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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 680 Documents
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Bridging Sustainability and Pedagogy: A Narrative Review of Education for Sustainable Development (ESD) Implementation in Indonesian Science Education Unggung Eri Nugroho; Ary Susatyo Nugroho; Muhammad Syaipul Hayat; Siti Patonah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15116

Abstract

This narrative review explores the integration of Education for Sustainable Development (ESD) within Indonesian science education, focusing on elementary to upper secondary levels between 2020 and 2024. The study aims to analyze how ESD has been operationalized across science subjects—particularly in physics, biology, and interdisciplinary IPAS—through various instructional models. It further evaluates curriculum alignment, identifies implementation challenges, and highlights pedagogical innovations that support sustainable learning outcomes. Using a narrative synthesis approach, ten empirical studies were examined based on inclusion criteria emphasizing Indonesian science contexts, ESD orientation, and modular or project-based designs. Data were organized into six thematic categories: STEAM integration, differentiated instruction, project-based learning, ecoliteracy, digital media, and curriculum-policy gaps. Tabled analyses captured subject focus, instructional tools, ESD competencies addressed, and reported outcomes. The review finds that while teachers frequently initiate ESD-based practices through creative instructional strategies—such as ProBLES, PJBL, and ecoliteracy modules—systemic curriculum integration remains limited. Notably, the absence of formal ESD indicators in core topics like rotational dynamics constrains scalability. Nonetheless, significant cognitive and affective gains were observed, including increases in critical thinking, creativity, environmental care, and systems awareness. Community partnerships and digital media tools also show potential to amplify ESD awareness among young learners. These findings suggest a pressing need for structured curriculum reform and professional development to institutionalize ESD in science education. The review contributes a nuanced understanding of localized ESD practice and offers a roadmap for aligning policy, pedagogy, and sustainability competencies.
Analysis of Correction for the Indonesian People's Accelerograph (ARI) based on MEMS ADXL 355 Adji Satrio; Nurul Hidayat; Agustya Adi Martha; Handi Sulistyo Widodo; Hapsoro Agung Nugroho; Rafi Syah Akram; Bayu Sutejo; Tio Azhar Prakoso
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15139

Abstract

Indonesia, geographically situated on the Pacific Ring of Fire, has one of the highest potentials for earthquake and tsunami disasters worldwide, second only to Japan. These seismic events pose significant threats, including loss of life and infrastructure damage. One of the key strategies to mitigate earthquake risks is the implementation of Earthquake Early Warning System (EEWS) technology, which heavily relies on the spatial distribution of accelerographs. The Indonesian People's Accelerograph (ARI) has been designed as an affordable and independently built solution to record ground vibration acceleration, utilizing the MEMS-based ADXL 355 sensor and an ESP32 microcontroller for efficient EEWS implementation. This study focuses on the development and correction of the ARI system to enhance instrument response accuracy by analyzing ground acceleration vibration data through an inversion-based method applied to ARI recordings. The results demonstrated that the ARI accelerograph exhibits pole values of 1.31260317e-07 and -2.43562359e-02, zero values of -1.23898531e-06 and 2.77232055, and a gain of 72.97. These findings confirm that the ARI accelerograph provides reliable seismic data, highlighting its potential as an essential tool in reducing earthquake risk and mitigating seismic disaster impacts through improved earthquake early warning capabilities.
Botanical Literacy in the Last Ten Years: Insights from Scopus H. Husamah; Tutut Indria Permana; Abdulkadir Rahardjanto
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15160

Abstract

This systematic literature review examines the evolution of botanical literacy research over the last decade, based on 32 Scopus-indexed studies. Nine research questions (RQs) explore publication trends, geographical distribution, subject areas, funding sponsors, co-occurring keywords, influencing factors, effective strategies, and emerging themes. Data collection followed the PRISMA protocol, with bibliometric analysis and VOSviewer used to explore trends, while Scopus AI facilitated thematic and content analysis. The analysis identified a sevenfold increase in publication volume from 2017 to 2024, with notable peaks in 2022 (n=7) and 2024 (n=7). These findings reflect a growing academic recognition of the crucial role plants play in tackling global environmental challenges. The United States and the United Kingdom lead in research, while Asian countries such as Indonesia remain underrepresented (less than 5% of total publications), highlighting the need for a more inclusive, global approach. The study also reveals the interdisciplinary nature of botanical literacy, encompassing environmental sciences, agriculture, social sciences, and fields like computer science and psychology. Key factors influencing botanical literacy include lack of interest, poor educational materials, and ineffective teaching methods. Effective strategies identified include inquiry-based learning and integrating botanical education into daily life. Emerging themes emphasize “Scientific Literacy in Environmental Contexts” as a recurring focus, reinforcing the relevance of botanical literacy in environmental education.
Guided Research-Based Learning in Fostering Research Creativity for Biodegradable Plastic among Prospective Primary School Teachers Rendi Restiana Sukardi; Fully Rakhmayanti; Nurhidayatulloh Nurhidayatulloh; Alya Rahmadiyani; Mohd Yahya Fadzli Jusoh; Roel Verdadero Avila; Roseleena Anantanukulwong; Nova Kurnia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15164

Abstract

Indonesia’s position as the world’s second-largest contributor to plastic waste reflects deeply rooted patterns of unsustainable consumption. Addressing this critical issue requires innovative educational strategies to cultivate environmental responsibility and creative problem-solving in future teachers. This study examines how a guided research-based learning (GRBL) model can transform the perceptions of prospective primary school teachers regarding plastic waste management—shifting from conventional 3R (Reduce, Reuse, Recycle) actions to designing environmentally friendly bioplastics. Employing a one-shot case study design, the research was carried out over one semester in a science education course involving 214 fifth-semester students enrolled in a primary teacher education programme. They were divided into 54 groups. Data were collected through observation sheets, student worksheets, and creativity assessment rubrics. The findings suggest that GRBL prompted students to critically engage with sustainability issues by exploring the biodegradability of various natural materials. Most participants selected starch-based substances due to their accessibility and assumed ecological benefits. However, the resulting bioplastic products predominantly exhibited characteristics of modification and imitation rather than originality or innovation. The proportion of students proposing plastic from organic materials increased significantly from 22.2% to 66.7%, with 27.8% suggesting edible straw ideas. While these developments are promising, the ideas lacked originality and were limited to modifications and imitations. This indicates that while GRBL broadened students’ views on waste solutions, their creative outputs remain limited by insufficient scientific exploration and design experience. The study concludes that GRBL has strong potential to foster sustainability-oriented thinking in teacher education, especially when paired with deeper inquiry and iterative practice. These findings highlight the need for science teacher education to embed structured, hands-on research experiences that connect scientific knowledge with real-world environmental issues, preparing future educators to promote both creativity and ecological awareness in the classroom.
Instrument Response of the Indonesian People's Accelerograph (ARI) Type I Based on MEMS Sensor MPU6050 Rafi Syah Akram; Adji Satrio; Bayu Sutejo; Agustya Adi Martha; Handi Sulistyo Widodo; Hapsoro Agung Nugroho; Tio Azhar Prakoso; Nurul Hudayat
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15206

Abstract

The Indonesian People’s Accelerograph (ARI) is an innovative ground motion recording device developed using predominantly local, cost-effective components to accurately monitor and record seismic-induced ground acceleration for disaster mitigation. This study aimed to evaluate the instrument response of ARI Type I, which utilizes a MEMS sensor (MPU6050) to capture dynamic acceleration data crucial for earthquake early warning systems. The research involved a comprehensive methodology comprising hardware design, field testing, and in-depth analysis of the instrument’s response by determining key parameters such as gain, poles, and zeros under various seismic conditions. The hardware was meticulously designed using KiCAD, with the final assembly enclosed in a 3D-printed casing that integrates the ESP32 microcontroller, sensor, SD card, and LCD, while data communication was achieved via I2C and WiFi protocols, and time synchronization was maintained using NTP. Field tests conducted at the UNILA site demonstrated that ARI Type I records ground acceleration on all three axes at a density of 50 signals per second. Data retrieved and processed through Python into a DataFrame confirmed the system’s high sensitivity and reliability, with a measured gain of approximately 3637.48 V/g, poles of 1.39133434×10⁻⁸ and 9.10426934×10⁻², and zeros of –1.52128433×10⁻⁶ and –4.69561707×10³. These promising results validate the potential of ARI Type I as an effective tool for seismic monitoring, contributing to the development of robust early warning systems and enhancing disaster resilience in earthquake-prone regions.
Think-Aloud Protocol as a Method for Exploring and Understanding the Argumentation Skills of Pre-Service Science Teachers Ahmad Fauzi Hendratmoko; Sapti Puspitarini; Mohammad Budiyanto; Nanang Rahman; Kiki Septaria; Siti Marpuah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15214

Abstract

Argumentation is a core component of critical thinking, one of the essential 21st-century skills. However, exploring this skill remains a challenge, often due to limitations in the available assessment methods. This study aims to offer a solution by utilizing the think-aloud protocol to explore and better understand the argumentation skills of Pre-Service Science Teachers (PSTs). A total of 30 PSTs from a state university in Indonesia participated in the research. Data collection and analysis through the think-aloud protocol were conducted in several stages: procedural briefing, implementation, coding and video analysis, and data interpretation. The findings revealed that the think-aloud protocol was effective in providing deeper insights into argumentation skills and yielded more detailed and accurate data across five key components: claims, evidence, reasoning, counterarguments, and rebuttals. On average, the PSTs demonstrated beginner-level argumentation skills, with the strongest performance in the claim component and weaker results in supporting aspects. Specifically, 5 participants were categorized as proficient, 9 as advanced, 6 as intermediate, and 10 as beginners. These results highlight the need for more effective learning strategies that provide PSTs with greater opportunities to practice constructing and critiquing arguments.
Sensory and Statistical Analysis of Banjarbaru Rice Production: Hedonic Evaluation, Sensory Attributes, and Normal Distribution Fitri Mahyudi; Surti Surti; Husinsyah Husinsyah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15278

Abstract

This study aims to evaluate the sensory quality and consumer acceptability of Banjarbaru-produced rice, including fortified (Fortivit), biofortified (Nutri Zinc), and conventional (Inpari 32) varieties, through hedonic testing and sensory attribute analysis. The research was conducted in Banjarbaru City, South Kalimantan, covering five sub-districts. A total of 25 respondents participated in sensory assessments evaluating color, aroma, taste, texture, and shape on a 4-point Likert scale. In addition to sensory analysis, the study investigated zinc retention during typical household preparation practices, including repeated washing and standard cooking procedures. Micronutrient content was analyzed using standard laboratory methods, while sensory data were statistically tested using one-way ANOVA. Results showed that Fortivit rice exhibited the highest consumer preference across most sensory attributes, particularly in texture (mean score 3.60) and color (3.44), and demonstrated superior zinc retention (86.2%) compared to Nutri Zinc (69.8%) and Inpari 32 (74.3%). Statistically significant differences were observed in the attributes of color, texture, and shape (p < 0.05), confirming Fortivit’s sensory advantage. Nutri Zinc, while nutritionally valuable, received lower scores and suffered higher micronutrient losses during washing and cooking. The findings highlight the dual importance of both nutritional resilience and sensory appeal in increasing consumer acceptance of fortified rice. Fortivit’s extrusion-based fortification technology offers an effective strategy for micronutrient delivery, particularly in stunting-prevalent regions like South Kalimantan. This study supports the promotion of fortified rice as a feasible public health intervention and emphasizes the need for continued innovation and region-specific consumer education to ensure adoption success.
Profiling 4C Skills Through PISA-Based Mathematics Tasks: A Contextual Analysis of Junior High School Students Sinta Dameria Simanjuntak; Sahat Saragih; Israil Sitepu; Sondang Noverica
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15294

Abstract

The 4C skills—Critical Thinking, Creativity, Communication, and Collaboration—are essential for preparing students to navigate 21st-century challenges. However, results from PISA 2022 and Indonesia's Education Report 2024 reveal that foundational competencies remain low, particularly in rural contexts. This study aims to explore the manifestation of 4C skills among ninth-grade students at SMP Budhi Dharma Balige, North Sumatra, through performance on PISA-based mathematics questions. Employing a qualitative descriptive design, data were collected from 31 students using two PISA tasks and an unstructured teacher interview. Responses were assessed using a rubric-informed framework, and analysis followed the Miles and Huberman model. Results show that while students demonstrate strong communication and procedural reasoning (96.77% correct in Q1 Part 2), performance in critical thinking and argumentation remains limited (only 35% success in Q2 Part 3). The main barrier is the lack of integrated instructional strategies that promote higher-order and collaborative learning. The study concludes that while 4C skills are beginning to develop, their progression is fragmented and requires targeted pedagogical reforms. Recommendations include the use of project-based learning, culturally responsive instruction, and formative assessments to ensure equitable 4C development in under-resourced schools.
ChatGPT in Physics Education: A Content-Based Analysis on Newtonian Force Problems Ni Nyoman Sri Putu Verawati; Wahyudi Wahyudi; Nina Nisrina; Muhammad Asy'ari
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15824

Abstract

The integration of artificial intelligence (AI) in education has significantly transformed learning environments, particularly through the use of large language models (LLMs) such as ChatGPT. While these tools show promise in supporting science and technology education, their effectiveness in solving domain-specific problems, such as Newtonian mechanics, remains under-explored. This study aims to evaluate the capability of ChatGPT in solving essay-type physics problems involving Newton’s Laws of Motion, with a specific focus on force analysis. Using a content-based qualitative evaluation method, the research was conducted in three stages: development and validation of conceptual physics problems, submission of these problems to ChatGPT, and assessment of the AI-generated responses by expert reviewers. The problem used in this study required decomposition of forces on an inclined plane under idealized, frictionless conditions. ChatGPT's responses were evaluated across three dimensions: scientific accuracy, logical coherence, and contextual relevance. The findings indicate that while ChatGPT was able to provide structured and numerically accurate responses, it lacked depth in reasoning and failed to explicitly articulate physical assumptions and validation steps, such as analyzing counteracting gravitational forces. These limitations point to the model's partial conceptual understanding and highlight the need for human oversight. The study concludes that ChatGPT holds potential as a supplementary learning aid, particularly for reinforcing procedural knowledge. However, its use must be carefully integrated into instructional contexts that promote critical thinking and conceptual verification. Recommendations are offered for its pedagogical implementation, along with a call for further research into AI's role in physics education.
Detection and Characterization of the Grindulu Fault Using TOPEX Satellite Gravity Data: SVD Analysis in the Pacitan Region, East Java Arie Realita; Muhammad Nurul Fahmi; Madlazim Madlazim; Hikmatul Maulidah; Firdha Kusuma Ayu Anggraeni; Uswatun Chasanah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.17851

Abstract

The southern part of Java Island is dominated by a volcanic arc system associated with the subduction of the Indo-Australian Plate beneath the Eurasian Plate. This tectonic setting results in a structurally complex region with active fault systems that contribute to an elevated seismic hazard in southern East Java. One prominent structure in this region is the Grindulu Fault in Pacitan Regency, whose trace geometry and subsurface expression remain debated. In this study, we use gravity data to delineate the Grindulu Fault corridor and constrain its spatial configuration. Gravity anomaly data derived from TOPEX satellite observations were corrected to produce Complete Bouguer Anomaly (CBA) values. The CBA data were gridded using kriging with a spacing of Δx = 1 km (≈0.01°). To separate regional and residual components, the Second Vertical Derivative (SVD) method was applied directly to the gridded data, enhancing short-wavelength features while suppressing long-wavelength regional anomalies. Structural boundaries were identified based on continuous NE–SW lineaments characterized by SVD zero-crossings with adjacent positive–negative extrema. The inferred Grindulu Fault is expressed as a NE–SW trending corridor extending approximately between 111.11°–111.28°E and 8.04°–8.15°S. The SVD asymmetry observed along several profiles is consistent with a normal-fault-like density contrast geometry in some sections and a strike-slip fault behavior in others. However, fault kinematics cannot be uniquely determined from gravity-derived derivatives alone without independent geological or seismological validation. Overall, the results provide a reproducible gravity-based constraint on the Grindulu Fault corridor, offering valuable insights for future seismotectonic interpretations and disaster risk reduction planning in southern Java.

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