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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 563 Documents
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Development of Google Sites E-Module Based on PBL on Respiratory System to Improve Critical Thinking Skills of Middle School Students Fitri, Qoshirotul; Setiawan, Agung Mulyo
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.v14i1.16086

Abstract

Critical thinking skills are essential for students, yet junior high school students often show low levels of these abilities. Previous studies using Google Sites did not integrate the Problem-Based Learning (PBL) model or focus specifically on respiratory system content and critical thinking. This study aims to develop a PBL-based Google Sites e-module on the respiratory system that is valid, practical, and effective in improving critical thinking skills. The development followed the ADDIE model: analyze, design, develop, implement, and evaluate. Data were collected through questionnaires and tests and analyzed descriptively to assess validity, practicality, and effectiveness. Validation results showed the material was highly valid (84.89%) and the media valid (79.47%). Practicality tests based on teacher and student assessments resulted in scores of 94.68% and 92.71%, respectively, indicating the media was very practical. The effectiveness was supported by an independent sample t-test showing significant differences in critical thinking scores between experimental and control classes. The average N-Gain score of 0.67 in the experimental class indicated a moderate improvement, and a Cohen’s d effect size of 1.21 suggested a large impact. This e-module is valid, practical, and effective for science learning, particularly in supporting teachers to implement student-centered learning that fosters critical thinking.
Improving Prospective Physics Teachers’ Conceptual Understanding of Moon Phases Through an Integrated Observational and Virtual Simulation Learning Hartanto, Theo Jhoni; Mustika, Maya; Budi, Gunarjo Suryanto
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.v13i4.16338

Abstract

Although the moon's phases are directly observable phenomena, students at all levels of education consistently have misconceptions about their causes. This indicates a cognitive gap between observational experience and the scientific models that are supposed to explain it. This study aims to improve prospective physics teachers’ conceptual understanding of moon phases through an integrated observational and virtual simulation learning. Employing a pre-experimental method with a one-group pretest-posttest design, the study involved a total sample of 19 students from the Department of Physics Education. The research instrument was a conceptual understanding test adapted from the Moon Phases Concept Inventory (MPCI), consisting of 11 items and accompanied by a Certainty of Response Index (CRI). The results revealed a substantial increase in students’ understanding, as indicated by the mean pretest score of 2.68 (SD = 1.108; SE = 0.254) and the mean posttest score of 9.47 (SD = 1.744; SE = 0.400). The Shapiro-Wilk normality test showed that the pretest data were normally distributed (Sig. = 0.130), while the posttest data were not (Sig. = 0.001). Consequently, the Wilcoxon signed-rank test was used and confirmed a statistically significant difference between the pretest and posttest scores (Asymp. Sig. 2-tailed = 0.000). These findings indicate that combining direct observation and virtual simulation contributes meaningfully to the improvement of prospective physics students’ conceptual understanding of Moon phases. These findings also illustrate the value of integrating real-world experiences and simulation technology into the physics teacher education curriculum to strengthen conceptual competencies, spatial skills, and pedagogical readiness while supporting deep learning.
How Do Pre-Service Language Teachers Perform in Mathematical Literacy? A Study at the Tertiary Level Akmal, Nurul; Marhami, Marhami; Idris, Khairiani; Harun, Jamilah
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.v14i1.16424

Abstract

Mathematical literacy is increasingly recognized as a critical competency for all university students, including those in non-STEM disciplines. However, language education students are often overlooked in discussions surrounding mathematical reasoning. This study examines the mathematical literacy performance of tertiary-level students enrolled in Arabic, Indonesian, and English language education programs. Using a quantitative descriptive design, data were collected from 91 students through assessments covering linear equations, inequalities, graphing functions, and quadratic equations. The study employed one-way ANOVA and Kruskal–Wallis tests to analyze differences in performance. While overall scores did not differ significantly across majors, notable differences were observed in component-level indicators, particularly in Employ and Interpret processes. Indonesian Language Education students demonstrated stronger skills in problem formulation and procedural application, while Arabic Language Education students excelled in interpreting mathematical results. In contrast, English Language Education students showed high procedural ability but struggled with interpretation. These findings highlight uneven cognitive development in mathematical reasoning across programs and underscore the need for integrating numeracy into language education curricula. Recommendations include differentiated instructional strategies, cross-disciplinary teacher training, and policy support to promote holistic and interdisciplinary competencies among future educators.
Developing and Profiling the Scientific Literacy Test Items on Prospective Science Teachers: A Focus on Health and Disease in Socioscientific Issues Saputra, Winata Tegar; Rusyati, Lilit; Rustaman, Nuryani Y; Fardhani, Indra; Natadiwijaya, Ismail Fikri
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.v14i1.16435

Abstract

This study aimed to develop scientific literacy instruments aligned with the 2025 framework, focusing on socioscientific issues (SSI) related to health and disease, and apply them to prospective science teachers (PSTs). Despite the updated framework, many Indonesian scholars still use outdated models. Using an exploratory sequential mixed-methods design and the ADDIE model, this research involved 194 PSTs, three assessment experts, and two content experts. Textbook analysis revealed that competency 1 was most dominant, while competency 3 was the least addressed in both books and classroom practice. The instrument development process began with 30 items and underwent multiple stages, including expert validation, readability checks, pilot testing, and statistical analyses of reliability, item difficulty, and discrimination. Ultimately, 23 items were validated with high reliability (0.92) and a balanced difficulty range that cover the cognitive skills such as content, procedural, and epistemic knowledge. A profiling analysis using these items showed that most PSTs demonstrated moderate scientific literacy, with third-year students outperforming first- and second-year students. Overall, the instrument proved effective, as it was systematically developed based on textbook analysis and teacher interviews to reflect current scientific literacy demands, particularly in preparation for PISA 2025. This instrument also expects the PSTs in the future to have the ability to teach their students about the skills of the content, procedural, and epistemic knowledge.
HOTS Development Strategy through Project Based STEM Learning at High School Level Yennita, Y; Irianti, Mitri; Zulirfan, Z; Yoeliana, Rosa
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.v14i1.16505

Abstract

This study aims to analyze the effect of STEM project based learning on improving students' higher-order thinking skills. The research method used is a quasi-experimental design with a non-equivalent posttest only control group design. The population of this study was all 130 students of grade XII. Then the sample was taken randomly obtained XII IPA 3 as the control class and XII IPA 4 as the experimental class. This study used test instruments in the form of essay questions and HOTS multiple choices. Data were analyzed using the SPSS program. The results of the study obtained a sig. 0.027 ≤ 0.05 meaning that the results obtained in the study were that there were significant differences in higher-order thinking skills between classes using STEM project-based learning and classes using conventional learning. Based on these results, STEM project-based learning can improve high school students' higher order thinking skills. These findings indicate that STEM PjBL can function as an effective model to improve analytical, evaluative, and creative capacity in learning in high school.
A ZE25A-O3 Sensor-Based Solution for Continuous Ozone Level Measurement in LINAC Environments Khasanah, Nur; Hudha, Lalu Sahrul; Jamiluddin, Jamiluddin; Ernita, Nevi; Bunawas, Bunawas; M, I Wayan Ari; Subroto, Rinarto
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.v13i4.16540

Abstract

Abstract Ozone (O₃) generated during LINAC operation can accumulate indoors and pose respiratory risks, yet many facilities lack continuous monitoring. We designed and validated a low-cost, electrochemical sensor platform—ZE25A-O₃ integrated with an Arduino Mega, on-board logging, and a Nextion HMI—for real-time surveillance in a LINAC suite. The sensor was calibrated at 24 °C and 40% RH against 0.5–1.5 ppm standards, yielding slope = 1.045, intercept = −0.04067 ppm, R² = 0.99984, and RMSE = 9.39 ppb, supporting reliable low-ppb quantification. Time series were aggregated into 30-min bins with centered 1-h rolling means to extract diurnal structure while suppressing short-term fluctuations. Field measurements showed a 20–30 ppb background with intermittent spikes exceeding 100 ppb (peaks ~150 ppb). A reproducible daily pattern emerged: late-morning minima (~20–21 ppb) followed by evening enhancement (~26–28 ppb), consistent with ventilation and operational schedule. Average conditions were below the Indonesian workplace limit of 100 ppb, but episodic exceedances motivate real-time alerts and ventilation management. This work demonstrates a practical approach for continuous exposure assessment and data-informed environmental control in radiotherapy facilities.
Multirepresentation in Physics Learning to Reduce Students' Misconceptions About Circular Motion Concepts Rachman, Gazali; Batlolona, John Rafafy
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.v13i4.16608

Abstract

Physics education faces significant challenges in addressing students' misconceptions, particularly regarding the concept of circular motion. This article raises this issue by proposing the application of a multi-representational approach as an effective solution. A descriptive research method was used to analyze the multi-representational abilities of 36 eleventh-grade students, consisting of 12 males and 24 females. The results indicate that before the implementation of this approach, students' abilities to understand the concept of circular motion were very low, with an average percentage of only 28.70%. However, after the application of multi-representation, this percentage significantly increased to 70.59%. Furthermore, when examining gender aspects more closely, the highest achievements in students' multi-representational abilities related to the concept of circular motion occurred across all types of representations. This indicates that students are now capable of understanding and communicating physics ideas through various types of representations. These findings suggest that the use of different forms of representation, such as verbal, graphical, image, and mathematical, not only enhances students' conceptual understanding but also helps them identify and correct existing misconceptions. In conclusion, the integration of a multi-representational approach into the physics curriculum is crucial for improving students' understanding and reducing conceptual errors. This study recommends ongoing training for teachers in using various representations for instruction, as well as the development of learning modules that include different types of representations to support better student comprehension.
Enhancing Language Learning Through Ethnopedagogical Blended STEM: Effects on Students’ Creative and Problem-Solving Competencies Solissa, Everhard Markiano; Sukini, Sukini; Efendi, Burhan; Santosa, Tomi Apra; Wantu, Hasyim Mahmud; Yastanti, Unpris
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.v13i4.16663

Abstract

This study aims to investigate the effectiveness of ethnopedagogical mixed STEM approaches in improving students' creative thinking and problem-solving skills in the context of language learning. Using 24 empirical studies published between 2020 and 2024, the study synthesized quantitative findings to determine the overall effect size and identify moderator variables that could influence learning outcomes. The data encoding follows PRISMA guidelines, and statistical analysis is performed using JASP software. The analysis yielded a significant overall effect measure (Hedges' g = 0.78, p <0.001), which demonstrated a strong positive impact of ethnopedagogically blended STEM learning on creative skills and problem-solving in language education. The moderator analysis showed that education level and duration of learning significantly moderated the effect size, while the year of publication and geographic region did not show significant moderation. These findings support the integration of culturally responsive STEM-based pedagogy in language teaching and highlight the importance of contextual-based learning models for fostering 21st-century skills.
ICT-Based Mathematics Learning Assessment: A Systematic Review of Effectiveness, Challenges, and Pedagogical Impacts Hidayatullah, Syarif; Arliani, Elly; Hidayati, Kana
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.v13i4.16987

Abstract

The importance of integrating Information and Communication Technology (ICT) into mathematics learning lies in its potential to enhance students’ critical thinking, problem-solving, and logical reasoning skills. Conventional assessments often face limitations in providing personalized and dynamic feedback. This study aims to examine the effectiveness, challenges, and pedagogical impacts of ICT-based mathematics assessment through a systematic review of literature published between 2020 and 2025. The research method employed is a Systematic Literature Review (SLR) following the PRISMA guidelines. Data were collected from the Scopus, WoS, ERIC, and Google Scholar databases using relevant keywords. The selection process involved identification, screening, eligibility assessment, and inclusion, resulting in n=15 articles for comprehensive analysis. The findings indicate that ICT-based assessment is effective in measuring cognitive domains, particularly conceptual understanding (33.3%), problem solving (26.7%), and learning outcomes (26.7%), while other aspects remain limited mathematical reasoning and self-assessment (13.3%). Furthermore, challenges in implementing ICT-based mathematics assessment include the design and development of instruments, technical and infrastructural limitations, teachers’ readiness and competencies, as well as student characteristics and the context of online learning. ICT-based assessment in mathematics also provides five main pedagogical impacts: enhancing student engagement and motivation, offering feedback and self-reflection, fostering cognitive and problem-solving skills, improving learning efficiency, and promoting pedagogical innovation.
Integrating Indigenous Knowledge through Contextual Project-Based Learning: Student–Healer Collaboration and Phytochemical Investigation of Traditional Ethnomedicine in Lombok, Indonesia Bayani, Faizul; Rokhmat, Joni; Hakim, Aliefman; Sukarso, AA
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.v13i3.17348

Abstract

This study investigates the implementation of a contextual Project-Based Learning model (Ethnomed-PjBL) that connects pharmacy students with traditional healers (Belian) in Lombok, Indonesia, to explore and scientifically validate ethnomedicinal formulations. Conducted in three phases field immersion, in-situ qualitative testing, and laboratory-based phytochemical analysis the model facilitated reciprocal learning and empirical inquiry grounded in Indigenous healing knowledge. Laboratory screening confirmed the presence of key secondary metabolites across all formulations, including flavonoids, tannins, alkaloids, phenolics, and terpenoids. Among the seven formulations tested, those based on Ziziphus mauritiana (bidara) and Annona muricata (soursop) showed the highest chemical diversity and antioxidant activity, with IC₅₀ values of 61.2 µg/mL and 74.5 µg/mL, respectively. These results support the pharmacological potential of traditional remedies and align with healer-reported uses related to immune function and disease prevention. Students reported significant educational gains, including improved understanding of phytochemistry, enhanced laboratory competence, critical thinking, and greater intercultural and ethical awareness. The Ethnomed-PjBL model demonstrated the capacity to embed scientific inquiry within culturally responsive frameworks, reinforcing the relevance of Indigenous knowledge in contemporary pharmaceutical education. By promoting equitable academic–community partnerships, this model contributes to broader efforts to decolonize health education and advance pharmaceutical sovereignty. It offers a replicable framework for integrating traditional knowledge into vocational health curricula, balancing scientific rigor with cultural respect. The study underscores the importance of ethical collaboration in preserving traditional knowledge systems while cultivating future health professionals who are both scientifically competent and culturally attuned.

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