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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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AI-Assisted Computational Thinking-Based Digital Worksheet in the Context of Deforestation to Improve Students’ Mathematical Problem-Solving Skills Farah Nabilah Tampubolon; Hapizah Hapizah; Meryansumayeka Meryansumayeka
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.v14i3.21744

Abstract

This development research aimed to design an Artificial Intelligence (AI)-assisted, Computational Thinking (CT)-based digital worksheet on the Two-Variable Linear Equation System (SPLDV) topic within a deforestation context, and to examine its validity, practicality, and effectiveness in supporting students' mathematical problem-solving skills. Although CT-based worksheets, AI-assisted learning, and environmental contexts have been studied separately, few studies have integrated these three components simultaneously in SPLDV learning; this study addresses that gap. Using the Design Research–Development Studies approach (preliminary research, prototyping, and assessment phases), the study involved grade VIII students of SMP IT Indo Global Mandiri Palembang, selected through purposive sampling (3 students in the one-to-one trial, 6 in the small-group trial, and 20 in the field test). Data were collected through observation, interviews, questionnaires, and tests, then analyzed descriptively and using the Normalized Gain (N-Gain) test and a paired-sample t-test. The digital worksheet was categorized as very valid (95.55%) and very practical (89.7%). Students' average problem-solving score increased from 42.44 to 76.06 (N-Gain = 0.60, medium category; t = 11.13, p < 0.001). Within the scope of this single-school trial, the AI-assisted CT-based digital worksheet shows promise as a contextual mathematics teaching material.
Cross-School Collaborative Academic Supervision for Integrated Science and Social Studies Teachers: A Qualitative Case Study in Indonesian Madrasahs Kholidi Kholidi; Muhali Muhali; Lovy Herayanti
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.v14i3.21880

Abstract

This study examined the implementation of cross-school collaborative academic supervision for Integrated Science and Social Studies teachers in Indonesian madrasahs. Using a qualitative instrumental case study design, the research involved six madrasahs, twelve teachers, six principals serving as cross-school supervisors, and two officials from the Working Group of Madrasah Ibtidaiyah (Kelompok Kerja Madrasah Ibtidaiyah - KKMI). Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed through data condensation, data display, and conclusion verification. The findings showed that the supervision process comprised collective planning, pre-observation conferences, classroom observations, teacher-led reflection, evidence-based feedback, and follow-up planning. Participants perceived the cross-school arrangement as broadening the sources of professional feedback and supporting more participatory reflective dialogue. However, the program did not eliminate the evaluative pressure of supervision, as all teachers reported nervousness during classroom observation. Professional learning needs included interdisciplinary lesson planning, inquiry- and project-oriented instruction, authentic assessment, and the use of instructional resources. Feedback also varied in specificity across madrasah accreditation contexts, indicating the need for differentiated support. The study concludes that cross-school collaborative supervision provides a promising framework for professional learning, but its longer-term contribution depends on sustained mentoring, repeated observation cycles, supervisor preparation, and adequate institutional support.
Integration of Local Wisdom in IPAS Learning for Islamic Awareness, Environment, and Sasak Culture Mukminah Mukminah; Hirlan Hirlan
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.v14i3.20911

Abstract

This study examined how Sasak local wisdom was integrated into Natural and Social Sciences (IPAS) learning and how this integration supported students’ awareness of Islamic values, environmental responsibility, and Sasak cultural preservation. A qualitative case study was conducted at a public elementary school implementing the Merdeka Curriculum in Central Lombok, Indonesia. The case involved one principal, two classroom teachers, and 24 fifth-grade students. Data were collected through classroom observations, semi-structured interviews with the principal, teachers, and selected students, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings indicated that Sasak local wisdom had not been integrated systematically into IPAS learning. Teachers experienced difficulties in mapping IPAS learning outcomes onto local cultural practices, relied mainly on textbooks and general examples, and had limited access to relevant learning resources and sustained professional support. Nevertheless, locally grounded practices such as besiru and awig-awig were perceived as making learning more contextual and supporting the internalization of religious, social, cultural, and ecological values. Based on these findings, the study proposes a contextual implementation framework that connects scientific concepts, social phenomena, Islamic values, and Sasak local wisdom through inquiry-based learning, project-based learning, ethnopedagogy, reflection, and holistic assessment. The framework may guide adaptation in elementary schools with similar cultural contexts, although further validation is required before broader implementation.
Integrating Augmented Reality into Problem-Based Learning: Effects on Elementary School Students' Critical Thinking in Science Yuni Krisnawati; Sandra Arhesa; Hos Arie Rhamadhan Sibarani; Ady Akbar; Achmad Salido
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.v14i3.20928

Abstract

Developing students' critical thinking skills has become an increasingly important educational priority in the era of artificial intelligence. Despite the growing use of Augmented Reality (AR) in education, empirical evidence regarding its effectiveness in fostering elementary school students' critical thinking in science remains limited, particularly when integrated with Problem-Based Learning (PBL). This study investigated the effect of AR-assisted PBL on elementary students' critical thinking skills in science. A quasi-experimental design with a non-equivalent pretest–posttest control group was employed involving 62 fifth-grade students (experimental group = 32; control group = 30). Both groups received identical problem-based science instruction on flora and fauna topics, while AR was integrated only into the experimental group. Students' critical thinking skills were assessed using an essay-based instrument developed according to the RED framework (Recognizing Assumptions, Evaluating Arguments, and Drawing Conclusions). Descriptive statistics and inferential analyses were conducted using an independent-samples t-test for the pretest and a one-tailed Mann–Whitney U test for the posttest. The findings revealed that students receiving AR-assisted PBL achieved significantly higher critical thinking scores than those receiving problem-based learning without AR (posttest mean = 81.72 vs. 75.83; p = 0.005), with a moderate educational effect (r = 0.329). These findings suggest that integrating interactive three-dimensional visualization within a problem-based learning environment facilitates scientific reasoning and supports the development of critical thinking beyond conceptual understanding alone. This study contributes to the growing literature on technology-enhanced science education by providing empirical evidence that AR functions most effectively as a pedagogical tool when embedded within inquiry-oriented learning environments. The findings also offer practical implications for designing more interactive and student-centered science instruction in elementary schools.
The Analysis of the Integration of Halal Concepts in the Science Curriculum and Teaching: A Case Study at Al Kamal NW Narmada Islamic Junior and Senior High Schools Salman Al Farisi; Nova Kurnia; Akhmad Sukri
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.v14i3.21948

Abstract

This study examined the potential integration of halal concepts into the science curriculum and teacher-reported instructional practices at SMP and SMA Islam Al Kamal NW Narmada. Using an embedded qualitative case-study design, the study combined researcher-developed curriculum mapping with written responses from four purposively selected science teachers representing integrated science, Biology, Chemistry, and Physics. Data were analysed through qualitative content analysis, thematic coding, and cross-source comparison. The findings identified the strongest opportunities for integration in topics related to material sources, food and nutrition, the digestive system, food additives, product composition, microorganisms, fermentation, biotechnology, health, and production processes. Teachers also identified additional links through acids and bases, solutions, colloids, carbon compounds, quantities, measurement, and product observation. Reported practices included presenting examples of halal and non-halal products, examining labels and ingredient lists, observing products available in the community, and conducting simple practical activities such as pH testing. However, the reported implementation remained largely contextual and did not yet demonstrate systematic engagement with evidence evaluation, uncertainty, argumentation, or socioscientific decision-making. The study also highlights the need to distinguish scientific analysis from formal halal determination, as laboratory evidence alone cannot establish halal status without traceability, process documentation, and authorised certification. Overall, halal concepts offer a relevant interdisciplinary and socioscientific context for science learning, provided that integration is conceptually accurate, pedagogically structured, and supported by appropriate resources, teacher professional development, and collaboration with Islamic Education teachers. Further research should include classroom observations and direct assessment of student learning outcomes across diverse Islamic secondary school contexts.
Elementary School Students’ Mathematical Literacy: A Descriptive Study Based on Cognitive Style in Central Maluku Nessy Pattimukay; Johannis Takaria; La Suha Ishabu; Chyntia Pasalbessy; Musa Marsel Maipauw; Sherly Latuihamallo
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.v14i3.19704

Abstract

This study aims to analyze the mathematical literacy skills of elementary school students in terms of reflective and impulsive cognitive styles. Mathematical literacy plays a crucial role in helping students understand and apply mathematical concepts in various life situations; however, elementary school students’ achievement in this area remains low. This study employed a descriptive qualitative approach involving 120 students from four elementary schools in Central Maluku Regency, selected through purposive sampling. The research instruments included the Matching Familiar Figures Test (MFFT) to identify cognitive styles, a mathematical literacy test, and interview guide. Data were analyzed interactively through the stages of reduction, presentation, and conclusion drawing. Data reduction was performed on interview transcripts and test answer sheets to identify problem solving strategies, while the literacy test was assessed using an analytical scoring rubric referring to mathematical literacy indicators. The results showed that out of 120 students, 49 students were identified as having a reflective cognitive style and 71 students as having an impulsive cognitive style. Reflevtive students obtained an average mathematical literacy score of 73,7 (SD = 4,6), while impulsive students obtained an average score of 58,1 (SD= 8,9). Qualitatively, reflective students demonstrated better abilities in answer accuraccy, systematic reasoning, and the ability to explain the problem-solving process. In contrast, impulsive students tended to answer quickly but less accurately, with weak conceptual reasoning and difficulty in representing mathematical ideas. These findings highlight the importance of mathematics teaching strategies that differentiate based on students’ cognitive styles to support optimal mathematical literacy development in elementary Schools.
Fostering Critical Thinking Skills in Discovery Learning: The Role of a Covalent Bond Simulator Riani Damay Rosida; Gun Gun Gumilar; Miarti Khikmatun Nais; Ijang Rohman; Muhamad Nurul Hana
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.v14i3.21573

Abstract

Critical thinking skills are among the 21st-century competencies that need to be fostered in science education. The abstract nature of the covalent bond concept continues to cause difficulties and misconceptions, potentially hindering the development of critical thinking skills. This study aimed to analyze the role of a feedback-based covalent bond simulator integrated with the Discovery Learning model in fostering students' critical thinking skills. A one-group pre-test post-test design was employed, involving 22 Grade 11 students from a public high school in Bandung. Data were collected using a critical thinking skills test based on Robert Ennis's indicators and analyzed using the Shapiro-Wilk test, Paired Sample t-Test, and Wilcoxon test. The results showed that the mean critical thinking skills score increased from 10.27 to 18.50. Based on the paired-samples t-test, a statistically significant difference was found between the pre-test and post-test scores (t = -6.475; df = 21; p < 0.001), and all critical thinking skill indicators showed significant improvement (p < 0.05). These findings provide preliminary evidence that integrating the simulator with Discovery Learning plays a role in facilitating students' critical thinking skills and supporting conceptual understanding for advanced chemistry learning.
Optimization of the SVM Algorithm with Chi-Square and SMOTE for High-Dimensional Stunting Data in Samarinda Taghfirul Azhima Yoga Siswa; Naufal Azmi Verdikha
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.v14i3.21848

Abstract

Stunting is still considered a serious problem and has become a focus of government attention in the national research priorities for 2020-2024, with a stunting prevalence of 21.6% in 2022. The city of Samarinda ranked second highest after the Kutai Kartanegara district in East Kalimantan Province in 2022, with a percentage of 25.3%. Based on previous data mining research trends, the use of classification methods such as KNN, Naïve Bayes, Random Forest, Neural Network, CART, and SVM has generally produced quite high accuracy but still focuses on low-dimensional data, which can lead to significant information loss, potential overfitting, and difficulty in interpretation. Whereas in research topics related to high-dimensional stunting data, the majority still yield low accuracy. This is further supported by the still prevalent class imbalance found in other studies, which can affect the accuracy and recall values of the built model's performance. The objective of this research is to apply the Support Vector Machine (SVM) algorithm with Chi-Square feature selection and the Synthetic Minority Over-sampling Technique (SMOTE) to address high-dimensional stunting data and handle class imbalance. The dataset for this research is sourced from the Samarinda City Health Office, consisting of 26 community health centers with 20 attributes and 102,534 records. The division of training and testing data uses the k-fold cross-validation technique with k=10. The research results show the model's performance is very good, with an accuracy of 96.6%, supported by precision, recall, and f1-score values of 97% each.
The Changes in Students' Conception on the Concept of Reaction Order in the Implementation of Conceptual Change Model Supported By Worksheets Rosalina Eka Permatasari; Wiwin Putriawati
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.v14i3.21875

Abstract

Misconceptions about reaction order can persist among preservice chemistry teachers, yet evidence remains limited on how individual conceptions change across successive stages of a conceptual-change intervention. This study explored within-person trajectories during a conceptual change model (CCM) implemented through a conceptual change module (CCMo) and a separate ontology–epistemology–axiology (OEA) worksheet. This exploratory embedded multiple-case study used a qualitative-dominant mixed-methods approach. Six preservice chemistry teachers were purposively selected based on misconception-classified responses to a 16-item four-tier diagnostic test. Qualitative evidence from verification, cognitive-conflict, equilibration, worksheet, and final-reconstruction activities was integrated with descriptive diagnostic-test counts and participant questionnaires. At the first verification, one participant was classified as having a misconception, one as not knowing the concept, and four as knowing the concept; at the second verification, five were classified as having a misconception and one as not knowing the concept. During standard CCMo-supported equilibration, five participants achieved full performance, whereas only one achieved full performance on the OEA worksheet. Final reconstruction was rated sufficient for two participants and poor for four. On the final diagnostic test, five participants showed fewer misconception-classified responses than at baseline, while one participant increased from three to five. These heterogeneous patterns indicate that correct task performance during equilibration did not consistently persist into later reconstruction or diagnostic assessment. The findings provide process-level evidence for individualized remediation and support future controlled studies, but they do not establish the causal effectiveness of the CCM or the added value of the worksheet.
A Pilot Evaluation of a Local-Resource-Based Applied Chemistry Module Integrating Metacognition and Chemopreneurship Muhazam Muhazam; Muhali Muhali; Ika Nurani Dewi; Nova Kurnia
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.v14i3.21965

Abstract

Applied Chemistry practical work can remain procedural when students follow laboratory steps without explicitly regulating their learning or translating chemical evidence into product decisions. This pilot study evaluated students’ perceived practicality of a local-resource-based Applied Chemistry module and examined pretest-posttest changes in metacognitive awareness and chemopreneurship. Twenty-eight undergraduate students enrolled in Applied Chemistry at Universitas Pendidikan Mandalika participated through total sampling during the even semester of the 2025/2026 academic year. The intervention was implemented over seven meetings (21 instructional hours) and involved extraction of local plant materials, formulation of a herbal animal-shampoo prototype, product-quality evaluation, metacognitive reflection, cost analysis, packaging design, and marketing simulation. Data were collected using a 20-item perceived-practicality questionnaire, student worksheet assessments, an adapted 52-item Metacognitive Awareness Inventory, and a 24-item chemopreneurship questionnaire. The instruments were evaluated through expert judgment for content validity, and internal consistency was assessed using Cronbach’s alpha. Data were analyzed using descriptive statistics, Shapiro-Wilk tests, normalized gain calculated from group means, and Wilcoxon signed-rank tests. The mean perceived-practicality score was 82.88% (SD = 4.62), while the mean worksheet score was 79.54 (SD = 3.92). Metacognitive-awareness scores increased from 57.16 to 73.32 (N-gain = 0.38; W = 0, p < .001), while chemopreneurship scores increased from 54.68 to 77.00 (N-gain = 0.49; W = 10, p < .001). These findings indicate favorable student perceptions and higher post-implementation self-report scores. However, the absence of a comparison group and complete psychometric and process evidence limits causal interpretation. Further iterative validation and controlled testing are therefore required.

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