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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 534 Documents
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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.
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.
Analysis of Students' Critical Thinking Skills in Solving Ethnomathematics Problems Putra, Eric Dwi; Akbar, Ahmad Maulana
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.v13i4.17474

Abstract

Mathematics has an important role in the development of critical and logical thinking skills. However, the results of the PISA survey show that the mathematical literacy of students in Indonesia is still low. One approach that can be applied to improve critical thinking skills in mathematics learning is ethnomathematics. Ethnomathematics connects mathematical concepts with cultural elements, thus making learning more contextual and engaging. This study aims to analyze students' critical thinking skills in solving ethnomathematics problems. Based on the results of observations and interviews, it was found that most students still tend to memorize without understanding or critically analyzing information. The implementation of ethnomathematics in learning is expected to help students understand that mathematics is not only abstract but also related to daily life and culture. This study highlights the importance of the application of ethnomathematics in improving mathematical literacy and critical thinking of students, by taking the example of a tobacco warehouse in Jember Regency as one of the cultural objects that can be integrated in mathematics learning.
Analysis of Neuroscience-Based Learning on Critical Thinking Skills of Elementary School Students Oktavianto, Deo Arief; Mashfufah, Aynin; Anggraini, Ade Eka; Dewi, Radeni Sukma Indra; Ekawati, Ratna
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.v13i4.16024

Abstract

Learning should provide educational experiences that stimulate brain function as part of a meaningful learning method. However, currently, the problem is that most teachers only use conventional learning. This study aims to analyze neuroscience-based learning on the learning responses of elementary school students. Neuroscience-based learning integrates knowledge about how the brain works in learning with teaching methods that can stimulate students' cognition, emotions, and motivation. This study used a qualitative research design method. Data were collected through interviews with three high school teachers at the level and observations during learning with 53 students, as well as observations of student motivation and engagement during the learning process. The results of the study indicate that the implementation of neuroscience-based learning is good, as evidenced by the active responses given by students when teachers provide questions or stimuli. However, it still requires evaluation and improvement to help maximize the improvement of critical thinking skills. Teachers apply creative and innovative strategies in neuroscience-based learning in the classroom by using video aids and concrete media to help students more easily remember what they know, as well as fostering student sensitivity in learning to activate brain function. Student learning success is only assessed through evaluation of outcomes, namely by using descriptive questions, not evaluation of the processes that occur during learning. The role of the principal and teachers is a crucial factor in the success of learning, this can be proven by paying more attention to learning methods, the use of learning media with the hope of always synergizing in realizing new neuroscience-based learning methods and strategies in schools to support maximum learning outcomes.
The Influence of STEAM-Integrated Project-Based Science Learning Viewed from Scientific Attitudes on Student Creativity Sucilestari, Ramdhani; Arizona, Kurniawan; Meiliyadi, Lalu Ahmad Didik; Masiah, Masiah; Sukardi, Rendi Restiana
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.v13i4.17073

Abstract

This study aims to explore the impact of integrated STEAM-based project-based science learning, considering scientific attitudes, on students' creativity. Despite a growing body of literature supporting the benefits of STEAM, few studies have examined the interaction between scientific attitudes and creativity in project-based learning contexts. This research uses a quantitative approach with a factorial experimental design, including two main factors: class type (experimental vs. control) and scientific attitude (high vs. low). The sample consists of 74 students from the PGMI FTK UIN Mataram study program, who were randomly assigned to experimental and control groups. Data collection involved pretests and posttests to measure creativity, alongside scientific attitude questionnaires. Descriptive and inferential statistics, including two-way ANOVA, were used to analyze the data. The results show that the experimental group participating in STEAM-based project learning exhibited a significant increase in creativity (p=0.000; partial η² = .681) compared to the control group. Scientific attitude also had a significant effect on creativity (p=0.000; partial η² = .165). However, no interaction effect between class type and scientific attitude on creativity was found (p=0.925). These findings suggest that both STEAM-based project learning and scientific attitude independently contribute to enhancing creativity. This study provides new insights by addressing the gap in research concerning the role of scientific attitudes in project-based STEAM learning. It also highlights the potential for designing science curricula that integrate both innovative teaching methods and the fostering of positive scientific attitudes to enhance student creativity.
UP-Think in UDL Mathematics: Student Participation and Thinking Analysis Panglipur, Indah Rahayu; Triyani, Septi
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.v13i4.17486

Abstract

This study evaluates the implementation of Universal Design for Learning (UDL) in mathematics instruction witha focus on students with visual impairments, a context that has not been sufficiently explored in higher education. Although UDL has been widely recognized as an inclusive approach, previous studies have primarily concentrated on general or primary–secondary education, leaving a gap in empirical evidence regarding its application in higher education mathematics. This research introduces the UP-Think (Understanding Participation and Thinking) framework as a novel contribution that integrates two essential dimensions: active student participation and higher-order thinking ability. Participation (asking, responding, collaborating); Thinking (conceptual, critical, creative) measured by easured by observation rubrics, a student-engagement questionnaire, pre–post concept-understanding tests, and a critical/creative thinking rubric with established reliability. Using a mixed-method descriptive evaluative design, data were collected from observations, questionnaires, pre–post tests, and interviews involving students of the Special Education Study Program. The results indicate a substantial increase in participation, with 79% (22/28) of visually impaired students more actively asking questions, 85% (26/28) responding and justifying answers, and 85% (26/28) engaging in group collaboration. In terms of thinking ability, 68% (19/28)achieved notable gains in conceptual understanding, 86% demonstrated consistent critical reasoning, and 78% displayed creative problem-solving strategies. These findings imply that accessible assessment design and lecturer training are essential for sustaining the benefits of UDL. Institutions should invest in systematic professional development and adaptive technology provision so that inclusive mathematics instruction can be implemented consistently and equitably across courses.

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