Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram

Journal Information
ISSN / EISSN : 2338-4530 / 2540-7899
Current Publisher: LPPM IKIP Mataram (10.33394)
Total articles ≅ 117
Current Coverage

Latest articles in this journal

Deni Hamdani, Ketut Sarjana, Ratna Yulis Tyaningsih, Ulfa Lu’Luilmaknun, J. Junaidi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 150-163; doi:10.33394/j-ps.v8i2.3081

A mathematical statement is not a theorem until it has been carefully derived from previously proven axioms, definitions and theorems. The proof of a theorem is a logical argument that is given deductively and is often interpreted as a justification for statements as well as a fundamental part of the mathematical thinking process. Studying the proof can help decide if and why our answers are logical, develop the habit of arguing, and make investigating an integral part of any problem solving. However, not a few students have difficulty learning it. So it is necessary to explore the student's thought process in proving a statement through questions, answer sheets, and interviews. The ability to prove is explored through 4 (four) proof schemes, namely Scheme of Complete Proof, Scheme of Incomplete Proof, Scheme of unrelated proof, and Scheme of Proof is immature. The results obtained indicate that the ability to prove is influenced by understanding and the ability to see that new theorems are built on previous definitions, properties and theorems; and how to present proof and how students engage with proof. Suggestions in this research are to change the way proof is presented, and to change the way students are involved in proof; improve understanding through routine proving new mathematical statements; and developing course designs that can turn proving activities into routine activities.
Samsun Hadi, Abdulkadir Rahardjanto, Moch. Agus Krisno Budiyanto, H. Husamah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 122-138; doi:10.33394/j-ps.v8i2.3281

Sensitivity, knowledge, belief, and behavior to the environment will bring out good behavior that leads to environmental literacy (EL). This study aimed at analyzing the students’ EL based on the multidimensional perspective. This study comprised of two types, namely library and field research. Questionnaire was developed from The Second Minnesota Report Card on EL. This study was conducted in FKIP-UMM at undergraduate level, from July to October 2020. The types of data were in the form of qualitative and quantitative. The data were obtained from the results of Google Form. The population of this study was the students of FKIP-UMM, in which it consisted of 2.750 students. The subjects were chosen randomly by sharing the link of Google Form thru the WhatsApp group so that 139 students (5%) were obtained. The data and EL findings were analyzed descriptively qualitative analytic. Scaling multidimensional analysis was carried out by using ordination that continued with scaling and percentage processes. The results indicated that (1) Environmental sensitivity tends to show various conditions. (2) Environmental knowledge also tends to vary. (3) Environmental beliefs tend to be good. (4) Environmental behavior in students tends to be good.
Moch. Agus Krisno Budiyanto, Samsun Hadi, Tien Aminah, H. Husamah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 69-80; doi:10.33394/j-ps.v8i2.3234

Various previous studies have shown that ecotourism has great potential and benefits when associated with education and especially in learning. This review study aimed to explore an ecotourism-based learning model at the high school level in Malang, East Java. The focused in the review were (1) competencies and indicators of learning outcomes of all subjects in all subjects that could apply ecotourism-based learning 2) the potential for regional ecotourism (especially school environments in East Java) which could be used for ecotourism-based learning based on competencies and outcome indicators learning, and 3) drafted recommendations for learning models based on ecotourism. Based on the results of a review of various references, it can be stated that four things need to be considered in the application of an ecotourism-based learning model, namely the conceptual framework, planning, implementation, evaluation, and furthering the ecotourism-based learning model. Furthermore, It was necessary to develop an ecotourism-based Learning Model that follows an appropriate development model, so that an implementable model is produced.
Fauzia Dwi Sasmita, Muhammad Arifuddin, Saiyidah Mahtari
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 112-121; doi:10.33394/j-ps.v8i2.3164

The low utilization of technology and scientific literacy skills lacking in the classroomsremaina major problem in the learning and teaching process, specifically in influencing students' conceptual understanding. This research aims to analyze the effect of Diboracy (Digital Book Contained Scientific Literacy) in reducing misconceptions in Newton's law of gravity. This research uses experimentalresearch design with one group pre-test-post-test conductedon research subjects which were selected through random sampling technique. The sum of the research subjects include 38 students. The data instruments include tests and non-tests instruments. The test distributed is in the form of multiple choice questions equipped with CRI to measure the misconceptions, while the non-test assessmenttakes form of questionnaires to determine students’ responses to Diboracy. Data analysis was performed through t-test on student learning outcomes and the students’ questionnaire responseswhich resulted in the average percentages. Based on the analysis, it can be concluded that: (1) there is an effect in reducing students’ misconceptions when Diboracy is implemented, specifically regarding Newton's law of gravity; (2) students give better responses to Diboracy than textbooks.
Titin Sunarti, Eko Hariyono, Woro Setyarsih, Binar Kurnia Prahani, S. Suyidno
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 91-98; doi:10.33394/j-ps.v8i2.3016

Strengthening ecopreneurship plays an important role in preparing students for success in the life and career of students, but this skill is not well trained in learning physics. Therefore, the purpose of this study was to analyze the impact of environment-based physics learning on students' mastery of concepts and ecopreneurship. This research is a quasi experimental research with one group pretest and posttest design. The research subjects were 29 students of the physics education study program, Surabaya State University, Indonesia, who programmed basic physics courses. The data collection technique used a conceptual mastery test instrument and ecopreneurship. The data analysis technique used the Kolmogorov-Smirnov test, Paired t-test, Wilcoxon test, and N-Gain. The results showed a significant increase in students' mastery of concepts and ecopreneurship at α = 5%, with mean N-gain of 0.63 and 0.60, respectively, within the moderate criteria. Thus, environment-based physics learning has a significant impact on increasing student mastery of concepts and ecopreneurship.
Binar Ayu Dewanti, Agus Santoso
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 99-111; doi:10.33394/j-ps.v8i2.3041

This study aimed to develop a valid, practical, and effective 21st century learning skills assessment instrument for STEM-based science learning. This representation assessment instrument was developed with a 4 D development model with four stages, namely: definition, design, development, and distribution. The 21st century learning skills that are the focus of assessment in this instrument include critical thinking skills, creativity, communication, and collaboration. The subjects of this study consisted of 2 expert validators, 1 science teacher, and 26 students of grade VII SMP at SMPN 2 Sugio, Lamongan. Data collection methods used in this research is validation, questionnaire, observation, and documentation. Data analysis used in this study is the method of obtaining an average for each indicator, aspect, to the total mean, which is then referred to in the interval determining the level of validity & practicality of the product (scale 1-3), as well as statistical testing of paired sample T-test with descriptive statistical analysis. The results of this study are that the 21st century learning skills assessment instrument in STEM-based science learning is valid with a validity score of 2.87, is very practical to use (with a practicality score of 3), and has a positive effect on student learning skills.
Inas Sayyida Latifa, Aan Subhan Pamungkas, Trian Pamungkas Alamsyah, Indhira Asih Vivi Yandari
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 81-90; doi:10.33394/j-ps.v8i2.2628

This research aimed to develop Android-based Appy Pie learning media in mathematics subjects, especially two-dimensional shape material. Moreover, to determine the validity level of the android-based Appy Pie learning media developed and to determine the students' responses after using android-based Appy Pie learning media. This research uses the 3D model (define, design, and development) as the modification result of the 4D model by Thiagarajan. The subjects of this research were 45 fourth-grade students of SDN Rawu. The result of this research is the average score of media experts validation is 91.11% which included in the “very feasible” category, the average score of material expert validation is 98.33% which included in the “very feasible” category. The average score of the students response is 91.11% that included in the “very good” category, so it can be concluded that the Android-based Appy Pie learning media is feasible to use in the two-dimensional shape material of fourth-grade.
Eko Hariyono, , M. Mardiyanti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 139-149; doi:10.33394/j-ps.v8i2.3267

The research aim was to develop the Volcano Project Design (VPD) for improving the physics student research skills about volcano. The method used is a qualitative analysis where the research sample involves 34 undergraduate of physics students. The instrument used in VPD was equipped with the assessment format and rubric that was developed by researchers. The instruments tools were validated by experts in the field of geoscience and volcanology. The VPD guide contains the theoretical basis of fieldwork, descriptions of activities, project themes and targets to be achieved, phases of activities, and assessment of activities in the field. In addition, in the guidelines is also equipped with a guide of proposal preparation, field report and research products. The important results showed that the physics students were succeeded in conducting volcano research using VPD. This result was supported by the capabilities to identifying some crucial problems about volcanoes, presenting some solution based on several issues that have been identified and providing an accurate explanation of volcanic phenomena. The interesting finding based on research is the students’ research product as new information in geoscience. Even though needs intensive guidance, the product has an opportunity to be published broadly. Based on students’ perception, the program succeeded to build students' scientific attitude, constructing a positive value to the environment around the volcano and perfectly prepare students to help the community in the face of volcanic disasters.
Ika Nurani Dewi, S. Safnowandi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 25-36; doi:10.33394/j-ps.v8i1.2478

This study aimed at discovering the implementation of MODis-ARCS strategy to students’ verbal communication skill and learning outcomes. This study was a quasi-experimental using non- equivalent control group design. Purposive sampling was used to collect the data. There were 65 students of information technology education (control) and physics education (experimental) who used as the samples of study. The MODis-ARCS strategy was implemented on the experimental group, while small group discussion was used in the control group. Data collection techniques used test instrument that was in the form of essay items and non-test which was in the form of observation sheets of communication skill. Validity scores, Cronbach’s coefficient alpha, n-gain, independent sample t-test and paired t-test were used as the data analysis techniques. The results of study indicated that 1) n-gain of students’ learning outcomes and verbal communication skill for the control group was 0.12 and 0.07, in which it was categorized as low, while for the experimental group was 0.29 and 0.48 in the moderate category. 2) Both of groups had similar initial abilities, and there was a difference on the learning outcomes, as well as the verbal communication skill between the control and experimental classes, 3) There was an improvement on the students’ learning outcomes and verbal communication skill on the control and experimental groups, in which the significance value was ɑ=5%; however, the improvement of experimental group was greater than the control group. Therefore, it can be concluded that the MODis-ARCS strategy can improve the students’ verbal communication skill and learning outcomes.
, J. Jailani, Fathur Rahman
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, Volume 8, pp 1-11; doi:10.33394/j-ps.v8i1.1991

This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two ways analysis of variance. Data analysis revealed that there were significance main effect of national examination and curriculums, also interaction effect between of them on mathematic achievement. There were significance main effect of national examination and curriculums on content domain. But, there was no significance interaction effect between of them on performance in solving geometry. There were significance main effect of national examination and curriculums on cognitive domain. But, there was no significance interaction effect between of them on knowing thinking level.
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