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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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Metacognitive Inquiry-Based Science Modules: A Need Analysis of Elementary Pre-Service Teachers’ Science Process Skills Syahriani Yulianci; Nurjumiati Nurjumiati; Baiq Dina Hardianti
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.v14i3.20835

Abstract

Science Process Skills (SPS) are essential competencies for prospective elementary school teachers, yet PGSD students often have limited opportunities to develop these skills through inquiry-based learning. This study analyzed students’ needs for developing an inquiry-based science module with a metacognitive orientation to enhance SPS. A quantitative descriptive survey was conducted with 60 PGSD students who had completed a science course. Data were collected using a needs analysis questionnaire covering five student characteristics and three SPS need dimensions. Descriptive statistics, Pearson correlation, item-level correlation, and the Mann–Whitney U test were employed. Learning styles and preferences showed the highest mean score (M = 3.031), whereas learning experience had the lowest (M = 2.292), indicating limited exposure to laboratory and inquiry-based learning. All SPS need dimensions were rated very high, with module requirements obtaining the highest mean score (M = 3.654). Although no significant relationships were found between overall student characteristics and SPS needs, item-level analysis revealed a positive correlation between the ability to relate science concepts to everyday life and awareness of SPS gaps (r = 0.319, p = 0.027), and a negative correlation between difficulties in understanding abstract concepts and module requirements (r = −0.397, p = 0.005). Students with lower academic ability reported significantly greater module needs (p = 0.012). These findings support the development of a differentiated inquiry-based science module integrated with metacognitive strategies to improve SPS among prospective elementary school teachers.
Equity in Science Education: A Comparative Analysis of Biology Laboratory Management in Urban and Rural Public Senior High Schools in Sumedang Regency Risma Yunita; Taufani Chusnul Kurniatun; Eka Prihatin
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.v14i3.20856

Abstract

Educational equity in biology education requires not only the formal availability of laboratories but also students’ access to functional equipment, safe practicum environments, institutional support, and opportunities to conduct inquiry-based activities. This exploratory comparative case study examined biology laboratory management in two A-accredited public senior high schools in Sumedang Regency, West Java: SMAN 1 Sumedang as an urban school and SMAN Rancakalong as a rural school. Data were collected from April to May 2026 through structured observation, semi-structured interviews, and document analysis. The interview component involved ten purposively selected participants consisting of two school administrators, two biology teachers who also served as laboratory managers, and six Grade XI students. The observation instrument included 48 indicators across 11 aspects of laboratory management. Data were analyzed thematically using Bafadal’s four management functions: planning, organizing, implementation, and supervision. The findings show that both schools experienced serious operational weaknesses despite their A accreditation status. Written laboratory schedules were absent, laboratory work programs were either unavailable or blank, no trained laboratory technician was assigned, only about six of 34 microscopes in the urban school and seven of 20 microscopes in the rural school were functional, laboratory documentation was outdated or unused, and occupational health and safety compliance reached only approximately 25%. The urban school had relatively better physical infrastructure, whereas the rural school experienced more severe limitations in students’ independent access to microscopes and authentic practicum activities. The study contributes case-based evidence that accreditation status may mask operational weaknesses in laboratory functionality and inequitable practicum access. Strengthening laboratory personnel, equipment maintenance, documentation, safety facilities, and accreditation indicators based on actual laboratory use is essential for improving equity in science education.
A Scientific Creativity-Based Teaching Factory Model to Improve Vocational High School Students’ Soft Skills in the Renewable Energy Engineering Program Pathan Pathan; Saiful Prayogi; Lovy Herayanti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20940

Abstract

This study aimed to examine the effectiveness of a scientific creativity-based Teaching Factory (TEFA) model in improving vocational high school students’ soft skills in the Renewable Energy Engineering Program and to identify the factors supporting such improvement. The study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase involved 44 eleventh-grade TESHA students at SMK Negeri 1 Pringgabaya, divided into an experimental group (n = 22) and a control group (n = 22). The experimental group participated in scientific creativity-based TEFA learning through a solar panel lamp project, while the control group received expository instruction. Quantitative data were collected using a soft skills scale administered as a pretest and posttest, and were analyzed using descriptive statistics, N-gain, t-tests, ANCOVA, and effect size analysis. The qualitative phase was conducted through semi-structured interviews with students and a teacher to explain the factors influencing changes in students’ soft skills. The results showed that the soft skills scores of the experimental group increased from the moderate to the high category, whereas those of the control group remained in the moderate category. The mean N-gain of the experimental group was in the moderate category, while that of the control group was in the low category. The ANCOVA results indicated a significant difference in posttest scores between the two groups after controlling for pretest scores. Improvements were observed across all dimensions of soft skills, namely communication, teamwork, problem solving, responsibility, and adaptability. The qualitative findings revealed that the improvement in soft skills was supported by authentic projects, role distribution, communication of ideas, resolution of technical problems, product revision, student worksheets, assessment rubrics, and teacher guidance. Therefore, the scientific creativity-based TEFA model is effective in improving the soft skills of vocational high school students in the Renewable Energy Engineering Program.
An Inquiry-Creative Learning Model to Improve Students’ Critical Thinking Skills in Machining Engineering Instruction H Mansur; Saiful Prayogi; Nova Kurnia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20941

Abstract

Abstract Vocational education in machining engineering often continues to emphasize the mastery of practical procedures, while students’ critical thinking skills in analysing problems, evaluating alternatives, and making technical decisions have not been optimally developed. This study aimed to examine the effectiveness of the Inquiry-Creative Learning model in improving students’ critical thinking skills and to identify the supporting and inhibiting factors in its implementation. The study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase used a quasi-experimental pretest-posttest control group design involving 63 eleventh-grade students in the Machining Engineering Program, consisting of 30 students in the experimental group and 33 students in the control group. The qualitative phase involved six students from the experimental group and two mechanical engineering teachers through semi-structured interviews and observations. The test instrument measured four indicators of critical thinking, namely analysis, inference, evaluation, and decision-making. The data were analysed using descriptive statistics, gain, N-gain, ANOVA, Mann-Whitney U test, eta squared, and thematic analysis. The results showed that the mean score of the experimental group increased from 36.00 to 71.20, while that of the control group increased from 37.58 to 47.36. The N-gain score of the experimental group was 0.539, which was in the moderate category, whereas that of the control group was 0.145, which was in the low category. ANOVA showed significant differences in posttest scores (F = 157.207; p < 0.001; η² = 0.720), gain scores (F = 110.140; p < 0.001; η² = 0.644), and N-gain scores (F = 221.174; p < 0.001; η² = 0.784), which were further supported by the Mann-Whitney U test. The qualitative data revealed that group discussion, real problems, hands-on practice, availability of tools, and teacher readiness supported students’ critical thinking, whereas limited time, low self-confidence, and student passivity served as inhibiting factors. This study concludes that Inquiry-Creative Learning is effective in improving students’ critical thinking skills and has implications for vocational learning that is investigative, reflective, contextual, authentic, and collaborative.
Sciencepreneurship-Based Community Empowerment Model for Developing Appropriate Technology to Improve Rural Communities’ Entrepreneurial Intention Zulpan Zulpan; Saiful Prayogi; Nova Kurnia
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20942

Abstract

This study aimed to evaluate the effectiveness of a sciencepreneurship-based community empowerment model in developing appropriate technology to improve the entrepreneurial intention (EI) of rural communities. The study was conducted in Krayan Jaya Village, Long Ikis District, Paser Regency, East Kalimantan, involving 40 participants divided into two groups: an appropriate technology group for producing tote bags made from spunbond fabric (Group A) and an appropriate technology group for developing a solar-powered water pump (Group B). This study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase used a quasi-experimental multi-group pretest-posttest design, while the qualitative phase involved observation and semi-structured interviews. Entrepreneurial intention was measured using a 20-item Likert-scale questionnaire covering entrepreneurial orientation, internal motivation, risk-taking courage, and self-perception as a prospective entrepreneur. The data were analysed using descriptive statistics, assumption testing, the Wilcoxon signed-rank test, N-gain, ANCOVA, and thematic analysis. The results showed that the mean EI score of Group A increased from 50.80 to 78.45, with an N-gain of 0.56, while that of Group B increased from 52.00 to 74.50, with an N-gain of 0.48. The Wilcoxon test indicated significant improvement in both groups (p < 0.001). ANCOVA showed a significant difference in effectiveness between the groups after controlling for pretest scores (F = 7.156; p = 0.011; partial eta squared = 0.162), with the adjusted mean of Group A higher than that of Group B. The qualitative data revealed that involvement in appropriate technology development, institutional support, and business opportunities strengthened EI, whereas limited capital, fear of failure, technical complexity, and marketing challenges acted as barriers. This model is relevant for participatory, contextual, and sustainable rural community empowerment, particularly when supported more systematically by village-owned enterprises and local facilitators.
Integrating Bondowoso Kentrung Art into Inquiry-Based Science Learning: Effects on Critical Thinking and Collaboration Skills Silvia Qaulina Damayanti; Supeno Supeno; Iis Nur Asyiah
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.v14i3.20982

Abstract

Critical thinking and collaboration are 21st-century skills that remain a challenge in science learning. The purpose of this study was to examine the effect of integrating Kentrung Bondowoso art into inquiry-based science learning on critical thinking and collaboration. The research design used was a quasi-experimental study using a pre-test and post-test control group. In the experimental group, inquiry-based science learning was implemented that integrated scientific phenomena found in the Kentrung Bondowoso art, while in the control group, inquiry-based science teaching was conducted. Critical thinking was assessed through an essay test, and collaboration was evaluated using an observation sheet. Descriptive statistical analysis was conducted to determine the mean, standard deviation, and level of achievement gain. The ANCOVA test was applied to determine the impact of learning innovation on critical thinking and collaboration. The results of statistical tests showed that between the experimental group and the control group, there was a significant difference in critical thinking (p < .05), and there was no significant difference in collaboration (p > .05). The findings showed that integrating Kentrung Bondowoso art into inquiry-based science learning significantly influenced critical thinking but did not significantly affect collaboration. Students use the local cultural context to develop their thinking processes. This research result implies that the use of local cultural contexts, such as the Kentrung Bondowoso art form, continues to hold significant pedagogical value in science teaching, particularly in enhancing the relevance and meaningfulness of learning.
Validity and Limited Trial of Physics Learning Tools Based on the Ethnoscience-Integrated Inquiry-Creative-Process Model to Improve Prospective Physics Teachers’ Critical Thinking Skills Ni Nyoman Sri Putu Verawati; Ahmad Harjono; Wahyudi Wahyudi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20995

Abstract

This study aims to describe the validity and limited trial results of physics learning tools based on the ethnoscience-integrated Inquiry-Creative-Process (ICP) model to improve prospective physics teachers’ critical thinking skills. This research employed a development research design and produced semester learning plans and learning scenarios, teaching materials or modules, and a critical thinking test instrument. The learning tools were validated by three expert validators based on content validity and construct validity. The limited trial used a one-group pretest-posttest design involving 29 prospective physics teachers. Data were analyzed descriptively using mean scores and n-gain, and inferentially using a paired sample t-test and the Wilcoxon signed-rank test. The validation results showed an average content validity score of 4.05 and an average construct validity score of 3.99, both categorized as valid. The limited trial results showed that the CTs score increased from 10.41 to 25.55 with an n-gain of 0.70. The average CTi score also increased from 1.30 to 3.19 with an n-gain of 0.70. The increase in CTs was significant based on the paired sample t-test, while all CTi indicators showed significant improvement based on the Wilcoxon signed-rank test. These findings indicate that physics learning tools based on the ethnoscience-integrated ICP model are valid and can improve prospective physics teachers’ critical thinking skills in a limited trial context.
Effectiveness of the Teaching Factory Model in Vocational Education to Improve Design Thinking among Students in the Electronics Engineering Expertise Program Moh Faisatullah; Saiful Prayogi; Muhammad Roil Bilad
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.v14i3.21000

Abstract

This study aimed to examine the effectiveness of the Teaching Factory (TEFA) model in vocational education in improving the design thinking of students in the Electronics Engineering Expertise Program and to identify the supporting and inhibiting factors in its development. The study employed mixed methods with an explanatory sequential design. The quantitative phase applied a quasi-experimental pretest-posttest control group design involving 39 eleventh-grade students at SMK Negeri 1 Pringgabaya, consisting of 19 students in the experimental group who participated in TEFA-based learning and 20 students in the control group who participated in expository instruction. The quantitative instrument was a 30-item Likert-scale design thinking questionnaire based on six dimensions of design thinking. The data were analyzed using descriptive statistics, N-gain, paired-samples t-test, independent-samples t-test, ANOVA, ANCOVA, and effect size analysis. The qualitative phase was conducted through semi-structured interviews with seven students from the experimental group and one Electronics Engineering teacher, and the data were analyzed thematically. The results showed that the experimental group experienced a greater improvement in design thinking than the control group. The mean N-gain of the experimental group was 0.63, while that of the control group was 0.39. The tests of gain, N-gain, posttest scores, ANOVA, and ANCOVA showed significant differences with large effect sizes. Improvement also occurred across all dimensions of design thinking, particularly mindfulness to the process and impacts on others, human-centeredness, and collaboratively working with diversity. The qualitative findings showed that the development of design thinking was supported by authentic learning contexts, orientation toward user needs, collaboration, prototyping, testing, product revision, teacher guidance, and practical facilities. The main obstacles included limited time, uneven coding ability, technical constraints related to sensors and circuits, and the tendency to choose safe solutions. Therefore, TEFA was effective in improving the design thinking of Electronics Engineering students in the vocational school context.
STEM-Based Teaching Module with a Realistic Mathematics Education Approach to Improve Critical Thinking Skills among Vocational High School Students in an Automotive Engineering Program Kadir Alpan Alaydrus; Sutarto Sutarto; Saiful Prayogi
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.v14i3.21001

Abstract

This study aimed to examine the effectiveness of a STEM-based teaching module with a Realistic Mathematics Education (RME) approach in improving the critical thinking skills of vocational high school students in the Automotive Engineering Expertise Program. The study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase was conducted through a quasi-experiment using a pretest-posttest control group design, while the qualitative phase was conducted through semi-structured interviews with mathematics teachers. The participants were 62 eleventh-grade Motorcycle Engineering students at SMK Negeri 1 Pringgabaya, consisting of 31 students in the experimental group and 31 students in the control group. The experimental group received instruction using the STEM-RME-based teaching module, whereas the control group received expository instruction. The quantitative instrument was a written test consisting of 15 multiple-choice items and 5 open-ended questions. The data were analyzed using descriptive statistics, gain scores, N-Gain, paired-samples t-test, independent-samples t-test, mixed-design ANOVA, and thematic analysis. The results showed that the mean score of the experimental group increased from 22.39 to 28.97, while that of the control group increased from 22.23 to 24.87. The mean N-Gain of the experimental group was 0.53, categorized as moderate, whereas that of the control group was 0.20, categorized as low. The paired-samples t-test showed a significant improvement in the experimental group, t(30) = 27.95, p < 0.001, and in the control group, t(30) = 7.52, p < 0.001. The independent-samples t-test showed significant differences in the posttest score, t(56.81) = 11.20, p < 0.001, gain score, t(60) = 9.30, p < 0.001, and N-Gain, t(60) = 9.64, p < 0.001. The mixed-design ANOVA revealed a significant time × group interaction, F(1,60) = 86.43, p < 0.001. The teacher interview findings indicated that students found it easier to understand mathematical concepts when the material was connected to automotive contexts, such as wheels, tires, rims, disc brakes, gears, sprockets, pulleys, and tangent lines on vehicle components. The teachers also emphasized that real-life contexts, teaching aids, modeling, discussion, and visualization helped students overcome difficulties in visualizing geometry and encouraged them to provide reasoning and check the reasonableness of their answers. Thus, the STEM-RME-based teaching module was effective in improving students’ critical thinking skills.
Mapping Mangrove Blue Carbon via Unmanned Aerial Vehicles: A Systematic Review of Methodological Trends Ludwick Satria Romadoni; Eko Susetyarini; Muhammad Rifky Ardiansyah
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.v14i3.21031

Abstract

Accurate quantification of mangrove blue carbon stocks requires precise, non-destructive, and cost-effective methodologies. However, conventional satellite imagery often suffers from moderate resolution and cloud cover, while traditional vegetation indices face optical saturation in dense coastal canopies. To address these core issues, this study conducted a Systematic Literature Review (SLR) using the PRISMA protocol to evaluate the use of Unmanned Aerial Vehicles (UAVs) in coastal carbon estimation. A targeted search of the Scopus database (2017–2026) yielded 37 peer-reviewed articles for thematic and qualitative synthesis. The synthesis reveals a significant paradigm shift toward UAV-based RGB sensors. Scientific findings indicate that advanced visual indices, specifically the Mangrove Vegetation Index (MVI) and Excess Green (ExG), are frequently reported as highly effective for reducing substrate reflectance bias and mitigating optical saturation. Furthermore, 59.5% of the reviewed studies integrated these spatial features with Machine Learning algorithms, primarily Random Forest and Support Vector Machine, to model non-linear biomass relationships and substantially reduce the Root Mean Square Error (RMSE). In conclusion, while UAV-RGB mapping demonstrates high potential, current linear interpolation methods struggle with dense interlocking canopies, causing over-fitted delineations. Future research must transition to discrete spatial algorithms with elevated threshold calibrations to accurately isolate individual tree crowns.

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