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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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Integrating Coding and Project-Based Learning to Foster Elementary Students’ Creativity Leni Agustina Daulay; Rahmah Nurfitriani
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.v14i3.19856

Abstract

Despite growing interest in coding education for fostering 21st-century skills, empirical evidence from resource-constrained, non-metropolitan settings remains limited, particularly when comparing digital and non-digital approaches. This study investigated the comparative effectiveness of plugged and unplugged coding instruction within a Project-Based Learning (PjBL) framework in enhancing creative thinking skills among fifth-grade students. Using a mixed-methods quasi-experimental design, 98 students from two Integrated Islamic Elementary Schools in Central Aceh were assigned to a plugged coding group (n = 50) using Scratch 3.0 or an unplugged coding group (n = 48) using cardboard-based physical media. Creative thinking was assessed using TTCT-inspired open-ended project design tasks aligned with four Guilford dimensions (fluency, flexibility, originality, elaboration), while student perceptions and qualitative learning experiences were examined through questionnaires and semi-structured interviews. Both groups demonstrated significant pre–post improvement; however, the plugged group achieved a higher N-Gain (0.489 vs. 0.419), both within the moderate category, with a statistically significant but practically moderate between-group difference (p = .001, Cohen's d = 0.65). Qualitative findings indicated that plugged coding supports iterative refinement and multimedia expression, whereas unplugged coding promoted collaboration and flexible thinking through physical co-construction. Perception data showed positive learning experiences in both groups, with perceived creativity support moderately correlated with N-Gain scores in both conditions. These findings suggest that both approaches effectively support creative thinking through distinct pedagogical mechanisms and provide practical guidance for designing inclusive and context-sensitive coding instruction in resource-constrained elementary settings. This study compared the two approaches as separate conditions; hybrid integration was not examined.
Computational Thinking in Linear Programming Based on Prior Mathematical Ability Reza Kusuma Setyansah; Swasti Maharani
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.v14i3.19950

Abstract

Computational thinking (CT) plays an important role in supporting students’ mathematical problem-solving abilities, particularly in technology-assisted learning environments. This study aimed to analyze students’ computational thinking profiles in solving linear programming problems using the simplex method based on their prior mathematical ability and to examine their responses to the use of POM-QM for Windows as a learning support tool. A qualitative descriptive approach was employed involving 21 undergraduate students in a mathematics education program. Three students representing high, moderate, and low levels of prior mathematical ability were purposively selected for in-depth analysis. Data were collected through linear programming problem-solving tasks assisted by POM-QM for Windows, semi-structured interviews, and student response questionnaires. Data analysis was conducted through data reduction, data display, and conclusion drawing based on four computational thinking components: decomposition, pattern recognition, abstraction, and algorithmic thinking. The findings showed that students’ computational thinking profiles differed according to their prior mathematical ability. Students with high prior mathematical ability demonstrated all CT components consistently through systematic problem decomposition, accurate mathematical modeling, effective pattern identification, and appropriate application of simplex procedures. Students with moderate prior mathematical ability showed adequate performance but experienced difficulties in pattern recognition and algorithmic implementation. Meanwhile, students with low prior mathematical ability encountered challenges in identifying relevant information, constructing mathematical representations, and developing structured solution procedures. Students generally responded positively to the use of POM-QM for Windows, particularly in simplifying calculations and supporting the problem-solving process. These findings indicate that prior mathematical ability influences students’ computational thinking performance and highlight the importance of integrating technological tools with mathematical reasoning in learning activities.
Development of Supplementary Teaching Materials for Lower Plant Botany Based on Local Potential of Ferns (Pteridophyta) in Coastal Areas Prelly Marsel Jolanda Tuapattinaya; Pamella Mercy Papilaya; Sendy Putra Pradana
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.v14i3.20010

Abstract

This study aimed to develop supplementary teaching materials for the Lower Plant Botany course in the form of a contextual resource integrating text, images, tables, and local examples to support independent learning on Pteridophyta based on the ecological potential of the coastal area of Waai Village, Maluku. The study employed a Research and Development approach using the Four-D (4D) model, consisting of define, design, develop, and disseminate stages. Ecological inventory data of coastal ferns served as the foundation of the material content. A total of nineteen fern species were identified and systematically integrated into the teaching materials to support contextual learning. Unlike previous local-potential-based materials, this product was developed from a systematic inventory of coastal fern species, allowing field-based ecological data to be transformed into instructional examples for higher education biology learning. The materials were evaluated through expert validation involving specialists in content, media, and language, as well as a student readability test with biology education undergraduates. The average expert validity score was 79.0%, indicating that the materials were valid with minor revisions, while student readability scores ranged from 92.00% to 95.00%, categorized as very good. Although learning effectiveness was not examined, the findings indicate that teaching materials derived from local ecological inventory data are feasible as contextual supplementary resources in preservice biology teacher education.
Unveiling Seventh-grade Natural Sciences Teaching Practices Under the Merdeka Curriculum in Pontianak, West Kalimantan Kurnia Ningsih; Anisyah Yuniarti; Mas Akhbar Faturrahman; Dian Wahyuningsih
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.v14i3.20286

Abstract

The Merdeka Curriculum is a systemic change aimed at addressing learning loss caused by the Coronavirus Disease 2019 pandemic. One subject largely affected by the curriculum implementation is Natural Sciences, which has undergone several changes since its inception in 2022. This research aims to examine how the implementation of the Merdeka Curriculum in the seventh-grade Natural Sciences subject has developed over time by comparing its initial adoption with its implementation in 2025. This research employed mixed methods and involved 30 seventh-grade Natural Sciences teachers from junior high schools in Pontianak City, West Kalimantan Province, Indonesia. Data collection involved questionnaires and brief interviews in 2023 and 2025, concluding in quantitative and qualitative data analysis. The research unveiled comprehensive information, mapped into five key aspects of implementing Natural Sciences learning in the Merdeka Curriculum: the subject’s basis and duration, teachers’ perceptions and understanding, planning and implementation of the learning, assessment of the learning, and its impacts. Several notable key quantitative findings were revealed. First, the proportion of schools that implemented the Merdeka Curriculum rose from 93.3% in 2023 to 100.0% in 2025. Second, teachers who utilized four learning models in 2023 began diversifying their choices, with the 2025 data showing five models, with problem-based learning gaining the highest proportion (76.7%). Third, the collaboration among Natural Sciences teachers and other subjects has risen in proportion from 46.7% for both in 2023 to 86.7% and 76.7% in 2025, respectively. Fourth, the proportion of teachers who felt positive impacts from the Merdeka Curriculum rose from 93.3% in 2023 to 100.0% in 2025. Fifth, there is a decrease in the proportion of teachers who faced obstacles in implementing the Merdeka Curriculum—from 90.0% in 2023 to 66.7% in 2025. Moreover, qualitative findings enrich the quantitative data by providing insights into how seventh-grade Natural Sciences teachers perceive the Merdeka Curriculum and how they translate the regulations into classroom practices, thereby supporting students’ further development in line with national and global demands. Overall, the results indicate that the seventh-grade Natural Sciences teachers in Pontianak City perceive the Merdeka Curriculum as a primary nationwide educational framework that substantially improves teachers’ competencies and supports student development, particularly in character development and 21st-century skills. However, several issues in curriculum implementation require further action and research.
Mathematical Critical Thinking and Learning Experiences of Junior High School Students: A Preliminary Needs Assessment for FJIMEC–GeoGebra–Scratch Model Development Ardi Dwi Susandi; Yumiati Yumiati; Endang Wahyuningrum; Sudirman Sudirman; Nia Jusniani; Hasan Basri
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.v14i3.20378

Abstract

Despite decades of curriculum reform, persistent gaps in Indonesian mathematics education remain. Students are taught mathematics formally, yet consistently fail to demonstrate higher-order reasoning abilities. Both national and international assessments confirm that mathematical critical thinking skills encompassing the ability to evaluate arguments, investigate claims, and draw logical conclusions remain a critical weakness, particularly at the junior high school level. This situation is further compounded by the minimal use of digital technologies such as GeoGebra and Scratch in everyday classroom instruction. This study conducted a preliminary investigation into the mathematical critical thinking abilities and mathematics learning experiences of Grade VIII students in Cirebon Regency (West Java) and Pamekasan Regency (East Java), serving as the empirical foundation for the development of the FJIMEC (Focusing, Justifying, Investigating, Messaging, Evaluating, Concluding) instructional model integrated with GeoGebra and Scratch. Using a convergent parallel mixed-methods design, the study involved 128 students and four mathematics teachers. The critical thinking test results were concerning: mean scores of 41.2 for Cirebon and 39.8 for Pamekasan, with 84.4% of students falling in the low category. The weakest indicators were Evaluating and Concluding. The Mann-Whitney U test revealed no significant between-region difference (p = 0.412), indicating a systemic deficit. Questionnaire analysis revealed low technology utilization (M = 2.43/5.00) and high mathematics anxiety. These findings provide preliminary empirical support for developing a FJIMEC–GeoGebra–Scratch instructional model.
Socio-Scientific Issues (SSI)-Based E-Module on Indragiri River Pollution and Land Conversion: A Needs Analysis from the Perspective of Biology Teachers at Senior High School Hasni Hasni; Bambang Supriatno; Sariwulan Diana
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.v14i3.20410

Abstract

The low levels of environmental literacy and decision-making skills among senior high school students remain a pressing concern, particularly in regions facing real ecological challenges such as Keritang District, Indragiri Hilir Regency. This study aimed to: (1) describe the current condition of teaching materials used in Biology learning; (2) examine teachers' perspectives on students' environmental literacy and decision-making skills; (3) explore the relevance of local issues as socio-scientific issue (SSI) contexts; and (4) identify teachers' needs regarding the characteristics of an SSI-based e-module. A qualitative approach with a single case study embedded units design was employed, involving three Biology teachers from all active senior high schools (SMA/MA) in Keritang District, selected through total sampling. Data were collected through semi-structured interviews and lesson plan documentation, analyzed using the interactive model of Miles, Huberman, and Saldaña, and validated through source triangulation and member checking. The findings reveal that: (1) the teaching materials currently used do not incorporate local contexts from Keritang District, as indicated by lesson plans that lack integration of area-specific environmental issues; (2) from teachers’ perspectives, students' environmental literacy remains at the awareness level, while their decision-making skills are still limited; (3) the issues such as pollution of the Indragiri River pollution and land conversion are highly relevant as local SSI contexts due to their rich scientific, social, economic, and ethical dimensions; and (4) there are differences in implementation readiness across schools: public high schools are more prepared to use digital e-modules, while private madrasah require printed modules due to limited access to digital devices. Nevertheless, both require teaching materials that include authentic local data, higher-order thinking (HOTS) activities, e-modules accessible offline via smartphones and printable as an alternative, as well as alignment with the curriSculum. These findings represent a needs analysis as the first phase in the development of an e-module, with the design and validation stages planned as subsequent phases. The results of this needs analysis provide an empirical basis for designing a locally grounded SSI-based e-module to improve the quality of Biology learning in Keritang district.
Exploring Lower Secondary Students’ Mathematical Literacy in Number Content Through the Lens of Logical Mathematical Intelligence Dina Nur Aisiya; Sri Suryanti
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.v14i3.20414

Abstract

Although research on mathematical literacy and multiple intelligences has advanced significantly, studies that specifically examine the characteristics of junior high school students’ mathematical literacy in PISA number content through logical mathematical intelligence remain very limited. This study aims to describe the characteristics of junior high school students’ mathematical literacy with different levels of logical mathematical intelligence in solving PISA equivalent problems, as well as to analyze the relationship between the level of logical mathematical intelligence and the problem solving strategies demonstrated by students. This study was designed using a descriptive qualitative approach and involved thirty four junior high school students selected through purposive sampling based on high, medium, and low levels of logical mathematical intelligence;research instruments included a multiple intelligence test, number content questions adapted from PISA, and a semi-structured interview guide;data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions using the triangulation method. The results of the study indicate that logical mathematical intelligence is related to mathematical literacy:students with high intelligence demonstrated comprehensive problem formulation accompanied by multivariable evaluation strategies;students with medium intelligence were able to identify relevant information but were limited to a single variable without thorough verification; and students with low intelligence still relied on procedural intuition accompanied by fundamental misunderstandings. These findings support the premise that logical mathematical intelligence not only determines the accuracy of the final answer but also shapes the depth of students’ overall mathematical cognitive processes. Further research is recommended to expand the content beyond numbers.
Integrating STEM Approaches into Interactive Digital Modules for Supporting Higher-Order Thinking Skills in Science Education: A Systematic Literature Review Rahmawati Rahmawati; Tri Hastiti Fiskawarni; Andi Arie Andriani; Widiasih Widiasih
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.v14i3.20415

Abstract

The integration of Science, Technology, Engineering, and Mathematics (STEM) approaches into interactive digital modules (IDMs) has gained prominence as a strategy for supporting Higher-Order Thinking Skills (HOTS) in science education. This PRISMA-based systematic literature review synthesizes empirical studies published between 2022 and 2026 to examine how STEM-embedded digital modules are designed, implemented, and evaluated in relation to HOTS outcomes. Using PRISMA procedures and structured Boolean searches across major databases, 22 studies were selected and analyzed across four themes: STEM integration models, interactive design mechanisms, empirical effectiveness, and implementation challenges including scalability and equity. The findings show that modules grounded in the Engineering Design Process (EDP), inquiry-based learning, and adaptive feedback were most frequently associated with short-term improvements in analytical reasoning, problem-solving, and evaluative thinking. Quantitative evidence indicates that one AI-assisted module reported an 18.4% improvement in applied reasoning; however, differences in instruments and study designs limit direct comparison across HOTS measures. Some studies also reported short-term retention effects. The review proposes an integrative framework linking depth of STEM integration, interactive mechanisms, contextual moderators, and HOTS outcomes, and highlights inclusive design, continuous feedback, collaboration, and teacher training as key principles for sustainable, equitable, and evidence-informed implementation.
Evaluation of Science Learning through Artificial Intelligence-Based Formative Feedback among Primary School Teacher Education Students Muh Nasir; Juryatina Juryatina; Mei Indra Jayanti; M Ekahidayatullah
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.v14i3.20462

Abstract

This study examines the use of Artificial Intelligence (AI)-based formative feedback in the evaluation of science (IPA) learning among Primary School Teacher Education (PGSD) students. It addresses the limitations of conventional evaluation, particularly delayed feedback and the limited opportunities for conceptual correction in science learning. The study employed a mixed-methods approach with an explanatory sequential design; the quantitative component used a one-group pretest–posttest pre-experimental design without a control group, involving 40 students across two classes. The intervention used a web-based AI-driven digital evaluation application that generated generative and personalized feedback. Quantitative data were collected through pretest–posttest scores and a questionnaire, while qualitative data were obtained through interviews and system log analysis. The results show a statistically significant increase in learning-outcome scores after implementation, with a moderate improvement (6–7 points) and a medium effect size (Cohen's d = 0.65). The quality of AI-based feedback was categorized as good (mean = 3.13), particularly in terms of speed and usefulness, with a response time of less than five seconds. Qualitative findings indicate that immediate feedback supported conceptual understanding, helped identify misconceptions, and encouraged reflective learning behavior; however, limitations were found in feedback clarity and network stability. Because of the absence of a control group, this improvement cannot be fully attributed to AI feedback. The findings are preliminary and context-bound, yet indicate a positive contribution of AI-based formative feedback as an adaptive evaluation tool that needs to be tested with stronger designs.
From Verification-Based Practicum to Product-Oriented Teaching Factory: A Needs Analysis in Chemistry Teacher Education Ahmadi Ahmadi; Aliefman Hakim; Jamaluddin Jamaluddin; Iwan Sumarlan; Baiq Risni Maripa
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.v14i3.20533

Abstract

Although product-based chemistry practicum and teaching factory studies have been discussed separately, limited empirical diagnostic evidence explains readiness gaps, perception differences, and institutional support needs before a teaching factory-oriented chemistry practicum model is developed. This study aimed to identify empirical needs for developing a product-oriented teaching factory model in chemistry practicum within chemistry teacher education. A descriptive quantitative needs-analysis design was used with substantive interpretation of aggregate questionnaire and observation responses. Participants were 20 chemistry education students and 6 lecturers from two universities in Mataram, Indonesia. The analysis focused on current practicum characteristics, teaching factory understanding and interest, soft skills, barriers, authentic product potential, and partnership needs. The findings indicate that practicum activities remain strongly verification-oriented: 15 of 20 students (75%) reported that procedures strictly followed manuals without modification, while 3 of 6 lecturers (50%) perceived practicum as balanced between verification and exploration. Teaching factory literacy was still limited, with 16 of 20 students (80%) reporting low understanding or no familiarity with the concept. Nevertheless, all students expressed interest in authentic product-based practicum, and all lecturers recognized the importance of developing the model. Main barriers included limited equipment and materials, short practicum time, dense curriculum or standard procedures, and students' low confidence in trying new approaches. These findings provide initial design considerations, not evidence of model effectiveness. Future development should begin with concept orientation, flexible product-based modules, simple quality testing, structured soft-skill rubrics, and sustainable external partnership mechanisms.

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