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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 709 Documents
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Designing Augmented Reality-Integrated Digital Teaching Materials Using TopWorksheets for Enhancing Mathematical Thinking Skills in Prism Learning Choirunisa Choirunisa; Ely Susanti; Cecil Hiltrimartin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22422

Abstract

This study aims to develop Augmented Reality (AR)-based digital instructional materials using TopWorksheets that are valid, practical, and effective in improving students’ mathematical thinking skills regarding prisms. The novelty of this research lies in the instructional design that explicitly integrates stages of mathematical thinking into the structure of interactive worksheets based on TopWorksheets combined with AR visualization a combination that has not been extensively studied in existing AR geometry applications or digital worksheets. This Research and Development (R&D) study followed the ADDIE model. The product was validated by three experts (content, construct, ICT, and language), its practicality was assessed through a student response questionnaire, and it was pilot-tested using a single-group pretest-posttest design over three sessions involving 19 ninth-grade students at SMP Negeri 6 Palembang. Data were collected through expert validation sheets, practicality questionnaires, pretest-posttest scores, observations, and interviews. The results showed a validity score of 84.31% (highly valid) and a practicality score of 86.72% (highly practical). The average N-Gain of 0.47 (moderate category) indicated a moderate pretest-posttest improvement in mathematical thinking skills. A qualitative analysis of selected cases representing variations in students’ abilities showed a shift from misconceptions toward more accurate conceptual understanding, particularly in the “conjecturing” and “convincing” indicators, although difficulties in distinguishing between the height of a base and the height of a prism persisted in some groups. Non-cognitive factors, such as engagement and interest, also influenced individual learning outcomes. The instructional materials developed are suitable for use in mathematics education, with the main limitations being a single-group design and a small sample size meaning the results cannot yet be generalized and the need for refinement before wider implementation.
REACT Strategy Application on Junior High School Students’ Mathematical Problem-Solving Ability Based on Adversity Quotient Asisa Asisa; Anggraini Anggraini; Dasa Ismaimuza; Nurhayadi Nurhayadi; Junaidi Junaidi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22429

Abstract

This study aims to examine differences in mathematical problem-solving abilities among Grade IX Junior High School students with different types of Adversity Quotient (AQ) who learned using the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) strategy and conventional learning. This study employed a quasi-experimental method with a 2×3 factorial design. The population consisted of 467 Grade IX students in Junior High Schools in Banawa District. The sample was selected using purposive and simple random sampling, involving students from SMP Negeri 2 Banawa and SMP Negeri 3 Banawa. The experimental class consisted of 55 students, while the control class consisted of 56 students. Data were analyzed using the Independent Sample t-test and Two-Way ANOVA. The results of the study show that the mathematical problem-solving ability of students who learned using the REACT strategy differed significantly and were higher than those of students who learned through conventional instruction. The mean problem-solving ability was 73.58 in the experimental class and 45.32 in the control class, with Sig. (2-tailed) < 0.001 < 0.05. For Climber, Camper, and Quitter students, the experimental class also achieved significantly higher mean scores than the control class (Sig. < 0.001). These results indicate that there was a significant difference in students' mathematical problem-solving abilities both overall and within each AQ type between those who learned using the REACT strategy and those who learned through conventional learning.
A Review of Karate from a Biomechanical Perspective and Its Potential as a Medium for Physics Instruction Munshif Alda; Wasis Wasis; Ryan Rifqi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22514

Abstract

Karate biomechanics, as a field, examines human body movement through a scientific lens and is inherently tied to various physics concepts, particularly those in mechanics. Yet the potential of Karate biomechanics research as a medium for physics instruction remains largely underexplored. This study sets out to trace the development of both Karate biomechanics research and physics education research, while also evaluating the prospective use of the former as a teaching tool in physics. We employed a bibliometric analysis combined with a literature review. Publication data were drawn from the Scopus database and processed with VOSviewer software to map keyword networks, research trends, and cross-topic relationships. The findings indicate that publications in both Karate biomechanics and physics education have grown at a considerable pace (n = 643). The keyword network visualization reveals points of convergence between the two fields through themes like motion, kinematics, movement analysis, and phenomenon-based learning. Our literature review suggests that Karate biomechanics can serve as a viable instructional medium, precisely because it presents real, measurable, and easily observable motion phenomena suitable for explaining a range of mechanics concepts. The study yields three main findings: (a) research in Karate biomechanics has grown substantially, with core interests centered on bodily motion analysis, kinematics, physical performance, and the use of motion-capture technologies; (b) physics education research that integrates sports and martial arts has shown rapid productivity gains, emphasizing conceptual understanding, student engagement, inquiry- and project-based approaches, along with STEM and educational technology integration; (c) Karate biomechanics clearly has potential as a physics learning medium. The very fact that it offers tangible, quantifiable, and readily observable motion phenomena suggests that integrating Karate biomechanics into physics instruction could foster more meaningful and context-rich learning experiences for students.
An Analysis of the Low Levels of Scientific Literacy and Environmental Concern Among Junior High School Students Restianingsih Restianingsih; Sigit Ristanto; Muhammad Syaipul Hayat
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22522

Abstract

Scientific literacy and environmental concern are essential for enabling students to understand scientific issues and engage in environmentally responsible practices. This study aimed to examine the profiles of scientific literacy and environmental concern among junior high school students, focusing on scientific competencies and affective-behavioral dimensions. A quantitative descriptive design was employed involving 32 purposively selected students from SMP Negeri 2 Subah, Indonesia. Data were collected using a scientific literacy test, scientific literacy observation sheet, environmental concern questionnaire, and environmental concern observation sheet. Descriptive statistics and exploratory correlation analyses were applied. The findings revealed a mean scientific literacy test score of 51.25, with 90.6% of students scoring below the minimum achievement criterion of 70. Observed scientific literacy was also low (M = 1.83), with interpreting scientific data and evidence representing the weakest dimension. Environmental concern was similarly low based on questionnaire responses (M = 2.12) and classroom observations (M = 1.89), particularly in behaviors involving environmental action, organization, and consistency. Scientific literacy test scores were not significantly associated with observed environmental concern (Spearman's ρ = .32, p = .074), whereas observed scientific literacy showed a strong positive association with observed environmental concern (ρ = .72, p < .001). These findings highlight differentiated cognitive and behavioral profiles and the importance of measurement approaches when examining both constructs. The results provide a context-specific foundation for developing science learning experiences that integrate evidence-based reasoning with environmental responsibility.
Digital Focus Distortion: Association of Phubbing Perpetrator and Victim Behaviors with High School Students' Physics Scores Berliana Rachmitasari; Habibi Habibi; Iqbal Ainur Rizki
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22761

Abstract

Phubbing may be associated with students’ academic experiences through two distinct roles: engaging in phone-focused behavior while interacting with others and experiencing being ignored because another person is focused on a phone. This study examined the association of these roles with documented physics grades in two separate groups of high school students. The sample comprised 200 students: 74 classified in the phubbing-perpetrator group and 126 classified in the phubbing-victim group. Pearson correlation and separate simple linear regression analyses were used for the two groups. The reported analyses showed negative associations between perpetrator phubbing and physics grades (r = −0.805, p < 0.001) and between victimization by phubbing and physics grades (r = −0.958, p < 0.001). The corresponding squared correlations are 64.8% and 91.8%, respectively, provided that the reported correlations are verified against the original statistical output. Because the groups were mutually exclusive, the results describe separate subgroup associations and do not establish the independent effects of both roles in a joint model. The findings should be interpreted as associations rather than causal effects.
Mapping Problem-Based Learning in Physics Education: A Bibliometric Analysis of Problem Solving and Collaborative Learning Sherlynggar Anugrah; Wildan Khusni Mubarok; Habibi Habibi; Ardy Widoseno
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22762

Abstract

This study aims to map the development of Problem-Based Learning (PBL) research in physics education, focusing on the relationship and temporal development of problem solving and collaborative learning. A quantitative bibliometric approach was employed using 113 publications retrieved from the Scopus database on October 4, 2026, covering the period 2015–2026. Bibliographic data were analyzed using VOSviewer and Bibliometrix to examine publication trends, citation patterns, scientific collaboration, keyword co-occurrence, and thematic development. Additionally, the five most-cited publications were examined to identify influential research contributions. The findings indicate that PBL research in physics education has experienced fluctuating publication trends, with 22 publications recorded in 2026 as of the data retrieval date. Keyword co-occurrence analysis reveals a conceptual connection between problem solving and collaborative learning, suggesting that cognitive and social dimensions are interconnected within the PBL research landscape. Temporal analysis identifies collaborative skills, collaborative settings, artificial intelligence (AI) literacy, and digital literacy as relatively recent research interests. However, these developments do not provide sufficient evidence of a thematic shift from problem solving toward collaborative learning; rather, they indicate the coexistence and potential expansion of both dimensions. Geographically, Indonesia dominates the research landscape with 66 publications (58.4%). Meanwhile, Physics and Astronomy (30.3%) and Social Sciences (25.3%) represent the leading subject areas. This study highlights the importance of integrating cognitive and social dimensions in PBL research and provides directions for future investigations into collaborative problem solving and technology-supported physics learning.
GenAI Reliance in Physics Learning: Its Relationship with Physics Anxiety and Students’ Physics Learning Outcomes Tasya Febriana Feodika; Habibi Habibi; Ririn Yuniawan; Mokhammad Yusuf; Faridatul Amiroh; Jelita Puspita Ningrum Khoirunnisa
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22775

Abstract

The increasing use of Generative Artificial Intelligence (GenAI) in education has raised questions about its relationship with students’ learning experiences and academic outcomes. This study aimed to examine the relationships among students’ GenAI reliance, physics anxiety, and physics learning outcomes. A quantitative correlational design was employed involving 100 tenth-grade students from one senior high school in Lamongan, Indonesia, recruited through convenience sampling. Data were collected using questionnaires measuring GenAI reliance and physics anxiety, while students’ physics learning outcomes were obtained from teacher records. The data were analyzed using descriptive statistics and Spearman’s rank-order correlation. The findings indicated a positive correlation between GenAI reliance and physics anxiety (ρ = 0.456, p < 0.001), as well as a positive correlation between GenAI reliance and physics learning outcomes (ρ = 0.347, p < 0.001). Meanwhile, the relationship between physics anxiety and physics learning outcomes was positive but not statistically significant (ρ = 0.171, p = 0.089). Responses to the open-ended questions suggested that students used GenAI primarily to understand physics concepts, obtain explanations, and identify steps for solving problems. Some students also reported using GenAI because they lacked confidence in their own answers or feared making mistakes. These findings indicate that GenAI reliance is associated with physics anxiety and students’ physics learning outcomes. However, the correlational design of this study does not establish causal relationships, and students’ learning outcomes may also be associated with other factors beyond their reliance on GenAI.
Implementation of the ARKA-STEM Model and Students’ Mathematical Critical Thinking: An Exploratory Two-Class Quasi-Experimental Study Darus Salam; Dyah Worowirastri Ekowati; Agus Tinus
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22777

Abstract

This exploratory quasi-experimental study examined mathematical critical thinking in two intact Grade XII classes at SMAN 3 Sampit, Central Kalimantan: one taught with the ARKA (Activity, Reflection, Conceptualization, Application) model integrated with STEM (n = 33) and one taught with conventional direct instruction (n = 33), on the topic of Circle Equations and Their Elements. Because one class represented each condition, treatment is confounded with class membership; all inferential statistics are therefore reported as descriptive contrasts between these two classes and not as estimates of a population treatment effect. Critical thinking was measured with a six-item constructed-response test based on Facione’s framework (one item per indicator; 0–24 scale), scored by the researcher without blinding. In the ARKA-STEM class the mean score rose from 11.06 to 17.36 (gain = 6.30, 95% CI [5.62, 6.98]; mean N-Gain = 0.510), and in the comparison class from 9.82 to 11.27 (gain = 1.45; mean N-Gain = 0.112). Adjusted for pretest, the ARKA-STEM class scored 4.96 points higher (95% CI [4.08, 5.84]); because regression slopes differed between classes (p = .036), the conditional difference was larger at lower pretest scores. The standardized posttest difference was d = 1.59 (95% CI [1.04, 2.14]). Posttest reliability in the ARKA-STEM class was low (α = .531), so indicator-level results are exploratory. Observed implementation fidelity rose from 71.02% to 97.16% across three meetings. The ARKA-STEM class scored substantially higher than the comparison class under these conditions, but the design cannot establish that the model caused the difference; replication with several independently assigned classes, blinded scoring, and a validated instrument is required.
In Silico Study of 4-Chloro-N-(Phenylcarbamothioyl)-benzamide as an Anticancer Candidate: Molecular Docking Analysis and ADMET Profiling Ida Bagus Oka Wisnu Andhika; Dini Kesuma; Aguslina Kirtishanti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 4: October 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i4.22783

Abstract

Glutaminase (GLS) is an enzyme involved in cellular glutamine metabolism and has been investigated as a potential target in cancer research. This study aimed to conduct an exploratory in silico assessment of 4-chloro-N-(phenylcarbamothioyl)-benzamide (4-Cl-PCTB) through molecular docking against GLS and prediction of its physicochemical and ADMET properties. The molecular structure of 4-Cl-PCTB was prepared using Chem3D version 16.0, while molecular docking was performed using Molegro Virtual Docker version 7.0 with the GLS structure obtained from the Protein Data Bank (PDB ID: 8JUB). The predicted physicochemical and pharmacokinetic properties were evaluated using SwissADME and pkCSM. The reported molecular docking analysis yielded a Rerank Score of −78.023 for 4-Cl-PCTB, compared with −85.728 for lapatinib. The predicted human intestinal absorption of 4-Cl-PCTB was 88.309%, while its molecular weight and consensus LogP were reported as 290.77 Da and 2.73, respectively. These results represent computational predictions and do not establish experimentally confirmed GLS binding affinity, enzyme inhibition, oral bioavailability, or safety. Furthermore, limitations in the available docking documentation and inconsistencies in some reported computational parameters restrict the interpretation of the findings. The comparison with lapatinib should also be interpreted cautiously because it was not established as a GLS-specific reference inhibitor. In conclusion, 4-Cl-PCTB warrants further investigation as a computationally assessed compound; however, its potential as an anticancer candidate remains unconfirmed. Reproducible docking studies, biochemical GLS inhibition assays, and appropriate cellular experiments are required to establish its biological relevance.

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