercise SOP, William Flexion Exercise leaflet and NRS which were used to calculate the level of pain, pain measurements were carried out in the first and last weeks of the intervention by the researcher by asking the pain scale felt from 0-10, and respondents chose a number according to the level of pain felt before and after the intervention. The statistical test used was the Wilcoxon Sign Test. The statistical test used was the Wilcoxon Sign Test. According to the findings of this study, William excersise was shown to have an impact on low back pain (p value <0.05).
Investigating Knowledge of Indonesian Pre-service Science Teachers on the Greenhouse Effect Issue Mannan, Muhammad Nur; Efwinda, Shelly; Subagiyo, Lambang; Hakim, Abdul; Khotimah, Siti Qusnul; Andrian, Ricky
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.v13i4.16048

Abstract

Teacher education institutions must pay attention so that future teachers have a strong and correct concept to teach actual knowledge to their students. This study explores Indonesian pre-service science teachers' (PSTs') knowledge of the Greenhouse Effect (GHE). The research participants were 187 Indonesian PSTs. The sampling technique used in this study was purposive sampling. The research instrument used was a questionnaire survey of 24 knowledge questions with three answer choices (true, wrong, or do not know) and two open questions. The PSTs' knowledge data were analyzed through statistics and the Mann-Whitney test. The results of the data analysis showed that PSTs' knowledge was in a low category, with an average score of 66.82. There was no significant difference between the knowledge of junior (2nd and 4th semester) and senior (6th and 8th semester) PSTs shown by a significance value of 0.445 > 0.005. Our findings also show that their knowledge of this issue is only superficial; for example, most of them mentioned that they had learned about the GHE process, but their explanations of how the GHE occurs were not detailed. Therefore, Institutions must strengthen their curriculum to equip PSTs with accurate and actionable knowledge of the GHE.

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