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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 547 Documents
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Development of Teaching Factory Learning Guidebooks Through Subject Integration in Vocational Schools Cholis, Nur; Zuriah, Nurul; Poerwanti, Endang
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.v13i4.17374

Abstract

Project-based TEFA at SMK Muhammadiyah 1 Kepanjen was running and industry-synchronous, yet cross-subject integration (general ↔ vocational) had not been implemented and evaluation documents were inconsistent (~10% incomplete). This development study produced a Teaching Factory (TEFA) learning guidebook that integrates general and vocational subjects in the Motorcycle Engineering concentration using ADDIE (analysis, design, development, implementation, evaluation). Participants in a limited implementation comprised 4 expertise teachers, 3 general-subject teachers, 4 vocational-subject teachers, 10 Grade-XI students, 2 industry representatives, the principal, and the vice principal for curriculum (N=25). Instruments included design/material expert checklists and stakeholder feasibility/usability questionnaires (Likert 1–5) plus observation, interview, and documentation guides. Scale anchors, item counts, and example items are specified in Methods; internal consistency (Cronbach’s α/ω) and inter-rater agreement for expert validations are reported in Results. Feasibility was high (expert means ≈4.6/5) and stakeholder ratings averaged 88–94% across ease of use, relevance, completeness/integration, clarity, and practical applicability. Key improvements include integrated performance assessment (multi-rater, role-inclusive), richer cross-subject cases, and documentation consistency. Findings are feasibility-oriented and do not claim effectiveness; future work should test outcomes and employability impacts via quasi-experimental designs.
Developing an e-Module about Sound Waves with a STEM Approach to Improve Students' Critical Thinking Skills Rambe, Aslamiyah; Aritonang, Syahruddin; Ritonga, Malika; Hasanah, Nur
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.v14i1.17375

Abstract

The integration of information and communication technology (ICT) into education has encouraged the development of innovative learning resources, particularly electronic modules (e-modules), to support interactive and independent learning. Physics, despite its fundamental role in fostering analytical and critical thinking, is often perceived as abstract and difficult, with conventional instruction limiting student engagement and higher-order thinking. To address these challenges, this study developed a STEM-based e-module on sound waves aimed at enhancing students' critical thinking skills. This study employed a 4D development model—define, design, develop, and disseminate—with 34 11th-grade students from SMAN 6 Padangsidimpuan as participants. Instruments included expert validation (content, media, and language), teacher and student questionnaires, and a pretest-posttest assessment of critical thinking. This electronic module achieved a validity score of 96.66% (very valid), a practicality rating of 96.36% from teachers and 85.95% from students (very practical), and effectiveness was demonstrated by a significant increase in students' posttest scores (M = 85.59) compared to pretest scores (M = 36.76), exceeding the minimum competency. The results of the paired t-test showed t = 17.89 and df = 33, p < 0.001, with a very large effect size (Cohen's d = 3.26). The results of the study show that the use of STEM-based e-modules is effective in improving students' critical thinking skills. Results dissemination shows involvement of active students and ability adaptation across the board. These findings confirm that this STEM -based electronic module is valid, practical, and effective, and provides an innovative solution to support critical thinking, problem-solving, and technological literacy in 21st-century physics education.
Development of E-Student Worksheet Based on Problem Based Learning Assisted by Augmented Reality in Science Learning to Improve Digital Literacy Skills Muizzatissalmi, Hadyatul; Ramdani, Agus; Setiadi, Dadi
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.v14i1.17389

Abstract

This study aims to develop practical and effective E-Student Worksheet based on Problem Based Learning (PBL) assisted by Augmented Reality (AR) in science learning to improve digital literacy skills. This type of research is R&D with a research method the 4D development model (Define, Design, Develop, and Disseminate) from Thiagarajan. The novelty of this study is the combination of E-Student Worksheet with the PBL model assisted by AR which is then adjusted to digital literacy indicators with the aim of improving students' digital literacy skills. The subjects of this study were 105 students at SMPN 1 Batukliang. Data analysis for practicality is seen from the implementation of the learning process, teacher responses, and student responses. Effectiveness data is using N-Gain and Mann Whitney Test from the results of the student's pretest and posttest. The results show that the implementation of learning shows an average practicality value of E-LKPD of 92% (very practical); teachers' responses averaged 82% (very practical); students' responses averaged 91% (very practical). Meanwhile, the effectiveness of E-Student Worksheet received an N-Gain value of 0.74 (effective), while the significance value obtained was 0.000, which means there is an influence of to improve students' digital literacy skills.
Developing Performance-Based Teaching Materials to Support Lesson Planning Competence of Preservice Science Teacher Mahsul, Alwan; Muktar, Lalu
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.v13i4.17425

Abstract

Preservice science teachers frequently struggle to design coherent lesson plans that align learning objectives, teaching methods, and assessment with current policy demands such as Merdeka Belajar Kampus Merdeka and the Indonesian National Qualifications Framework. This study aimed to develop, validate, and conduct a limited trial of performance-based teaching materials for a Science Instructional Design course, consisting of student worksheets and a textbook structured with the Kemp instructional design model. A design and development approach was employed, followed by a small-scale field implementation with one cohort in a science education program at an Islamic university. Data were collected through expert validation sheets addressing format, language, and content; a readability test with six students of high, medium, and low achievement; a performance rubric for lesson planning (competency analysis, indicator development, lesson plan construction, method selection); and student questionnaires on interest and motivation. Data were analyzed descriptively. The materials were rated valid to highly valid by experts, with high inter-rater agreement. Readability indices indicated that the textbook was easy to understand, with an average difficulty of about 5.5 percent. Most students achieved good to excellent ratings on competency analysis, indicator development, and lesson plan structure, while performance in method selection remained relatively weak. Student responses showed good interest and very good motivation, particularly in confidence to prepare lesson plans. Given the single-group, single-institution design and absence of a comparison group, the findings indicate feasibility and promise rather than demonstrated effectiveness in improving lesson-planning competence.
Development of an Instrument to Map Acid–Base Misconceptions among High-Achieving Senior High School Students in Eastern Indonesia Putriawati, Wiwin; Chiani, Saraswati Haylian
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.v13i4.17646

Abstract

Acid–base misconceptions remain a persistent challenge in high school chemistry, particularly among high-achieving students in Eastern Indonesia, where instructional strategies often emphasize procedural knowledge over conceptual understanding. Mapping these misconceptions is critical to designing differentiated remediation strategies that promote deep conceptual change. This study aims to map students' misconceptions by developing a diagnostic test instrument named the Acid–Base Misconception Diagnostic Test Instrument (IDM-AB). Research data were obtained through expert validation (three chemistry education experts) and empirical testing, analyzed descriptively using SPSS. Instrument validation included content, construct, and language validity, item analysis (difficulty and point-biserial correlation), and internal consistency reliability (Cronbach's alpha = 0.905). The classification of misconceptions was based on the Certainty of Response Index (CRI) with a cutoff of 2.5. The pilot test involved 121 students, and the final test was administered to 123 students. Results show: (1) the IDM-AB instrument meets both theoretical and empirical validity standards; (2) student misconception levels were distributed as follows: moderate (42.86%, 51 students), high (37.82%, 45 students), and low (19.33%, 23 students). Students with high misconceptions require intensive conceptual correction, while those with low misconceptions show potential for scientific conceptual change. This mapping provides a foundation for implementing targeted, concept-specific remediation strategies to address persistent alternative conceptions in acid-base chemistry.
Tracing Students’ Cognitive Progression in Geometry: A Design-Based Research Through the Van Hiele Model of Instruction and Ethnomathematics Muzdalipah, Ipah; Marsigit, Marsigit; Andayani, Sri
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.v14i1.18025

Abstract

This study investigated students’ cognitive progression in geometry based on Van Hiele levels. It used a design-based research approach that integrates the Van Hiele Model of Instruction with ethnomathematics, following the McKenney & Reeves design cycle (analysis and exploration, design and construction, and evaluation and reflection). Data were collected through Van Hiele tests, observations, teachers and students interview, and documentation, and analysed using qualitative methods (data reduction, data display, and conclusion drawing/verification). The pilot class (cycle 1) was conducted with 34 eighth-grade students at SMPN 6 Tasikmalaya in August 2025, while actual class (cycle 2) was carried out with 33 eighth-grade students at SMPN 13 Tasikmalaya in September 2025. The research results showed that students’ cognitive development peaked at the visualization phase in both the pilot class (85%) and the actual class (94%), with fewer students progressing to higher levels. However, the actual class (61% at the formal deduction level) demonstrated notable improvement compared to the pilot class (41% at the formal deduction level), due to refinements in instructional design. These findings suggest that integrating ethnomathematics with the Van Hiele model effectively enhances students’ geometric thinking.
Systematic Literature Review: Education for Sustainable Development (ESD) in Science Learning to Develop 21st Century Skills Salsabila, Nabila Adawiyah Nur; Trisnowati, Eli; Juliyanto, Eko
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.v14i1.18406

Abstract

The 21st century demands that learners not only master knowledge, but also critical, creative, collaborative, and communicative thinking skills in response to the global challenges of the industrial revolution era 4.0. However, these skills have not been optimally developed in science learning because learning practices remain teacher-centered and do not provide space for high-level thinking activities that address the low abilities of the 21st century. On the other hand, increasing environmental, social, and economic problems underscore the need for education that fosters sustainability awareness. Education for Sustainable Development (ESD) is a potential approach to integrating 21st-century skills and sustainability values in science learning. However, the implementation of ESD in Indonesia remains limited. It has not been entirely directed toward strengthening 21st-century skills, so a more in-depth study is needed to assess the extent to which ESD has been applied in science learning and its contribution to the development of these competencies. This study aims to analyze the implementation of ESD in science learning to develop 21st-century skills in Indonesia through a Systematic Literature Review of 25 published articles from Google Scholar, Semantic Scholar, and ResearchGate, published between 2020 and August 26, 2025. The article selection process followed the inclusion and exclusion criteria and guidelines of PRISMA 2020, resulting in 25 studies deemed appropriate and relevant. The results of the analysis show that the application of ESD in science learning focuses on developing tools aligned with the learning models used, including Problem-Based Learning (PBL), Project-Based Learning (PjBL), Predict–Observe-Explain (POE), RADEC, and SSCS. The PBL model is the most dominant one because it effectively encourages students to analyze and solve environmental problems scientifically. In addition, most of the research uses e-modules, ESD-based LKPDs, digital media, and virtual field trips as learning media. Based on the analysis of 21st-century skills, critical thinking is the most improved competency (48.3%), followed by sustainability awareness and problem-solving (13.8%), creative thinking and science literacy (10.3%), and environmental literacy (3.4%). ESD integration has been proven to strengthen students’ ability to analyze phenomena, evaluate solutions, and make sustainability-oriented decisions. The material topics most often associated with ESD include Environment and Sustainability (44.8%) and Energy and Force (34.5%), reflecting the relevance of climate change, ecosystem, and renewable energy issues in science learning.

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