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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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Evaluation of Preceptorship Implementation among Pharmacy Professional Program Students at Universitas Mataram across Practice Settings Raisya Hasina; Siti Rahmatul Aini; Mahacita Andanalusia; Tuhfatul Ulya; Baiq Risky Wahyu Lisnasari; Winiayu Devhi Prasasthi; Baiq Aulia Ali; Gusti Ayu Pratitha Devinta Putri; Fawwaz Aqila Putri; Jasmine Zaskia Kaori
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.v14i3.21078

Abstract

Preceptorship is widely implemented in pharmacist professional education to facilitate experiential learning and competency development during the Pharmacist Professional Practice Program (PKPA). However, evaluations of its implementation across different practice settings remain limited. This study aimed to evaluate the implementation of the preceptorship method among students of the Pharmacist Professional Study Program (PSPPA), Faculty of Medicine and Health Sciences, Universitas Mataram, during PKPA in community pharmacies, hospitals, public health centers, and pharmaceutical wholesalers. This study employed a mixed-methods design using a sequential explanatory approach. Quantitative data were collected through a structured questionnaire administered to PSPPA students to assess perceptions of preceptorship implementation across six domains. Qualitative data were obtained through in-depth interviews with 11 preceptors and analyzed using thematic analysis to further explain the quantitative findings. The quantitative results showed that all assessment domains were categorized as “very good,” with scores ranging from 82.5% to 88.3%. The highest score was observed in the student skill development domain (88.3%), followed by preceptor involvement (86.6%) and knowledge assessment through evaluation and feedback (85.0%). Qualitative findings revealed that preceptorship was implemented through three main stages: orientation, implementation, and evaluation. Orientation facilitated students’ adaptation to practice environments, while the implementation stage involved direct supervision, reflective discussions, assignments, and progressive responsibility. Evaluation was conducted continuously through observation, feedback, portfolios, and collaborative monitoring between preceptors and academic supervisors. Challenges identified included limited preceptor availability, variations in student readiness, and the relatively short duration of PKPA placements. In conclusion, the preceptorship method was implemented effectively across PKPA settings and contributed positively to students’ competency development. Strengthening student preparation, institutional support, and collaboration between academic institutions and practice sites may further optimize preceptorship implementation.
Carbon Inequality and Allometric Uncertainty in a Micro-Scale Campus Forest in East Java, Indonesia Citra Lesmana; Abdulkadir Rahardjanto; H. Husamah; Atok Miftachul Hudha; Tutut Indria Permana; Samsun Hadi; Ludwick Satria Romadoni
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.v14i3.21087

Abstract

Micro-scale urban green infrastructure provides localized ecosystem services, yet quantifying its carbon dynamics remains a methodological challenge due to satellite resolution limits and the structural assumptions of generalized models. This study evaluates carbon stock distribution across 68 individual trees within a heterogeneous 0.8-hectare institutional urban forest at a microcatchment resolution, analyzing the validity of pantropical allometry.  The stand exhibits an estimated mean carbon density of 45.38 Mg C/ha, totaling 36.34 Mg. Critically, the high coefficient of determination value of 0.9422 primarily reflects structural dependency within the allometric formulation rather than independent ecological variability. Furthermore, the Gini coefficient value of 0.654 confirms severe structural biomass asymmetry. The carbon pool is disproportionately concentrated within a limited cohort of exactly 6 Large Old Trees with a diameter exceeding 60 cm, predominantly Samanea saman. Census data reveals that the top 5% of the largest individuals manage 28.3% of the vegetative carbon, while the top 10% and top 20% control 47.3% and 66.2% of the cumulative reservoir, respectively. Within this micro-forest, inverted J-shaped diameter distributions were insufficient to ensure evenly distributed carbon storage. Consequently, urban green planning must prioritize the targeted retention of dominant biomass anchors over raw sapling quantity. Preserving these established large trees contributes significantly to institutional carbon governance, providing an empirical framework for sustainability metrics such as the UI GreenMetric.
Think-Pair-Share and Mathematical Literacy: A Quasi-Experimental Study in Senior High School Mathematics Andrea Putri Sabbina; Ayu Faradillah
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.v14i3.21139

Abstract

Improving students’ mathematical literacy (ML) remains an important concern in mathematics education, particularly because Indonesian students continue to demonstrate relatively low ML performance. This study examined the effect of the Think–Pair–Share (TPS) learning model on students’ ML using a quasi-experimental posttest-only control group design. The participants were 94 Grade 10 students divided equally into experimental and control groups. Data were collected using a mathematical literacy essay test and analyzed through descriptive statistics, the Mann–Whitney U test, and Cohen’s d effect size using SPSS version 27. The Mann–Whitney U test was employed because the posttest scores did not fully satisfy the assumption of normality. The results showed no statistically significant difference in overall ML between the experimental and control groups (p = .312). Nevertheless, the effect-size analysis revealed a large positive effect on the understanding indicator (d = 1.256) and a small positive effect on communication (d = 0.190). In contrast, small and moderate negative effects were found for analysis (d = −0.233) and representation (d = −0.520), respectively, indicating slightly better performance in the control group. The overall effect size was small (d = 0.146). These findings indicate that TPS did not significantly improve students’ overall ML but may be more effective in supporting conceptual understanding than other dimensions of mathematical literacy.
A Village Community Empowerment Model for Waste Management to Enhance Community Entrepreneurial Intention Burhanuddin Burhanuddin; Saiful Prayogi; Nova Kurnia; Muhali Muhali; Ika Nurani Dewi
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.v14i3.21230

Abstract

Waste management in rural areas continues to face several challenges, including low levels of household waste sorting, limited waste-processing facilities, and the underutilization of waste as an economic resource. This study aimed to analyze the improvement in rural community entrepreneurial intention after participating in a waste bank-based empowerment program. A mixed-methods approach with an explanatory sequential design was employed. The quantitative phase used a pre-experimental one-group pretest-posttest design without a control group, while the qualitative phase was conducted through semi-structured interviews. The participants consisted of 10 program participants from Senteluk Village, Batulayar District, West Lombok Regency, and one waste bank manager. The quantitative instrument was an entrepreneurial intention questionnaire based on the Theory of Planned Behavior, covering three dimensions: attitude toward behavior, subjective norms, and perceived behavioral control. Quantitative data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a paired sample t-test, while qualitative data were analyzed thematically. The results showed that the mean entrepreneurial intention score increased from 15.30 in the pretest to 51.30 in the posttest, with a mean gain of 36.00. The paired sample t-test indicated a significant difference between pretest and posttest scores, t(9) = 29.50; p < 0.001. The qualitative findings revealed that the program encouraged a shift in participants’ perspectives on waste, strengthened social support, increased participants’ self-confidence, and fostered interest in waste-based enterprises, particularly organic fertilizer production. However, limitations related to equipment, capital, and market access still require attention. This study concludes that waste bank-based empowerment is associated with increased entrepreneurial intention among rural communities, although the sustainability of its impact requires further mentoring and the strengthening of the local business ecosystem.
Generative AI as a Metacognitive Co-Regulator in Training and Development: An Integrated Bibliometric and Systematic Review Silvi Novrian Yulandari; Fida Rachmadiarti; Mita Anggaryani; Alif Syaiful Adam
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.v14i3.21258

Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) into organisational learning environments has reshaped how employees plan, monitor, and evaluate their learning. However, the role of GenAI as a metacognitive co-regulator in Training and Development (T&D) remains conceptually fragmented across research on metacognition, AI-supported learning, and global talent development. Drawing on an integrated bibliometric analysis and systematic review approach, this study examines the intellectual structure, thematic evolution, and conceptual intersections of these three domains. A structured search of Scopus and Web of Science, supplemented by Google Scholar, identified 196 records published between 2000 and 2025. After duplicate removal and screening following an adapted PRISMA protocol, 139 records were retained for bibliometric mapping using Biblioshiny, and 139 full-text studies were included in the qualitative synthesis. Using bibliometric mapping techniques, the study identifies dominant research trends, functional roles of GenAI, and underexplored thematic gaps. The analysis reveals three dominant thematic clusters, with metacognition and self-regulated learning occupying the motor-theme quadrant and GenAI-related themes moving rapidly toward conceptual centrality, while global talent development remains peripheral. A complementary systematic qualitative synthesis further clarifies how GenAI supports metacognitive regulation across planning, monitoring, and evaluation phases. The integrated evidence reveals a conceptual shift from automation-oriented AI applications toward learner-centred metacognitive scaffolding, while highlighting the limited integration of AI-supported metacognition within global talent development frameworks. Based on these findings, the study proposes the GenAI–Metacognitive Workforce Development (GMWD) model, which conceptualises GenAI as a phase-sensitive metacognitive co-regulator that preserves learner agency while fostering adaptive performance, self-regulated professional learning, and global competence. The model provides a theoretically grounded framework for advancing research and practice in AI-enhanced training and development (T&D), offering practical implications for designing reflective, adaptive, and globally oriented learning environments for the workforce.
A Model of Seismic Velocity Structure Derived from Local Tomographic Inversion Beneath the Jailolo Mountain Complex, North Maluku Wandono Wandono; Bayu Merdeka Tri Fristiyan Nanda; Nova Heryandoko; Karyono Karyono
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.v14i3.21363

Abstract

In late 2015, the Mount Jailolo complex was shaken by a prolonged earthquake swarm. Mount Jailolo is an ancient volcano that has shown no activity since 1600. The occurrence of an earthquake swarm in the region has sparked speculation about a resurgence of volcanic activity at this ancient volcano. To study the swarm phenomenon in Jailolo, a local scale high-resolution seismic tomography study with a nonlinear approach was conducted beneath the Mount Jailolo complex —a first of its kind. The primary objective of this study is to image the P- and S-wave velocity structures in the upper crust down to a depth of 15 km in 3D for the Mount Jailolo complex (0.8°–1.3° N; 127.2°–127.9° E). Using data from 524 microearthquakes that occurred beneath the Mount Jailolo complex, collected by the GFZ-Potsdam and BMKG collaborative seismic network over a 12-month period, a negative S-wave velocity anomaly was detected beneath Mount Jailolo at depths below 5 km, which is believed to correspond to a magma chamber. The upper crust at depths of less than 5 km is dominated by positive P- and S-wave velocity anomalies, except in the Idamdehe Caldera Complex, west of the Mount Jailolo complex, which is characterized by negative velocity anomalies. The positive velocity anomalies are believed to represent igneous rocks resulting from past volcanic activity at Mount Jailolo.
Characterization of MQ-2, MQ-7 and MQ-135 Gas Sensors for Arduino-Based Smoke Detection Agustina Rachmawardani; Annas Dhamar Galuh; Endang Dwi Wiwin Arinio
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.v14i3.21385

Abstract

Smoke detection in enclosed spaces is important for early fire detection and air-quality monitoring. This paper characterizes and compares the performance of three MQ-series gas sensors (MQ-2, MQ-7 and MQ-135) under an Arduino UNO R3-based system. Three smoke sources (paper combustion, cigarette smoke, and motorcycle exhaust) were evaluated against a commercial CO detector. Parameters assessed include linearity, sensitivity, response time, error, measurement uncertainty (ISO GUM), and output-voltage correction. MQ-2 and MQ-7 exhibit logarithmic voltage–concentration relationships consistent with the power-law model of SnO₂-based metal-oxide-semiconductor sensors, while MQ-135 exhibits a quadratic pattern; all R² values exceed 0.98. MQ-7 produced the lowest errors among the three sensors for paper combustion and cigarette smoke, indicating suitability for indicative early-warning detection; however, its best-case relative error of 38% confirms it is unsuitable for precise quantitative CO monitoring without additional calibration. The three sensors exhibited errors exceeding 85% for motorcycle exhaust due to cross-sensitivity resulting from the complex chemical composition of engine exhaust. A voltage-correction analysis showed the errors in Arduino ADC readings were less than 6%, confirming the reliability of the electronic system; this does not mean the accuracy of the gas concentration will be the same, since it depends on the selectivity of the sensors, calibration and environmental conditions.
Development of PjBL-Based Science Teaching Materials Integrated with Gendang Beleq Ethnoscience on Sound Concepts to Improve Students’ Science Process Skills Lalu Moh Nur Ikhsan; Lovy Herayanti; Ika Nurani Dewi
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.v14i3.21455

Abstract

This study aimed to develop PjBL-based science teaching materials integrated with Gendang Beleq ethnoscience on sound concepts to improve students’ Science Process Skills (SPS). The study employed a Research and Development (R&D) approach, followed by a quasi-experimental effectiveness test using a nonequivalent control group design. The research subjects were eighth-grade students at SMP Negeri 2 Sakra, consisting of 61 students in the experimental group and 62 students in the control group. The developed products included the learning objective flow (ATP), teaching modules, student teaching materials, project worksheets, SPS test instruments, assessment rubrics, validation sheets, observation sheets, and teacher and student response questionnaires. Data were collected through expert validation, observation, questionnaires, pretest, and posttest. The data were analyzed using descriptive statistics, N-gain, the Shapiro-Wilk normality test, Levene’s homogeneity test, and Welch Robust ANOVA. The results showed that the teaching materials obtained an average validity score of 3.77, which was categorized as valid. Product practicality reached 88.78%, classified as highly practical; learning implementation reached 89.69%, classified as very well implemented; and student activity reached 87.15%, classified as highly active. The improvement in SPS in the experimental group yielded an N-gain score of 0.711, categorized as high, which was higher than that of the control group, which obtained an N-gain score of 0.616, categorized as moderate. The Welch Robust ANOVA results showed a significant difference between the experimental and control groups in both posttest and N-gain scores. Therefore, the PjBL-based science teaching materials integrated with Gendang Beleq ethnoscience were valid, highly practical, and effective in improving students’ SPS. The integration of Gendang Beleq provides a concrete local cultural context that enables students to connect the concepts of vibration, frequency, amplitude, resonance, and sound reflection through direct scientific experience.
Preparing Future Science Teachers: An Analysis of Scientific Literacy and Critical Thinking Skills of Biology Education Students Taufik Samsuri; lda Bagus Putu Arnyana; Ketut Suma; I Wayan Suja; Made Hery Santosa; I Wayan Widiana
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.v14i3.21461

Abstract

This study aims to analyze the profiles of scientific literacy and critical thinking skills (CTS) of prospective teachers in the Biology Education Program at Universitas Pendidikan Mandalika, and to identify the gap between current instructional practices and the conditions needed to more effectively support these competencies. A concurrent triangulation mixed-methods design was employed, integrating a scientific literacy test, a CTS test based on the Ennis framework, classroom observations, document analysis of syllabi and lesson plans, perception questionnaires, and semi-structured interviews. Participants comprised 64 undergraduate students from the third, fifth, and seventh semesters, selected through purposive sampling. The results indicate that students’ scientific literacy was at a moderate level (M = 67.03; SD = 7.97), as was their critical thinking (M = 65.23), with the higher-order indicators of evaluation and inference identified as the weakest dimensions. One-way ANOVA revealed statistically significant differences across semester cohorts for both scientific literacy (F = 4.273; p = 0.018; η² = 0.12) and CTS (F = 5.012; p = 0.010; η² = 0.14), with post-hoc analysis localizing these differences specifically between the third and seventh semester cohorts. Pearson correlation analysis showed a moderate-to-strong positive relationship between scientific literacy and CTS (r = 0.612; 95% CI [0.45, 0.74]; p < 0.01). Qualitative findings reveal that learning remains predominantly lecturer-centered, with limited integration of inquiry-based activities and socio-scientific issues and minimal evidence-based argumentation. Triangulation indicates that instructional design factors, rather than students’ inherent capacity alone, appear to be a primary contributor to the observed competency gap. These findings underscore the need to strengthen instructional design—particularly through the integration of inquiry-based learning, socio-scientific issue (SSI) frameworks, and evidence-based argumentation—to develop 21st-century competencies among prospective science teachers.
Development of a STEM-Based Teaching Module Integrated with Indigenous Knowledge of the Sade Traditional House to Improve Students’ Geometry Problem-Solving Skills Rasyidin Rasyidin; I Ketut Sukarma; Akhmad Sukri; Sutarto Sutarto
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.v14i3.21619

Abstract

This study aims to develop a Science, Technology, Engineering, and Mathematics (STEM)-based teaching module that integrates the Indigenous Knowledge of the Sade Traditional House into geometry curriculum and to test its validity, practicality, and effectiveness in improving students’ problem-solving skills. This study employed the Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 69 students: 34 in the experimental class and 35 in the control class. The research instruments included an expert validation sheet, a student response questionnaire, and problem-solving ability tests in the form of pretests and posttests. The expert validation results showed a percentage of 88%, categorized as highly valid, while student responses yielded a percentage of 86.18%, categorized as highly practical. An analysis of learning outcomes showed that the average pretest score for the experimental class increased from 33.76 to 74.85 on the posttest, while the control class’s score increased from 36.89 to 41.63. The results of the independent samples t-test showed a significant difference between the two classes on the posttest (p < 0.001), proving that the developed teaching module was effective in improving students’ problem-solving skills. The integration of Indigenous Knowledge of the Sade Traditional House into geometry instruction created a contextual and meaningful learning experience and strengthened the connection between mathematical concepts and local culture.

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