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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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Effects of Problem-Based Learning on Elementary Students’ Scientific Literacy: A Quasi-Experimental Study Dadiara, Juliana; Leasa, Marleny; Batlolona, John Rafafy
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.v14i1.18074

Abstract

This study investigated the effect of Problem-Based Learning (PBL) on elementary school students’ scientific literacy in ecosystem learning. A quasi-experimental pretest–posttest non-equivalent control group design was employed involving 32 fifth-grade students from two primary schools in Ambon City, Indonesia. The experimental group consisted of 20 students from SD Negeri 76 Ambon, while the control group consisted of 12 students from SD Inpres 45 Ambon. The intervention was implemented over four weeks (eight lessons, 70 minutes each). The experimental group was taught using a structured seven-stage PBL model, whereas the control group received conventional teacher-centered instruction. Scientific literacy was assessed using an eight-item essay test aligned with PISA-oriented indicators, namely explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting data and evidence. The instrument demonstrated acceptable validity (r = 0.70) and reliability (Cronbach’s α = 0.84). Data analysis using an independent samples t-test revealed a statistically significant difference between groups (t = −2.692, p = 0.012). Students in the PBL group achieved substantially higher posttest scores (M = 70.00, SD = 8.41) than those in the conventional group (M = 54.00, SD = 7.96), indicating a meaningful instructional effect. Further analysis showed that PBL particularly strengthened students’ abilities to interpret data and construct evidence-based explanations. These findings suggest that PBL is an effective instructional approach for enhancing scientific literacy in elementary ecosystem learning contexts, although conclusions should be limited to similar classroom settings and sample characteristics.
The Quality of Science Literacy Instruments on Harmonic Vibration Material: Integration of Baayun Maulid Local Wisdom with Pancasila Student Profiles Dewantara, Dewi; Wati, Mustika; Maulida, Nadia Rezka; Hartini, Sri; Haryandi, Surya
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.v14i1.18095

Abstract

This study aims to describe the quality of a scientific literacy instrument on harmonic oscillation topics that integrates Baayun Maulid local wisdom and the Pancasila Student Profile. The research employed a Research and Development (R&D) design based on the Sugiyono model. In the development stage, design validity was obtained with very good results. A pilot study involving 20 items was conducted, and 12 items met the criteria of validity, reliability, difficulty level, and discrimination power, while the rest were revised or discarded. These 12 items were then used in the large-scale trial (field testing). The trial, conducted in the eighth stage of development, involved 97 students from three senior high schools in Banjarmasin. The analysis showed that 10 of the 12 items fulfilled the required psychometric criteria, while 2 items did not and were eliminated. The findings indicate that the instrument meets the standards of a quality evaluation tool. The implication of this study is the availability of a relevant instrument to assess scientific literacy while embedding local cultural values and character education aligned with the Pancasila Student Profile. This instrument provides an alternative for contextual science assessment and contributes to the development of evaluation practices consistent with national minimum competency assessment standards.
Effect of Storage Medium Composition on the Viability of Antagonistic Bacteria Against Stem Rot Disease Hidayati, Nurul; Salamiah, Salamiah; Wahdah, Raihani; Razie, Fahrur; Arfianto, Fahruddin
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.v14i1.18727

Abstract

Stem rot is a major constraint in sweet corn and maize production, especially under humid conditions that favor pathogen development. Although antagonistic bacteria offer a sustainable alternative to chemical control, their field use is often limited by viability loss during room-temperature storage, making carrier formulation critical for shelf-life and product reliability. This study evaluated the effect of biochar–peat carrier composition on the storage viability of five antagonistic bacterial isolates for stem rot management in sweet corn. A two-factor factorial experiment (4 carrier compositions × 5 isolates) with three replications (60 experimental units) was conducted under laboratory conditions. Carriers were prepared as biochar: peat mixtures (v/v) of 3:1, 1:1, 1:3, and 100% peat. Each carrier unit (10 g) was inoculated with 1 mL bacterial suspension (≈10⁸ cfu mL⁻¹), sealed, and stored at room temperature (28–29 °C). Viability was quantified at 30, 60, and 90 days after inoculation (DAI) using serial dilution and plate counts on TSA, expressed as cfu g⁻¹. Data at 60 DAI were analyzed by factorial ANOVA including block (Group), medium (M), isolate (P), and M×P effects, followed by LSD (5%) for mean separation using SPSS 25. At 30 DAI, bacterial densities were high and did not differ among carriers, indicating comparable short-term support across media. At 60 DAI, carrier composition significantly affected bacterial density, whereas isolate and M×P interaction effects were not significant, indicating a general carrier-driven response across isolates. The biochar-rich carrier (3:1) maintained the highest mean population (8.844 × 10⁷ cfu g⁻¹). By 90 DAI, all treatments declined, yet the 3:1 carrier retained the highest density (1.089 × 10⁷ cfu g⁻¹). Overall, biochar-enriched carriers, particularly the 3:1 biochar: peat mixture, better preserved antagonistic bacterial viability under non-refrigerated storage up to 90 days.
Effectiveness of the PISA-DigiPjBL Model in Enhancing Scientific Literacy, Critical Thinking Skills, and Deep Learning of Physics Education Students Saputri, Mawarni; Musdar, Musdar; Haya, Fadiya
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.v14i1.18990

Abstract

This study examines the effectiveness of the PISA-DigiPjBL learning design in enhancing scientific literacy, critical thinking skills, and deep learning among undergraduate Physics Education students. A quasi-experimental study with a non-equivalent control group design was conducted involving 69 students enrolled in a Static Fluids course at Universitas Syiah Kuala, consisting of an experimental group (35 students) and a control group (34 students). The experimental group engaged in PISA-oriented digital project-based learning supported by a virtual laboratory, while the control group implemented conventional project-based learning supported by physical laboratory activities without digital integration. Accordingly, the findings are interpreted as the effect of an integrated PISA-oriented digital project-based learning environment rather than a single instructional component. Scientific literacy and critical thinking skills were measured using validated essay-based tests, while deep learning was assessed through a structured observation sheet capturing students’ learning behaviors during instructional activities. Content validity for all instruments was established through expert judgment, and reliability analyses indicated high internal consistency for the tests and excellent inter-rater agreement for the observation instrument. Data were analyzed using normality and homogeneity tests followed by independent sample t-tests. The results show that the experimental group achieved significantly higher gains in scientific literacy and critical thinking skills than the control group (α = 0.05), with large effect sizes (Cohen’s d = 1.30 for scientific literacy and 1.17 for critical thinking). Observational data further indicate that students in the experimental group demonstrated very high levels of deep learning behaviors, characterized by active engagement and collaboration, critical problem solving, creativity and innovation, and real-world application of physics concepts. These findings suggest that the PISA-DigiPjBL learning design is effective in promoting meaningful and deep learning in physics education at the higher education level when PISA-oriented project-based learning is integrated with digital learning environments.
Learning Economic Mathematics Through the Implementation of Geogebra Learning Media: An Effectiveness Study Siregar, Yulia Pratiwi; Siregar, Enni Sari
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.v14i1.19257

Abstract

Formal education plays a crucial role in creating a high-quality workforce, and continuous innovation in the learning process is crucial, particularly through the integration of technology. This study aims to examine the effectiveness of using the GeoGebra application in improving student learning outcomes in mathematical economics, specifically regarding demand, supply, and market equilibrium functions. The method used was a quasi-experimental design with a randomized control group design. This study compared two classes: an experimental class using GeoGebra and a control class using conventional learning. The analysis showed that the use of GeoGebra was effective in improving students' conceptual understanding, particularly in the aspects of procedural fluency and graphical understanding, with a higher average score in the experimental group (88.20) compared to the control group (85.63). Although the statistical significance value (p > 0.05) did not indicate a statistically significant difference, these results still indicate that GeoGebra contributes to improved conceptual understanding. Furthermore, the analysis of the role of the moderating variable 'initial mathematical ability' explains that students' initial ability has an influence on learning outcomes but does not clearly explain the theory underlying the use of this variable. This study provides insight into the importance of using GeoGebra to improve learning outcomes in the context of mathematical economics learning at the tertiary level.
Mapping Students' Science Literacy Skills Using Local Wisdom-Based Physics Instruments Alhusni, Hanan Zaki; Prahani, Binar Kurnia; Sunarti, Titin; Madlazim, Madlazim; Kurtuluş, Muhammed Akif
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.17680

Abstract

This study addresses Indonesian students’ low scientific literacy (PISA 2022) by developing and validating a Tari Boranan Lamongan–contextualized physics assessment instrument on rigid body equilibrium. Existing PISA-aligned tests are rarely embedded in local culture. At the same time, local wisdom materials often do not measure all eight PISA scientific literacy indicators, creating a gap for culturally resonant yet comprehensive diagnostic tools. This study aimed to (1) develop and validate an eight-indicator, PISA-aligned scientific literacy instrument, (2) map Grade XI students’ literacy profiles across the eight indicators, and (3) explore how the Boranan context shapes students’ engagement and reasoning. Using a mixed-method embedded design, 73 Grade XI students in Lamongan Regency completed eight essay-based literacy tasks, and ten students participated in semi-structured interviews. Expert validation indicated high content relevance, cultural authenticity, and indicator alignment, and reliability analysis yielded Cronbach’s alpha = 0.82. Results showed most students were in the very low and low categories, with relative strengths in interpreting data (45%) and explaining phenomena (38%), but pronounced weaknesses in designing investigations (28%), evaluating credibility of information (25%), and making evidence-based decisions (30%). Interviews confirmed that cultural context enhanced engagement and visualization but did not automatically support mathematical formalization. These findings suggest that the instrument can be used diagnostically to help teachers design targeted scaffolding for higher-order literacy skills, particularly in investigation design, credibility evaluation, and evidence-based decision-making, within culturally responsive physics learning.
Collaborative Learning Model of the PBL Type with a Scientific Approach to Improve Mathematical Problem-Solving Skills and Self-Regulated Learning of Students Risna Amelia; Kuswari Hernawati; Jailani; Wahyu Setyaningrum
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.17840

Abstract

21st-century education requires students to master mathematical problem-solving skills and self-regulated learning (SRL), but these skills remain a challenge for junior high school students in Indonesia. This study aims to examine the impact of implementing a Collaborative Learning Model of the PBL combined with a scientific approach (observing, questioning, reasoning/trying, communicating) on students' mathematical problem-solving skills and SRL. The study used a pre-experimental method with a One-Group Pretest–Posttest design on 31 seventh-grade students at a junior high school in Sleman Regency. Data on problem-solving skills were collected through a 5-item essay test with a maximum theoretical score of 50, while SRL was measured using a Likert scale questionnaire. Inferential analysis used the Wilcoxon signed-rank test for problem-solving skills (the assumption of normality was not met) and the paired sample t-test for SRL. The results showed a significant increase in problem-solving skills from 15.32 to 30.92 ( ), with posttest achievement equivalent to 61.84% of the theoretical maximum score. SRL also increased significantly from 121.81 to 122.74 ( ), although the mean difference was relatively small compared to the scale range. These findings indicate changes in students’ achievement after the intervention; however, the results should be interpreted cautiously due to the short intervention duration and the limitations of the one-group pretest–posttest design without a control group.
Development of Interactive E-Modules Based on Problem-Based Learning (PBL) to Improve Students’ Problem-Solving Skills in Biotechnology Materials Mahariyanti, Ermila; Irwansah
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.v14i1.18116

Abstract

This study developed and evaluated a Problem-Based Learning (PBL)-based interactive e-module for biotechnology instruction, with a focus on improving students’ problem-solving skills. The module was designed around contextual biotechnology issues related to industry and health to support students in connecting biological concepts with real-world applications. The study employed a Research and Development approach using the 4D model (Define, Design, Develop, Disseminate). Participants consisted of 15 Grade XII science students in a small-scale trial and 30 Grade XII science students in a large-scale implementation. Feasibility results indicated that the e-module met “good” criteria based on expert and practitioner appraisal: material expert (76.67%), media expert (76.56%), biology teacher (75.00%), and peer reviewers (76.11%). Practicality results from the small-scale trial showed positive student responses, including usability (80.8%; good), display and presentation (81.0%; excellent), and material presentation (79.4%; good). Effectiveness findings showed a moderate improvement in problem-solving performance in the small-scale trial (N-gain = 0.46). In the large-scale implementation, paired-samples analysis indicated a significant difference between students’ performance before and after learning with the e-module (p = 0.029), suggesting improved outcomes following implementation. Overall, the findings support that the PBL-based interactive e-module is feasible, practical, and associated with improved student problem-solving performance in biotechnology learning.
Conceptual and Transformational Errors in Solving Non-Routine Algebra Problems: A Newman’s Error Analysis of Junior High School Students Farabibah, Anugrah Tegar Putra; Suryanti, Sri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19366

Abstract

This study investigates the types and underlying causes of students’ errors when evaluating non-routine algebraic problems that present procedurally plausible but logically invalid solution steps. The participants were 37 ninth-grade junior high school students from East Java, Indonesia, who had previously studied basic algebraic operations. Data were collected through a diagnostic task involving an algebraic fallacy that leads to a contradictory conclusion (e.g., 2 = 3), followed by semi-structured interviews with selected students. The analysis was guided by Newman’s Error Analysis (NEA), focusing on reading, comprehension, transformation, process skills, and encoding errors. Students’ written responses were independently coded by the researchers using predefined NEA indicators, and discrepancies were resolved through discussion. Descriptive statistics were used to summarize error frequencies, while interview data were analyzed qualitatively to explore students’ reasoning. The results indicate that transformation errors were the most dominant, occurring in 48.64% of students’ responses, particularly due to inappropriate cancellation of algebraic factors without considering domain restrictions. Many students accepted contradictory conclusions such as 2 = 3 or 3 = 2 as valid, as long as the solution steps appeared procedurally correct. These findings suggest that students tend to rely on mechanical algebraic procedures rather than validating the conceptual legitimacy of each transformation. The study highlights the importance of emphasizing equivalence-preserving transformations and domain conditions in algebra instruction, especially through non-routine tasks that require justification and critical validation of solution steps.
Effectiveness of a Web-Based Guided Inquiry Platform on Dynamic Fluid Material to Improve Students' Critical Thinking Skills Barakah, Nadia; Suyidno, Suyidno; Mahtari, Saiyidah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.18129

Abstract

This study investigates the improvement of students’ critical thinking skills following the implementation of a web-based learning platform integrated with a guided inquiry model on dynamic fluid topics. The study employed a pre-experimental one-group pretest–posttest design involving 30 Grade XI students at a public senior high school in Banjarmasin, Indonesia. Students’ critical thinking skills were measured using an essay-based test developed based on Ennis’ critical thinking framework, covering interpretation, analysis, inference, evaluation, and explanation. The maximum possible score was 100, with student responses scored using an analytical rubric and converted to a percentage scale. Data were analyzed using normalized gain (N-Gain) and a paired-sample t-test. The results showed an increase in the mean score from 3.82 on the pretest to 79.69 on the posttest, with an N-Gain of 0.74 (high category). The paired-sample t-test indicated a statistically significant difference between pretest and posttest scores (p < 0.05), suggesting a substantial improvement in students’ critical thinking skills after the intervention. Improvements were observed across all critical thinking indicators, particularly in analysis and evaluation. Although the findings indicate positive learning gains, the use of a one-group pretest–posttest design limits causal interpretation. Nevertheless, the results suggest that web-based guided inquiry learning has the potential to support the development of students’ critical thinking skills in physics learning, especially for abstract topics such as dynamic fluids.

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