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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 592 Documents
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Needs Analysis for Developing STEM-PjBL-Based Student Worksheets to Support Creative Problem Solving in Alternative Energy Learning Sari, Fatma Irma; Herlina, Kartini; Rosidin, Undang; Distrik, I Wayan; Festiana, Ike
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.v14i2.19051

Abstract

Alternative energy learning in schools requires instructional materials that can connect scientific concepts with real-world problem solving. However, current learning practices are still often dominated by theoretical explanations, textbook-based instruction, and limited project-oriented activities. This study aimed to analyze physics teachers’ needs for developing STEM-PjBL-based student worksheets to support students’ Creative Problem Solving (CPS) in alternative energy learning. This study employed a descriptive survey method involving 27 physics teachers in Lampung Province. Data were collected using a teacher needs questionnaire and analyzed using descriptive statistics. The results showed that the teacher needs questionnaire was categorized as very valid, with an average validity percentage of 80.54%. In alternative energy learning, Problem Based Learning was the most frequently used learning model, while Project Based Learning was used by only 33.3% of teachers. Student worksheets and learning videos were the most commonly used learning resources, each used by 85.2% of teachers, while printed books were still used by 63.0% of teachers. Although 85.2% of teachers had used student worksheets and 59.3% had developed their own worksheets, only 48.1% reported using worksheets integrated with STEM-PjBL. Furthermore, 96.3% of teachers stated that they needed student worksheets designed to support students’ Creative Problem Solving. These findings indicate a gap between the availability of student worksheets and their integration with structured STEM-PjBL and CPS-oriented learning activities. Therefore, the development of STEM-PjBL-based student worksheets is needed to support more contextual, project-based, and problem-solving-oriented alternative energy learning.
Impact of Ethnomathematics-Based Learning on Mbojo Students’ Mathematical Communication Skills in Indonesia Mariamah, Mariamah; Diana, Nanang; Adiansha, Adi Apriadi; Muslim, Muslim; Khatimah, Khusnul
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.v14i2.19875

Abstract

Mathematical communication skills are essential for enabling students to express mathematical ideas, use representations, and explain reasoning clearly. However, elementary students often experience difficulties in using mathematical symbols, interpreting visual representations, and presenting problem-solving steps systematically. This study examined students’ mathematical communication skills after the implementation of ethnomathematics-based learning using Mbojo cultural contexts. A quasi-experimental method with a one-group posttest-only design was employed. The participants were 15 fourth-grade students selected through total sampling. Data were collected using a mathematical communication skills test and analyzed using a one-sample t-test with a benchmark score of 70, based on the Minimum Mastery Criteria. The results showed that students’ mean score was 73.87, which was significantly higher than the benchmark, t(14) = 2.822, p = .015. These findings indicate that ethnomathematics-based learning using Mbojo cultural contexts can support students’ mathematical communication skills. However, due to the absence of a pretest and control group, the findings should be interpreted as evidence of students’ achievement above the benchmark rather than strong causal evidence.
Prediction of Tropical Cyclone Trajectory and Intensity Using a Particle Motion Based Machine Learning Framework in the Southern Indian Samiaji, Budi Iman; Yulkifli, Yulkifli; Yohandri, Yohandri; Sudiar, Nofi Yendri; Supari, Supari
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.v14i2.19982

Abstract

Tropical cyclones in the Southern Indian Ocean pose severe threats to coastal infrastructure and socio-economic stability, yet predicting their recurving trajectories and intensity remains a significant meteorological challenge. This study evaluates the performance of a particle-motion-based machine learning framework, utilizing the Trackpy library, to forecast cyclone behavior. Leveraging historical data from 2018 to 2025 (JTWC and IBTrACS), the model treats cyclones as physical particles with temporal inertia, employing a multi-lag feature to capture movement momentum. Evaluation using a dataset of 115 cyclones (78:22 train/test ratio) reveals that the Trackpy framework achieves high spatial precision, with Mean Squared Error (MSE) values of 0.1728 for latitude (±33.3 km) and 1.0250 for longitude (±53.2 km). While the intensity prediction yielded a higher MSE of 47.7544 (approximately 6.9-knot deviation), the model successfully captured major strengthening and weakening phases across prominent cyclones, including TC Wallace and TC Neville. These findings demonstrate that integrating temporal inertia is highly effective for maintaining trajectory consistency, establishing Trackpy as a robust architectural foundation for operational forecasting. Further optimization via hybrid models and additional meteorological variables is recommended to enhance intensity accuracy.
Exploring Pre-Service Teachers’ Critical Thinking and Mathematical Beliefs Through Contextual Problem Analysis Rahaju, Rahaju; Murniasih, Tatik Retno; Hariyani, Sri; Hafis, Hafis
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.v14i2.18754

Abstract

The ability to create contextual problems is essential for pre-service teachers. However, many teachers simply adapt or adopt existing problems when creating contextual problems. This study aims to explore the critical thinking skills in analysing contextual problems and the mathematical beliefs that underlie the analysis process. This qualitative study involved 40 pre-service primary school teacher participants, with four participants selected for in-depth interviews. The research instruments included vignettes, interview guidelines, and observation sheets. The data were validated using triangulation methods. The study indicates that pre-service primary school teachers can be categorised into non-critical thinkers (35 participants), emergent critical thinkers (3 participants), and advanced critical thinkers (2 participants). Non-critical thinkers demonstrate an ability to understand problems that they have previously studied, as their understanding constrained to the formulae and procedures demonstrated by their teachers. Emergent critical thinkers showed the ability to question the problem formulation and evaluate its contextual relevance, although their reasoning remained influenced by teacher authority. Advanced critical thinkers are characterised by a high level of critical thinking aptitude, often attributed to their perception of mathematics as a discipline rooted in logical reasoning.
Integration of Augmented Reality (AR) in Learning: An Effort to Promote Elementary Students’ Creative Thinking Skills Komala, Komala; Tiro, Abdul Rachman; Sulistyowati, Retno Wuri; Allolinggi, Lutma Ranta; Akbar, Ady
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.v14i2.18896

Abstract

The use of Augmented Reality (AR) in learning has shown rapid development. This study aims to analyze the effect of AR integration on students’ creative thinking abilities in the topic of surface area and volume of cubes and rectangular prisms. We applied a quasi-experimental design by utilizing two existing classes, namely an experimental class consisting of 32 students and a control class consisting of 30 students. We used an essay test instrument measuring creative thinking ability that had undergone expert validation using the Q-Cochran test before being used for data collection. Data analysis was conducted using descriptive statistics and an independent samples t-test. The analysis showed a significant difference between the post-test scores of the two groups, with t(60) = 2.31 and p = 0.012 (one-tailed). The effect size calculation produced a Cohen’s d value of 0.60 (moderate effect). These results indicate that students who participated in AR-assisted mathematics learning obtained higher creative thinking scores than students who participated in learning without AR support. This finding indicates that the implementation of AR is able to provide a meaningful effect as well as a positive contribution to the development of students’ creative thinking abilities in solving mathematics problems.
Contextualizing Geometry Learning for Elementary Students Through Ethnomathematics-Based Electronic Novels: A Developmental Research Zainal, Zaid; Halija, Halija; Krismanto, Wawan
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.v14i2.18968

Abstract

Mathematics learning outcomes in elementary schools remain suboptimal, partly due to the lack of contextualized learning. There are not many alternative learning media options available for teachers to facilitate contextual mathematics learning. Therefore, this study aims to design and develop an e-novel for elementary school geometry. This research is a research and development, with the 4D development model. This research was conducted at SDN 038 Kanusuang, SDN 034 Rappang, and SDN 019 Sila-Sila, Poliwali Mandar Regency, West Sulawesi, Indonesia. The research subjects included two validators (media experts and material experts), three class teachers, and all fifth-grade students from three schools. After going through the 4D stage, an e-novel development product was produced. The characteristics of e-novel product possesses are a story-based digital media, containing narratives, dialogues, illustrations, and learning activities that connect mathematical concepts with the local Mandar cultural context. Based on the results of the validity test conducted by media experts and material experts, as well as the practicality test conducted by teachers and students, the product was deemed highly valid (average score 90%) and categorized as very practical (average score 95,47%). Thus, the developed ethnomathematics-based e-novel are valid dan practical for use as a learning medium for geometry in fifth-grade elementary schools. Although there are still weaknesses, it has not yet reached the stage of testing its effectiveness on the process and results of student learning achievement.
Designing an Artificial Intelligence-Supported Research Project-Based Inquiry Model to Improve Scientific Reasoning in Academically Underprepared Students Asriyadin, Asriyadin; Adiansha, Adi Apriadi; Anwar, Khairil; Syarifuddin, Syarifuddin
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.v14i2.19159

Abstract

This study aimed to (1) design and validate an artificial intelligence-assisted Research Project-Based Inquiry (RPBI) learning model and (2) examine its effectiveness in improving the scientific reasoning of academically underprepared students. A quantitative approach was employed using a non-equivalent control group quasi-experimental design involving 60 students assigned proportionally to experimental and control groups. The intervention was implemented over eight instructional sessions in a foundational science course. The AI component functioned to generate adaptive scaffolding questions, provide hypothesis-checking prompts, and deliver rubric-based formative feedback during project development. Scientific reasoning was measured using a test constructed around five indicators: Variable Identification, Hypothesis Formulation, Data Interpretation, Conclusion Drawing, and Procedure Evaluation. Rasch analysis indicated that the instrument demonstrated satisfactory measurement quality (Person Reliability = 0.82; Item Reliability = 0.91), with appropriate item-person alignment. The validity of the learning model itself was established through expert validation using a structured rubric, pilot implementation feedback, and monitoring of instructional fidelity. Independent sample t-tests revealed statistically significant differences between the experimental and control groups across all indicators (p < 0.001). Exploratory relationship analysis further indicated that Hypothesis Formulation showed the strongest association with other reasoning components, suggesting a hierarchical structure within students’ scientific reasoning processes. These findings indicate that the AI-assisted RPBI model is pedagogically feasible and effective in enhancing scientific reasoning, particularly among students with initial academic gaps.
Epistemic Obstacles in Real Analysis: Newman’s Error Analysis of Prospective Mathematics Teachers' Theorem Proving Syamsuadi, Ahmad; Nasrun, Nasrun; Baharullah, Baharullah; Mukhlis, Mukhlis; Kaharuddin, Andi; Akomodi, Joseph Ozigis
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.v14i2.19323

Abstract

Real Analysis is often a gatekeeper course in mathematics education, marking the difficult transition from computational calculus to formal axiomatic proof. Prospective mathematics teachers frequently struggle to construct rigorous proofs, even for fundamental properties. This study employs Newman's Error Analysis (NEA) to analyze the epistemological obstacles underlying these struggles. This descriptive qualitative case study involved 15 fifth-semester undergraduates at Universitas Muhammadiyah Makassar who completed a diagnostic proof test on field properties. Analysis of student work revealed that none made errors at the 'Reading' stage. Instead, errors clustered at higher cognitive stages: 3 students exhibited Comprehension errors, 5 made Transformation errors, 4 showed Process Skills errors, and 3 made Encoding errors. From this cohort, four subjects, each exemplifying one of these non-reading error types, were selected for in-depth semi-structured interviews. The findings indicate a hierarchical breakdown in proof construction specifically for the theorem: "If a ≠ 0 and a ∈ ℝ, prove that  ≠ 0." Students either failed to translate verbal understanding into explicit premises (Comprehension), could not operationalize an indirect proof strategy (Transformation), neglected to justify algebraic steps with axioms (Process Skills), or omitted formal concluding statements (Encoding). The study concludes that errors often perceived as "carelessness" can be symptoms of deeper epistemological obstacles, such as viewing proof as a computational ritual rather than a formal, communicative argument. These findings underscore the need for explicit instruction on proof mechanics and structure, even when students possess correct mathematical intuition.
The Effect of Animated Video Learning Media on Students' Understanding and Independence in the Subject Science Lesson Agustiningsih, Erma; Tobing, Victor Maruli Old L.; Purnamasari, Hetty
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.v14i2.19490

Abstract

This study aimed to examine the effect of animated video learning media on the conceptual understanding and learning independence of fourth-grade students in Natural and Social Sciences at Kraton 2 Elementary School in Bangkalan. This study employed a quantitative approach with a quasi-experimental design using a non-equivalent control group. The research sample consisted of one experimental group that learned using animated videos and one control group that received conventional instruction without animated video media. The instruments used in this study were a conceptual understanding test and a learning independence questionnaire. The data were analyzed using descriptive statistics, an independent samples t-test, effect size analysis, and MANOVA. The findings showed that the experimental group’s conceptual understanding scores increased from 39.12 to 72.00, while the control group’s scores increased from 28.56 to 44.64. In terms of learning independence, the experimental group’s scores increased from 28.12 to 57.84, whereas the control group’s scores increased from 28.36 to 31.12. The independent samples t-test showed statistically significant differences in both variables (p < 0.001). These findings were further supported by large effect sizes, with Cohen’s d = 2.014 for conceptual understanding and Cohen’s d = 3.218 for learning independence. The MANOVA results based on Pillai’s Trace indicated that class had a significant simultaneous effect on students’ conceptual understanding and learning independence (p < 0.001). These findings suggest that animated video learning media can serve as an effective supplementary medium in Natural and Social Sciences learning, although the interpretation of the results should be limited to the context of this study.
Quality and Energy Performance of Briquettes Derived from Non-Timber Forest Product Residues: A Case Study of Sugar Palm (Arenga pinnata) Wulandari, Febriana Tri; Nikmatullah, Aluh; Latifah, Sitti; Hayati, Hayati
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.v14i2.19554

Abstract

The utilization of non-wood biomass residues as alternative solid fuels is important for supporting low-carbon energy transitions and circular bioenergy development. This study evaluated the quality and energy performance of charcoal briquettes produced from vegetative residues of sugar palm (Arenga pinnata), specifically fronds, fruit stalks, and a mixture of both materials. A completely randomized design was applied, and the briquettes were assessed based on physical properties, proximate composition, combustion performance, and charcoal yield, with SNI 01-6235-2000 used as the primary quality benchmark. The results showed that all briquette types had very low moisture content (1.69–2.03%) and high calorific values (5,427–5,985 cal g⁻¹), meeting the SNI requirements for these parameters. Significant differences among plant parts were observed in ash content, volatile matter, and fixed carbon content (p < 0.05), indicating that raw material characteristics strongly influenced briquette quality. Briquettes produced from sugar palm fronds exhibited the highest fixed carbon content and calorific value, as well as the lowest burning rate, reflecting better thermal stability and longer combustion duration. Meanwhile, briquettes made from the mixture of fronds and fruit stalks showed the lowest ash content and the most balanced quality profile. Although some proximate parameters, particularly volatile matter and fixed carbon, did not fully meet the SNI limits, these limitations are process-dependent and may be improved through optimization of carbonization conditions. Overall, sugar palm vegetative residues represent a promising non-wood biomass resource for sustainable charcoal briquette production within a circular bioenergy framework.

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