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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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Problem-Based Learning Effect on Elementary Students Critical Thinking with Science Literacy as Covariate Mei Indra Jayanti; Muh Nasir; Umar Umar
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.v14i3.20580

Abstract

Critical thinking skills among elementary school students in Indonesia remain at a suboptimal level, as evidenced by the 2022 PISA science literacy score of 383, substantially below the OECD average of 485. Despite a growing body of research on Problem-Based Learning (PBL) in Indonesian science education, studies that statistically control for students' initial cognitive profiles when estimating PBL's effect on critical thinking remain scarce at the elementary level, limiting the precision and credibility of existing effect estimates. This study aimed to examine the effect of PBL on the critical thinking skills of fifth-grade students at SDN 33 Lampe, Bima City, Indonesia, with science literacy as a covariate. A quasi-experimental post-test only control group design was employed, with two classes selected through cluster random sampling and randomly assigned to conditions: Class V.A (n = 31) as the PBL group and Class V.B (n = 29) as the control group receiving conventional instruction. Science literacy data were obtained from a cognitive diagnostic assessment administered before the intervention as an independent covariate, while critical thinking was measured using a validated essay instrument covering six dimensions of Facione (2015). Data were analyzed using Analysis of Covariance (ANCOVA) with estimated marginal means reported for each group. Results indicated a highly significant effect of instructional model on critical thinking (F(1, 57) = 54.868, p < .001, partial η² = .490), with the PBL group obtaining an adjusted mean of 17.71 points higher than the control group after controlling for science literacy. Science literacy also demonstrated a significant covariate effect (partial η² = .178). Within the scope and constraints of this single-school study, PBL was associated with significantly higher critical thinking scores compared to conventional instruction.
Assessing Water Pollution at Sail River: Insights from Plankton Abundance as an Ecological Indicator in Riau, Indonesia Marta Dinata; Rahmat Ramadansur; Al Khudri Sembiring; Irwan Effendi
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.v14i3.20653

Abstract

Plankton is an effective bioindicator for diagnosing freshwater pollution. We assessed the plankton community structure at three Sail River sites representing residential, industrial-urban, and agro-rural influences, and correlated biological indices with physicochemical parameters. Purposeful sampling and standard microscopy were used to identify and quantify taxa; Shannon diversity (H′), equitability index (E), dominance (D), trophic status, and saprobicity were obtained. In total, 106 taxa were recorded (zooplankton: 4 species in 3 higher groups; phytoplankton: 102 species in 20 classes). Phytoplankton abundance ranged from 3.0–9.1 × 10³ cells L⁻¹ across sites (mesotrophic), while zooplankton ranged from 1.9–161 × 10³ individuals L⁻¹. Phytoplankton diversity was moderate to high (H′ = 2.1–3.2) at less impacted sites and lower at residential sites; zooplankton diversity was low to moderate (H′ = 1.3–1.5). Saprobicity scores indicated β–α mesosaprobic conditions (light to moderate organic impact), consistent with elevated COD and low DO at residential sites. Cyanophyceae and Euglenophyceae were more frequent at sites with higher organic and nutrient loads, while Bacillariophyceae increased with increasing water clarity/flow. Overall, plankton metrics and chemistry indicated local organic stress rather than an “unpolluted” state. We emphasize the need for seasonal replication and more accurate quantification to reduce uncertainty in abundance estimates.
Cognitive Barriers in the Transition from Graphical to Symbolic Representation of Integral Concepts: A Systematic Literature Review Marthinus Yohanes Ruamba; Rian Efendi; Elsi Sirampun; Natalia M. I. Weya
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.v14i3.20660

Abstract

Integral calculus requires students to coordinate graphical, symbolic, and verbal representations rather than rely only on procedural manipulation. However, many students experience cognitive difficulty when converting graphical information, such as shaded regions or curves, into formal integral notation. This study synthesizes empirical evidence on cognitive barriers in the graphical-to-symbolic transition of integral concepts through a Systematic Literature Review (SLR). The review followed PRISMA 2020 guidance and examined empirical journal articles and conference proceedings published from 2016 to 2025 at the university or pre-university transition level. Records were searched in Google Scholar, Garuda, ERIC, and ScienceDirect; after screening and eligibility assessment, eleven studies were included. The selected studies were analyzed through descriptive synthesis and thematic coding to identify literature distribution, theoretical tendencies, and recurring barrier types. The synthesis indicates that representation-oriented and cognitive frameworks, including Duval's Semiotic Register Theory, APOS theory, mental models, and accumulation perspectives, are frequently used to interpret students' difficulties. Three central barriers were identified: (1) visual attribute disorientation, in which students misread visually salient features such as intercepts as integration limits; (2) cognitive conflict in signed area, in which students struggle to reconcile positive area images with negative symbolic accumulation; and (3) multicurve decomposition barriers, in which students have difficulty determining boundaries, intersections, and upper-lower function relationships. These findings suggest that graphical-to-symbolic transition is not merely a procedural issue but a representational coordination challenge. The review recommends barrier-specific learning designs that combine graphical tasks, dynamic visualization, accumulation-based reasoning, and structured error reflection.
Exploring Eigth-Grade Students’ Mathematical Literacy in PISA-Adapted Space and Shape Problem at Levels 3-5 Dwi Arisma Wahyudi; Sufyani Prabawanto; Al Jupri
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.v14i3.20663

Abstract

This study explores the mathematical literacy profiles of 30 eighth-grade students in Bandung Barat Regency, focusing on their abilities during the formulating stage of PISA-adapted geometry tasks across Levels 3, 4, and 5. Utilizing a qualitative descriptive-exploratory design, data were collected through a Mathematical Literacy Test (MLT) focusing on rectangular area and perimeter alongside task-based clinical interviews. Student responses were mapped using a specialized representational action coding scheme (R1–R7). The empirical findings reveal a critical negative trend: as task complexity escalates, successful mathematical formulation plummets, leaving over 80% of students trapped in either absolute cognitive paralysis or unscientific guessing at Levels 4 and 5. Specifically, non-response status (R7) reached 46.67% at Level 4 due to severe reading literacy barriers and working memory overload under dense linguistic contexts. Meanwhile, subjective intuition (R6) was the most dominant pattern, affecting 50% of the cohort at Level 5, driven by a profound epistemological fragmentation where real-world scenarios are treated as isolated from formal mathematics. Dysfunctional visual scaffolding (R4) and rigid procedural dependencies (R3) further stalled progression. These systemic failures at the upstream formulating stage ultimately blocked students from reaching the employing or interpreting phases.
AI-Augmented Resilience Through Smart TV-Mediated Learning: A Qualitative Case Study of Academic Resilience, Psychological Well-Being, and Growth Mindset Among Senior High School Students Norhidayah Norhidayah; Arina Restian; Husamah Husamah
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.v14i3.20747

Abstract

This study explores how the integration of artificial intelligence (AI) through Smart TV/Interactive Flat Panel (IFP) technology was perceived by students and teachers as a classroom-based psycho-pedagogical support mechanism for Grade X students at SMAN 1 Mentaya Hilir Selatan, East Kotawaringin, Indonesia. While AI in education is commonly examined as a cognitive tool for personalized instruction, less attention has been paid to its affective and communal roles in strengthening students' coping experiences, emotional safety, and willingness to revise mistakes. The study was conducted during one semester from October 2025 to February 2026 in Grade X learning activities involving English, history, coding, and informatics lessons. The AI tools used included ChatGPT, Gemini, Copilot, Perplexity, or school-approved AI assistant, which were accessed through teacher-led and student-assisted classroom routines and displayed on Smart TV/IFP screens. This study employed a descriptive qualitative case-study design involving 21 informants: 15 Grade X students and six supporting school informants consisting of the vice principal for curriculum affairs, counseling teacher, and subject teachers. Data were collected through in-depth interviews, classroom observation, digital documentation, and learning artifacts, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings reveal three central mechanisms. First, AI served as a non-judgmental dialogic partner that helped students break down difficult tasks, regulate frustration, and recover from academic setbacks. Second, the large-screen display created a Digital Mirroring Effect, in which the visible process of AI-supported trial, error, and revision normalized mistakes and encouraged a growth mindset. Third, teacher and counselor facilitation transformed AI-Smart TV integration into a safer classroom ecology that reduced academic anxiety and improved students' perceived psychological well-being. However, a negative case also indicated the risk of digital dependency when AI was used merely to copy answers. The study proposes AI-Augmented Resilience and Digital Mirroring Effect as interpretive, case-based psycho-pedagogical mechanisms,emphasizing that AI is most educationally productive when mediated by shared visualization, ethical guidance, and authentic assessment.
The Effectiveness of LENTERA-Based Interactive Media on Early Childhood Scientific Literacy: Learning Engagement as a Covariate Ni Luh Ika Windayani; Ni Wayan Risna Dewi; Ni Putu Widyasanti
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.v14i3.20748

Abstract

Scientific literacy is a fundamental competence that should be developed from early childhood. However, early childhood learning practices remain predominantly teacher-centered, minimally exploratory, and supported by static media, resulting in suboptimal learning engagement and scientific literacy outcomes. This study aimed to examine the effectiveness of LENTERA (Literacy and Research Exploration in Learning) based interactive media on early childhood students’ scientific literacy, with learning engagement as a covariate. The media is a digital learning application that integrates illustrated stories, animated videos, observation activities, simple experiments, interactive quizzes, and reflection worksheets designed according to the stages of literacy, exploration, investigation, analysis, and reporting. A quasi-experimental design with a single-factor independent group and a covariate was employed. The participants were 64 early childhood education students randomly assigned to an experimental group and a control group. Data were collected using a scientific literacy test and a learning engagement observation sheet. Data were analyzed using descriptive statistics and ANCOVA after satisfying the assumptions of normality, homogeneity, linearity, and homogeneity of regression slopes. The findings revealed a significant difference between groups after controlling for learning engagement (F(1,61)=5.759, p=0.019, ηp²=0.086), with the experimental group achieving higher adjusted mean scores. Learning engagement also significantly affected scientific literacy (F(1,61)=33.157, p<0.001, ηp²=0.352). The study concludes that LENTERA-based interactive media is effective in enhancing early childhood students’ scientific literacy and learning engagement.
Improving the Process of Understanding the Representation of Spatial Shapes Through the Problem-Based Learning Model Assisted by Ethnomathematics in Junior High School Students Sika Sika; Mohd Fakri Muda; Mohd Razmi Zainudin; Nanang Diana; Mariamah Mariamah; Syarifudin Syarifudin; Muslim Muslim
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.v14i3.20774

Abstract

This study examines the comparative improvement in junior high school students’ understanding of spatial shape representation through the implementation of the Problem-Based Learning (PBL) model assisted by Ethnomathematics. The study employed a quasi-experimental Non-Equivalent Control Group Design involving 60 seventh-grade students at a junior high school in Bima Regency, consisting of an experimental class (n=30) and a control class (n=30). The intervention was conducted over four weeks through learning activities integrating local Bima cultural contexts, such as Uma Lengge vernacular architecture, into problem-solving and group discussion activities related to spatial geometry concepts. Pretest results indicated relatively comparable initial abilities between the experimental class (M=59.53) and the control class (M=59.00), while posttest results showed higher achievement in the experimental class (M=81.03) compared to the control class (M=69.97). An independent samples t-test yielded t=4.699 with p<0.001, indicating a statistically significant difference between the two groups. N-Gain analysis showed a moderate improvement in the experimental class (0.557) and a low improvement in the control class (0.272). Furthermore, Cohen’s d effect size analysis produced a value of 1.213, indicating a large practical effect. The findings suggest that integrating ethnomathematics within the PBL framework may support students in connecting cultural representations with mathematical concepts and contribute to the development of culturally contextualized mathematics learning in junior high schools.
A Study of Conceptual Understanding, Science Process Skills, and Representational Coordination through Guided Inquiry with Integrated Physical and Virtual Laboratories Theo Jhoni Hartanto; Pri Ariadi Cahya Dinata; Suhartono Suhartono
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.v14i3.20783

Abstract

This study examines changes in prospective physics teachers’ conceptual understanding, science process skills, and representational coordination in light refraction learning following a guided inquiry design integrating real and virtual laboratories. The study employed a one-group pretest–posttest design with a concurrent embedded mixed-methods approach involving 15 prospective physics teacher students. Quantitative data were analyzed using the Wilcoxon signed-rank test and N-gain analysis, while qualitative data were examined through representational coordination coding, including visual-graphical, symbolic-mathematical, and verbal-textual representations. The results showed an increase in students’ conceptual understanding, with average scores rising from 10.07 on the pretest to 21.80 on the posttest, as indicated by the Wilcoxon test result (p < 0.05). he average N-gain score of 0.79 falls within the high category of improvement. Science process skills also increased from 3.93 to 8.33 (p < 0.001), with an average N-gain of 0.73, which falls within the high category. Qualitative findings indicated a shift from predominantly verbal and fragmented explanations toward more varied representations and relatively more coherent conceptual structures. Overall, the findings suggest that the integration of real and virtual laboratories within guided inquiry was associated with changes in conceptual understanding, science process skills, and representational coordination among prospective physics teachers.
Mapping Indonesian University Students’ Attitudes Toward Statistics Using the Indonesian SATS-36 Laila Hayati; Sri Subarinah; Arjudin; Sudi Prayitno; Amniatin Naqiyah
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.v14i3.20785

Abstract

As statistics becomes increasingly important in higher education, understanding students’ attitudes toward statistics is essential for improving statistics instruction and learning engagement. This cross-sectional descriptive-correlational study presents a descriptive attitudinal profiling of Indonesian university students’ attitudes toward statistics using the validated Indonesian version of the Survey of Attitudes Toward Statistics-36. Data were collected from 310 students across several Indonesian universities, representing mathematics education, statistics, and other academic programs. Guided by five attitude dimensions (Affect, Cognitive Competence, Value, Difficulty, and Interest/Effort), the findings reveal a distinctive attitudinal pattern. Students reported low affect toward statistics while showing relatively high interest and effort, suggesting a possible affective-motivational divergence. They also recognized the value of statistics while maintaining negative emotional responses, reflecting a cognitive-affective gap. Perceptions of difficulty were generally moderate across academic programs, while motivation and perceived value tended to decline across semester stages. Among the five dimensions, perceived value emerged as an important leverage point for strengthening students’ engagement with statistics, as indicated by its positive association with interest/effort (r = 0.425). These findings suggest that Indonesian students’ attitudinal patterns toward statistics may not be fully captured by conventional affective-behavioral assumptions. Statistics instruction should strengthen the perceived relevance of statistics while directly addressing students’ emotional resistance and learning difficulties.
Tidung Language Revitalization through Local-Content Learning in A Multicultural Elementary School in Tarakan, Indonesia St Saenab; Arina Restian; H. Husamah
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.v14i3.20832

Abstract

The declining intergenerational use of the Tidung language in multicultural Tarakan has made elementary-school local-content learning an important but underexamined space for language revitalization. This study analyzes how Tidung language learning is implemented as local content in Grade 5 at SDN 028 Tarakan and how policy actors, school stakeholders, families, and customary institutions interact in supporting or constraining revitalization. A descriptive qualitative case-study design was used, with SDN 028 Tarakan selected as a bounded case because it represents an urban multicultural school where Tidung is formally taught although many students do not use it in daily home communication. Data were collected from August to October 2025 through interviews, classroom observations, and document analysis involving 22 informants: one principal, one Grade 5 teacher, twelve Grade 5 students, four parents, two Education Office representatives, and two Tidung customary leaders. The analytical focus was the policy-to-practice translation of Tidung local-content learning, particularly curriculum implementation, teacher readiness, student engagement, material availability, and home/community language support. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, conclusion drawing, and verification. The findings reveal four central themes: strong policy and stakeholder support, teacher-led adaptation under material constraints, positive but mostly receptive student engagement, and an ecosystem gap between school learning and home/community language use. Concrete classroom evidence showed that students were able to repeat greetings, name daily objects, and sing simple Tidung songs, but they rarely initiated spontaneous Tidung dialogue without teacher prompting. Teachers compensated for the lack of standardized books and audio materials by preparing vocabulary sheets, using classroom objects, and adapting songs and short stories. Parents and customary leaders supported the program culturally, but home use remained limited because many families used Indonesian or other ethnic languages in daily interaction. The study proposes a policy-to-practice revitalization model in which local regulation must be followed by standardized materials, systematic teacher training, participatory cultural resources, technology-based media, and family-community language practices. Its novelty lies in showing that, in a multicultural urban setting, school-based local-language revitalization functions first as institutional legitimization and cultural awareness building, but it cannot develop young active speakers unless school exposure is connected with family routines, community validation, and authentic communicative domains.

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