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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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A Newman Error Analysis of Grade 11 Students’ Adaptive Reasoning in Solving Composition-of-Function Problems Noviana Antaria; Sufyani Prabawanto; Suhendra Suhendra; Ruswan Dallyono
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.v14i3.18748

Abstract

Adaptive reasoning is one of the five strands in mathematical proficiency. It reflects students’ capacity to think logically and justify their reasoning when solving mathematical problems, particularly in the topic of composition of functions. This study aims to analyze students’ errors in solving adaptive reasoning problems on the topic of composition function based on Newman’s Theory. The type of research used is qualitative research using a diagnostic test and interviews as instruments. The subjects of this study were 16 eleventh-grade students at a high school in Berau Regency in Kalimantan Timur Province. The results of this study show that students’ errors occur at the understanding stage, transformation stage, process skills stage, and the solution process stage. In the argumentation indicator, students experienced errors at the comprehension stage by 100%. In the inference indicator, errors occurred at the transformation stage by 43.75% and the process skills stage by 37.5%. Furthermore, on the validation indicator, students’ errors in the process skill stage at 6.25% and the completion process stage at 18.75%. The type of errors that majority of students experienced was the comprehension stage on the argumentation indicator.
Global Trends of STEAM Research in Science Education (2010–2025): A Bibliometric Review Dedi Prasojo; Syamsu Syamsu; Sudarsono Sudarsono; Supriyatman Supriyatman; Afadil Afadil; Rafiqa Rafiqa
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.v14i3.18812

Abstract

Science education has experienced a substantial paradigm shift over the last decade, driven by the demands of the twenty-first century, rapid technological advancement, and the need for innovative, multidisciplinary approaches to learning. This study aims to examine global research trends in STEAM (Science, Technology, Engineering, Arts, and Mathematics) within the context of science education from 2010 to 2025 using a bibliometric approach. Data were retrieved from the Scopus database and analyzed using Biblioshiny, VOSviewer, and Microsoft Excel to map publication growth, citation patterns, collaboration networks, and thematic development. A total of 114 Scopus-indexed journal articles were identified and analyzed following a rigorous screening process based on predefined inclusion and exclusion criteria. The results indicate a substantial increase in STEAM-related publications, particularly after 2018, reflecting growing global interest in interdisciplinary and creativity-oriented science education. The United States emerged as the most productive and influential country, with strong international collaboration networks. Keyword and thematic analyses reveal that “science education,” “STEAM,” and “engineering education” function as motor themes, while “STEM,” “curriculum,” and “creativity” serve as foundational themes. Emerging topics such as computational thinking and computer science education highlight the increasing integration of digital competencies in STEAM pedagogy. Overall, the findings demonstrate that STEAM research in science education has evolved into a dynamic and interdisciplinary field, providing valuable insights for researchers, educators, and policymakers in shaping future research directions and educational practices.
Analysis of Students’ Mathematical Literacy Skills on Space and Shape Content Karina Nurwijayanti; Tri Kurniah Lestari
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.v14i3.18850

Abstract

This study employs a qualitative descriptive design with a case study approach. This study aims to describe students' mathematical literacy abilities in the Space and Shape content of PISA. The Programme for International Student Assessment (PISA) analytical framework posits that the evaluation of mathematical literacy necessitates an integrated approach involving four primary dimensions: mathematical content, processes, contexts, and competencies. With respect to mathematical content, the framework delineates four distinct categories: Change and Relationships, Space and Shape, Quantity, and Uncertainty and Data. Space and Shape literacy is essential, as it encompasses the ability to understand and interpret forms, space, and real-world situations through geometric representations. This literacy demands the application of geometric concepts, spatial visualization, and the capacities for reasoning, modeling, and reflection in problem-solving. The findings indicate that students' mathematical literacy skills vary across distinct ability levels. High-ability students successfully fulfill the formulate and employ aspects. Conversely, moderate-ability students encounter difficulties with geometric representation and complex problem-solving, while low-ability students struggle across all stages of the mathematical literacy process. Notably, the interpret aspect is the most frequently unfulfilled component across all student categories. These outcomes demonstrate that the formulate, employ, and interpret processes are interrelated, suggesting that deficiencies in the initial stages impede success in subsequent phases. The implications of this research suggest the necessity of problem-based and contextual learning supported by visual representations, mathematical discussions, reflection, and scaffolding strategies to develop students' formulate, employ, and interpret competencies in solving real-world problems.
Assessing Students’ Physics-Science Literacy Skills on Impulse and Momentum Through Real-Life Activities Laila Rahma Arifah; Muhammad Satriawan; Budi Jatmiko; Binar Kurnia Prahani
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.v14i3.19036

Abstract

This research aims to analyze students' science literacy on the topic of impulse and momentum based on the Program for International Student Assessment (PISA) competencies. This study uses a descriptive approach involving 22 high school students. The instrument used consisted of three essay questions (constructed-response) developed based on real-world contexts and aligned with PISA science literacy indicators. Students' answers are assessed using a PISA-based scoring rubric to categorize the level of science literacy achievement. The research results show that students' science literacy achievements vary across each competency. The competence to explain phenomena scientifically and design and evaluate scientific investigations falls into the Fair category, while the competence to interpret scientific data and evidence scientifically falls into the Poor category. These findings indicate that students are relatively capable of recognizing and explaining physical phenomena and have a preliminary understanding of scientific investigations, but still struggle with interpreting data and accurately relating it to physical concepts. The implication of this research is the need to strengthen learning strategies that emphasize data interpretation skills, such as thru the analysis of experimental results, graphs, and context-based reasoning questions. Inquiry-based and problem-based learning approaches are recommended to support the more comprehensive development of science literacy. This study has limitations in the small sample size, the limited number of instruments, and the research context being conducted in only one school. Subsequent research is recommended to involve a larger sample and more diverse instruments.
Environmental Literacy in Science Education: A Systematic Literature Review of Conceptual Emphases, Instructional Resources, and Methodological Trends Ahmad Saputra; Insih Wilujeng; Antuni Wiyarsi
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.v14i3.19133

Abstract

The increasing complexity of environmental issues highlights the importance of environmental literacy as a key competence within science education; however, existing research remains fragmented in terms of conceptual emphases, instructional resources, and methodological practices. This study systematically examines research trends on environmental literacy in science education, focusing on investigated dimensions, learning materials and resources, methodological approaches, and data collection instruments. A systematic review was conducted following the PRISMA 2020 guidelines. Articles were retrieved from the Scopus database and screened through identification, screening, and eligibility stages, resulting in twenty-one peer-reviewed studies published between 2016 and 2025. The findings indicate that environmental literacy is predominantly conceptualized as a multidimensional construct encompassing cognitive, affective, and behavioral components, with a strong emphasis on cognitive aspects, particularly environmental knowledge and conceptual understanding. Experiential and technology-enhanced learning resources are most frequently employed, while traditional textbook-based materials are less common. Methodologically, quantitative approaches and questionnaire-based instruments dominate the field. Overall, this review reveals persistent conceptual and methodological imbalances and highlights the need for more integrated frameworks and diverse research approaches to support meaningful environmental literacy development through science education.
Procedural Logic Gaps in Mitigation Mapping: Content Analysis of QGIS-Based Essay Responses Suci Handayani; Eko Hariyono; Binar Kurnia Prahani; Muhammad Satriawan; Parizal Hidayatullah
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.v14i3.19307

Abstract

Theoretical knowledge about disasters does not always correspond to technical ability in mapping risks. Lombok Island has high tectonic complexity because it is flanked by the Sunda Subduction Zone in the south and the Flores Back-Arc Thrust in the north, which requires precise spatial data-based mitigation strategies. This study aims to reconstruct students' mental models in integrating geospatial technology and disaster content through content analysis of essay answers. The novelty of this study lies in revealing the 'procedural logic gap' that is often overlooked in menu-driven practical assessments. The method used is descriptive-qualitative with a content analysis approach on 35 students of the Physics Study Program who have taken the Mapping course. The analysis framework adopts the Geospatial Technology Competency Model (GTCM) and the SOLO Taxonomy. Research results reveal a sharp cognitive polarization, where the majority of respondents (60%) are at the Pre-structural and Uni-structural levels. Key findings indicate the phenomenon of "Disconnected Cognition"; students understand the conceptual aspects of tectonics (Tier 3 GTCM), yet fail to construct a systematic QGIS workflow (Tier 4 GTCM), which is reflected in fragmented procedure descriptions. The inability to integrate this operational logic causes mitigation map outputs to become merely "visual decorations" without optimal function as a decision-making tool. This study recommends a repositioning of the GIS curriculum to emphasize strengthening system logic rather than merely imitating software procedures.
Needs Analysis of Google Sites to Reduce Cognitive Load in Three-Variable Linear Equation Systems Chajar Ero; Irwan Akib; Nasrun Nasrun
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.v14i3.19705

Abstract

The material of Three-Variable Linear Equation Systems (TVLES) possesses high complexity that potentially causes excessive cognitive load for students. This research is a preliminary study aimed at analyzing students' learning difficulties and mapping the requirements for developing digital learning media to reduce this cognitive load. Specifically, this study addresses two research questions: (1) which TVLES sub-skills are the most difficult and what types of errors dominate? and (2) what media feature preferences are prioritized by students and teachers? The research method employed is a descriptive quantitative-qualitative (mixed-methods) approach to provide a comprehensive overview of the subjects' conditions. The research subjects consisted of 24 tenth-grade students at SMA Negeri 13 Gowa who had completed the TVLES material in the 2024/2025 academic year. Data collection techniques utilized source triangulation, including student needs analysis questionnaires, grade document analysis, in-depth interviews, and student work error analysis using conceptual, procedural, and computational coding frameworks. The results indicated low student learning outcomes, with a class average of 68.96 and a classical mastery rate of only 33.3%. Identified difficulties were consistent with indicators of cognitive overload, particularly the inability to model word problems (88%), indicating excessive information load on working memory. Based on preference analysis, 95.8% of students stated the necessity of developing Google Sites-based media containing step-by-step explanatory videos. The research concludes that the identified design requirements suggest the development of Google Sites as a strategic direction with the potential to reduce extraneous cognitive load and facilitate independent learning.
Development of Local Wisdom-Based Worksheets to Improve Science Understanding and Environmental Awareness in Grade IV Students Pricilia Deyalita Utami; Sunyono Sunyono; Fatkhur Rohman; Muhammad Nurwahidin
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.v14i3.19811

Abstract

Elementary science learning requires contextual materials that help students understand scientific processes and develop environmental responsibility. Preliminary analysis showed that grade IV IPAS worksheets still focused on routine exercises, terminology recognition, and teacher-centered activities, with limited investigation, field observation, and local wisdom integration. This gap makes local wisdom-based worksheets necessary because they connect environmental change concepts with students’ cultural and daily experiences. This study aimed to develop and examine the validity, practicality, and effectiveness of local wisdom-based IPAS worksheets for improving students’ understanding of the nature of science and environmental awareness. The study used a Research and Development design with the 4D model: define, design, develop, and disseminate. The main field trial involved 29 fourth-grade students at SD Xaverius 3 Bandar Lampung. Data were collected using expert validation sheets, teacher and student practicality questionnaires, pretest-posttest tests, and instruments measuring Nature of Science understanding and environmental awareness. The worksheet was highly valid, with an average expert validation score of 97.22%. Practicality reached 96.0% from teachers and 90.8% from students. The overall pretest mean increased from 47.8 to a posttest mean of 85.0, with a mean N-Gain of 0.71 in the high category. The N-Gain reached 76.7% for Nature of Science and 81.5% for environmental awareness. Right-tailed t-tests showed significant results for Nature of Science (t = 6.116, p = 0.000) and environmental awareness (t = 8.938, p = 0.000). The worksheet is valid, practical, and effective for supporting contextual IPAS learning and strengthening scientific literacy and environmental responsibility in elementary schools.
Accuracy of HC-SR04 Ultrasonic Servo in Servo-Scanned 2D Ranging Ayunita Haq; Rohim Aminullah Firdaus; Muhimmatul Khoiro; Endah Rahmawati; Nanang Winarto
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.v14i3.19813

Abstract

This study evaluates the measurement accuracy of the HC-SR04 ultrasonic sensor configured as a low-cost two-dimensional servo-scanned ultrasonic ranging system using an Arduino Uno and micro-servo scanning. Unlike prior studies that typically investigate angle, distance, or material effects separately, this work presents an integrated experimental framework that simultaneously examines the combined influence of scanning angle, object distance, and surface characteristics under dynamic scanning conditions. Experiments were conducted at five angles (40°, 75°, 90°, 105°, 150°), four distances (15, 30, 45, and 60 cm), and three materials (brass, wood, plastic), with five repetitions per condition. Performance was assessed using mean absolute error (MAE) and standard deviation. The results show that measurement accuracy varies systematically with scanning geometry. The lowest errors occur near 90°, with average MAE values of approximately 0.5–0.7° for brass, 2–3° for wood, and 4–5° for plastic. At extreme angles (e.g., 150°), errors increase significantly, reaching up to ~1.5° (brass), ~5° (wood), and >8° (plastic). Across distances, MAE increases from 15 cm to 60 cm, indicating reduced accuracy at longer ranges. Material effects are also pronounced, with brass consistently yielding the lowest error and plastic the highest. These trends are consistent with the expected influence of reflection geometry and signal attenuation, although echo strength was not directly measured. Overall, reliable operation is observed within 75° < θ < 105° and 15–45 cm. These findings provide experimentally grounded insights for improving the performance of a low-cost ultrasonic servo-scanned ultrasonic ranging system in short-range applications.
Analysis of Elementary School Teachers' Ability in Compiling HOTS Questions in Mathematics Subjects Rohmah Indahwati; Wildona Zumam; Sri Harini; Sri Indriati Hasanah; Nur Fauziyah; Hasan Basri; Syamsiyatul Magfiroh; Asifaul Ulum
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.v14i3.19852

Abstract

Higher Order Thinking Skills (HOTS) is one of the essential competencies that must be developed from an early age because it plays an important role in forming students’ critical and logical thinking skills. However, students’ abilities in this aspect are still low, one of the influencing factors being the limited facilitation of HOTS questions provided by teachers. This study aims to determine: (1) the comparison of HOTS and LOTS questions made by teachers; (2) teachers’ understanding of HOTS questions; and (3) teachers’ difficulties in compiling HOTS questions. This study employed a qualitative research approach with a qualitative case study. The respondents consisted of 6 teachers selected based on certain criteria. Data were obtained through interviews and reviews of daily test documents, with a total of  51 questions analyzed using the revised Bloom’s taxonomy framework. Data analysis referred to Miles and Huberman’s stages, namely data reduction, data presentation, and conclusion drawing. The results showed that the percentage of HOTS questions appearing in teachers’ daily test items was still low. Only 4 out of the 51 analyzed questions (8%) were classified as HOTS questions, while the remaining items were categorized as lower-order thinking skills (LOTS) questions. In addition, only 1 teacher (17%) correctly understood the definition of HOTS questions, while 5 teachers (83%) did not. Teachers also experienced difficulties in developing stimuli and finding references related to HOTS questions. These findings indicate that teachers require structured training in distinguishing procedural application questions (C3) from authentic HOTS tasks at the C4–C6 levels.

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