Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Journal title Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Initials J-PS Abbreviation J. Prisma. Sains. Pembelajaran. Matematika. IPA Frequency 4 issues per year (january, april, july, and october) DOI Prefix 10.33394 by ISSN 2540-7899 (Online) | 2338-4530 (Print) Publisher Universitas Pendidikan Mandalika (UNDIKMA) Indexed Sinta | Google Scholar | <a href="https://doaj.org/toc/2540-7899?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222338-4530%22%2C%222540-7899%22%5D%7D%7D%2C%7B%22term%22%3A%7B%22_type%22%3A%22article%22%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22_source%22%3A%7B%7D%7D" target="_blank" rel="noopener">DOAJ Acreditation Sinta 2 10/C/C3/DT.05.00/2025 This journal has been ACCREDITED by National Journal Accreditation (ARJUNA) managed by the Ministry of Higher Education, Science, and Technology of the Republic of Indonesia with Decree Number: 10/C/C3/DT.05.00/2025, dated March 25, 2025. Prisma Sains [p-ISSN 2338-4530 | e-ISSN 2540-7899] was first published in June 2013 by Faculty of Science, Engineering, and Applied Science, Universitas Pendidikan Mandalika. This journal publishes a scientific paper on the results of the study and review of the literature.
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Students' Climate Change Literacy: Implementing RBL-STEM Makerspace Materials on Recycling Plastic Waste into Ecobricks
Climate change is an increasingly significant concern due to rising sea levels and extreme weather events. This phenomenon has made specific regions uninhabitable or unsuitable for agriculture. In addition, promoting climate change literacy is one of the key factors in addressing the posed challenges. Therefore, this research aimed to analyze the implementation of Research-Based Learning with Science, Technology, Engineering, and Mathematics (RBL-STEM) materials to promote students' climate change literacy, using a mixed-methods design. This research employed a mixed-methods design. Quantitative methods were used to analyze climate change literacy, while qualitative methods examined learning activities and phase portraits under the implementation of the materials. The two classes used comprised a control class of 40 students and an experimental class of 42 students. Meanwhile, the instruments used were interviews, questionnaires, and students’ climate change literacy tests. The results showed that there were differences between the control and experimental classes using an independent sample t-test with a sig value (2-tailed) of 0.0048 (<0.05). In the context of this research, the implementation of the materials promoted students’ climate change literacy in recycling plastic waste into ecobricks.
Copyright (c) 2026 Tri Dyah Prastiti, Idha Novianti, Endang Wahyuningrum, Dafik Dafik, Zainur Rasyid Ridlo, Indah Lutfiatul Mursyidah, Okti Anis Safiati https://creativecommons.org/licenses/by/4.0
Prediction of Tropical Cyclone Trajectory and Intensity Using a Particle Motion Based Machine Learning Framework in the Southern Indian
Tropical cyclones in the Southern Indian Ocean pose severe threats to coastal infrastructure and socio-economic stability, yet predicting their recurving trajectories and intensity remains a significant meteorological challenge. This study evaluates the performance of a particle-motion-based machine learning framework, utilizing the Trackpy library, to forecast cyclone behavior. Leveraging historical data from 2018 to 2025 (JTWC and IBTrACS), the model treats cyclones as physical particles with temporal inertia, employing a multi-lag feature to capture movement momentum. Evaluation using a dataset of 115 cyclones (78:22 train/test ratio) reveals that the Trackpy framework achieves high spatial precision, with Mean Squared Error (MSE) values of 0.1728 for latitude (±33.3 km) and 1.0250 for longitude (±53.2 km). While the intensity prediction yielded a higher MSE of 47.7544 (approximately 6.9-knot deviation), the model successfully captured major strengthening and weakening phases across prominent cyclones, including TC Wallace and TC Neville. These findings demonstrate that integrating temporal inertia is highly effective for maintaining trajectory consistency, establishing Trackpy as a robust architectural foundation for operational forecasting. Further optimization via hybrid models and additional meteorological variables is recommended to enhance intensity accuracy.
Copyright (c) 2026 Budi Iman Samiaji, Yulkifli Yulkifli, Yohandri Yohandri, Nofi Yendri Sudiar, Supari Supari https://creativecommons.org/licenses/by/4.0
Conceptual and Transformational Errors in Solving Non-Routine Algebra Problems: A Newman’s Error Analysis of Junior High School Students
This study investigates the types and underlying causes of students’ errors when evaluating non-routine algebraic problems that present procedurally plausible but logically invalid solution steps. The participants were 37 ninth-grade junior high school students from East Java, Indonesia, who had previously studied basic algebraic operations. Data were collected through a diagnostic task involving an algebraic fallacy that leads to a contradictory conclusion (e.g., 2 = 3), followed by semi-structured interviews with selected students. The analysis was guided by Newman’s Error Analysis (NEA), focusing on reading, comprehension, transformation, process skills, and encoding errors. Students’ written responses were independently coded by the researchers using predefined NEA indicators, and discrepancies were resolved through discussion. Descriptive statistics were used to summarize error frequencies, while interview data were analyzed qualitatively to explore students’ reasoning. The results indicate that transformation errors were the most dominant, occurring in 48.64% of students’ responses, particularly due to inappropriate cancellation of algebraic factors without considering domain restrictions. Many students accepted contradictory conclusions such as 2 = 3 or 3 = 2 as valid, as long as the solution steps appeared procedurally correct. These findings suggest that students tend to rely on mechanical algebraic procedures rather than validating the conceptual legitimacy of each transformation. The study highlights the importance of emphasizing equivalence-preserving transformations and domain conditions in algebra instruction, especially through non-routine tasks that require justification and critical validation of solution steps.
Copyright (c) 2026 Anugrah Tegar Putra Farabibah, Sri Suryanti, Ainu Putri Rahmawati https://creativecommons.org/licenses/by/4.0
Collaborative Learning Model of the PBL Type with a Scientific Approach to Improve Mathematical Problem-Solving Skills and Self-Regulated Learning of Students
21st-century education requires students to master mathematical problem-solving skills and self-regulated learning (SRL), but these skills remain a challenge for junior high school students in Indonesia. This study aims to examine the impact of implementing a Collaborative Learning Model of the PBL combined with a scientific approach (observing, questioning, reasoning/trying, communicating) on students' mathematical problem-solving skills and SRL. The study used a pre-experimental method with a One-Group Pretest–Posttest design on 31 seventh-grade students at a junior high school in Sleman Regency. Data on problem-solving skills were collected through a 5-item essay test with a maximum theoretical score of 50, while SRL was measured using a Likert scale questionnaire. Inferential analysis used the Wilcoxon signed-rank test for problem-solving skills (the assumption of normality was not met) and the paired sample t-test for SRL. The results showed a significant increase in problem-solving skills from 15.32 to 30.92, with posttest achievement equivalent to 61.84% of the theoretical maximum score. SRL also increased significantly from 121.81 to 122.74, although the mean difference was relatively small compared to the scale range. These findings indicate changes in students’ achievement after the intervention; however, the results should be interpreted cautiously due to the short intervention duration and the limitations of the one-group pretest–posttest design without a control group.
Copyright (c) 2026 Risna Amelia, Kuswari Hernawati, Jailani, Wahyu Setyaningrum https://creativecommons.org/licenses/by/4.0
Digital Forensic Analysis of Keylogger Attack Evidence on Websites Using the NIST Method
WordPress commands 43.2% of global websites and has become a primary target for keylogger attacks, with vulnerability trends showing exponential growth from 1,543 in 2014 to 8,907 in 2025 according to WPScan Vulnerability Database. This research employs the National Institute of Standards and Technology (NIST) SP 800-86 method integrated with MITRE ATT&CK framework to analyze WordPress websites suspected of keylogger infection. A comparative approach is implemented by comparing WordPress against the DIABEX website (an AI-based diabetes diagnosis system) as baseline control. The research utilizes qualitative descriptive methodology through four NIST phases: Collection, Examination, Analysis, and Reporting, with historical activity log extraction from a 30-day period using Python-based forensic tools. Results identified a database-injected fileless keylogger on WordPress through wp_options table manipulation, with MITRE ATT&CK mapping across Initial Access (TA0001), Persistence (TA0003), Collection (T1056.001), and Exfiltration (TA0010) stages. Comparative security assessment revealed a 53-point gap between WordPress (29/100 - CRITICAL) and DIABEX (82/100 - GOOD), demonstrating that 97% of WordPress vulnerabilities originate from third-party plugins, requiring comprehensive database integrity monitoring and security audits.
Copyright (c) 2026 Arizona Firdonsyah, Dimas Rizki Setyaji https://creativecommons.org/licenses/by/4.0
Kayu Kacang in KHDTK ULM (Indonesia) is Radermachera quadripinnata (Bignoniaceae), Not Strombosia javanica (Olacaceae)
The Special Purpose Forest Area for Education and Training of Lambung Mangkurat University (KHDTK ULM) is a forest area managed by ULM. As an education and training forest, data and information should be obtained in accordance with scientific principles so that they are categorized as valid and accurate. Kayu kacang is a woody plant abundant in this area. The botanical name that is currently consistently used is Strombosia javanica (Olacaceae), even though this name is suspected to be inaccurate. To prove this inaccuracy, this research was conducted in two stages. The first stage was to compare the morphology (physical characteristics) of the leaves, flowers, and fruits of real kayu kacang in the field with that of the kayu kacang botanically named S. javanica. The morphology of the main organs of the latter kayu kacang was obtained from reference searches. If the results were the same, the name could be retained. If not, the name should be changed. The second stage is to obtain an accurate name by comparing the morphological description with a valid identification key. The comparison confirmed that the morphology of the main organs of the real kayu kacang and the reference source was very different. The correct name for the kayu kacang is Radermachera quadripinnata (Bignoniaceae). This botanical name is recommended instead of S. javanica.
Copyright (c) 2026 Muhammad Aldy Nurrochman, Mochamad Arief Soendjoto, Maulana Khalid Riefani https://creativecommons.org/licenses/by/4.0
Impact of Ethnomathematics-Based Learning on Mbojo Students’ Mathematical Communication Skills in Indonesia
Mathematical communication skills are essential for enabling students to express mathematical ideas, use representations, and explain reasoning clearly. However, elementary students often experience difficulties in using mathematical symbols, interpreting visual representations, and presenting problem-solving steps systematically. This study examined students’ mathematical communication skills after the implementation of ethnomathematics-based learning using Mbojo cultural contexts. A quasi-experimental method with a one-group posttest-only design was employed. The participants were 15 fourth-grade students selected through total sampling. Data were collected using a mathematical communication skills test and analyzed using a one-sample t-test with a benchmark score of 70, based on the Minimum Mastery Criteria. The results showed that students’ mean score was 73.87, which was significantly higher than the benchmark, t(14) = 2.822, p = .015. These findings indicate that ethnomathematics-based learning using Mbojo cultural contexts can support students’ mathematical communication skills. However, due to the absence of a pretest and control group, the findings should be interpreted as evidence of students’ achievement above the benchmark rather than strong causal evidence.
Copyright (c) 2026 Mariamah Mariamah https://creativecommons.org/licenses/by/4.0
The Influence of the OIDDE Learning Model on Virus Material on the Problem-Solving and Ethical Decision Making Ability of High School Students
This study aims to analyze the effect of the OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) learning model on virus material on students' problem-solving and ethical decision-making abilities in class X at SMAN 2 Sampit. The background of this study is based on the dominance of teacher-centered learning, which has not optimally developed students' higher-order thinking skills and ethical awareness. This study employed a quantitative approach with a quasi-experimental design using a pretest-posttest control group design. The sample consisted of 70 students, divided into an experimental class and a control class. Data were collected through problem-solving tests and ethical decision-making questionnaires and analyzed using descriptive and inferential statistics. The results showed that the experimental class achieved a higher mean posttest score in problem-solving ability (M = 87.00) compared to the control class (M = 73.86), with a significant difference (p < 0.05). The N-Gain score in the experimental class was 64.66% (moderate category), and the effect size was very large (Cohen’s d = 2.916). In terms of ethical decision-making, the experimental class also showed higher posttest scores (M = 90.49) than the control class (M = 85.66), with a significant difference (p = 0.012 < 0.05) and a very large effect size (Cohen’s d = 2.139). These findings suggest that the OIDDE learning model has a positive effect on improving students’ problem-solving and ethical decision-making abilities. However, further studies with larger samples are recommended to strengthen the generalizability of the results.
Copyright (c) 2026 Eka Bintarawati, Atok Miftachul Hudha, Husamah Husamah https://creativecommons.org/licenses/by/4.0
The Effect of Teachers’ Creative Models on Students' HOTS in Digital Mathematics Learning
Developing higher-order thinking skills (HOTS) in mathematics education remains a challenge, particularly regarding the use of technology, which often serves merely as a medium for delivering content without innovation in task design. Unlike previous studies that focused on the use of technology or instructional models, this study positions teachers’ creativity in designing digital tasks as the primary factor influencing HOTS and student engagement. This study aims to analyze the influence of teachers’ creative models on HOTS skills and the engagement of junior high school students. The study employs a quantitative approach with a quasi-experimental design involving 120 students. Teachers’ creative models were identified through analysis of digital assigments products and classroom observations, then classified based on indicators of context, problem-solving procedures, and assignment structure in digital format into four levels: imitation, transition, modification, and construction. Data were collected through HOTS tests and student engagement questionnaires, then analyzed using ANOVA. The results showed that there were significant differences in students’ HOTS abilities and engagement based on the level of the teacher’s creative model. Students at the modification and construction levels demonstrated higher results. These findings confirm that the quality of creative digital assignment design is key to enhancing technology-based mathematics learning.
Copyright (c) 2026 Kenys Fadhilah Zamzam, Asri Putri Anugraini, Susandi Susandi https://creativecommons.org/licenses/by/4.0
Needs Analysis for Developing STEM-PjBL-Based Student Worksheets to Support Creative Problem Solving in Alternative Energy Learning
Alternative energy learning in schools requires instructional materials that can connect scientific concepts with real-world problem solving. However, current learning practices are still often dominated by theoretical explanations, textbook-based instruction, and limited project-oriented activities. This study aimed to analyze physics teachers’ needs for developing STEM-PjBL-based student worksheets to support students’ Creative Problem Solving (CPS) in alternative energy learning. This study employed a descriptive survey method involving 27 physics teachers in Lampung Province. Data were collected using a teacher needs questionnaire and analyzed using descriptive statistics. The results showed that the teacher needs questionnaire was categorized as very valid, with an average validity percentage of 80.54%. In alternative energy learning, Problem Based Learning was the most frequently used learning model, while Project Based Learning was used by only 33.3% of teachers. Student worksheets and learning videos were the most commonly used learning resources, each used by 85.2% of teachers, while printed books were still used by 63.0% of teachers. Although 85.2% of teachers had used student worksheets and 59.3% had developed their own worksheets, only 48.1% reported using worksheets integrated with STEM-PjBL. Furthermore, 96.3% of teachers stated that they needed student worksheets designed to support students’ Creative Problem Solving. These findings indicate a gap between the availability of student worksheets and their integration with structured STEM-PjBL and CPS-oriented learning activities. Therefore, the development of STEM-PjBL-based student worksheets is needed to support more contextual, project-based, and problem-solving-oriented alternative energy learning.
Copyright (c) 2026 Fatma Irma Sari, Kartini Herlina, Undang Rosidin, I Wayan Distrik, Ike Festiana https://creativecommons.org/licenses/by/4.0
Designing an Artificial Intelligence-Supported Research Project-Based Inquiry Model to Improve Scientific Reasoning in Academically Underprepared Students
This study aimed to (1) design and validate an artificial intelligence-assisted Research Project-Based Inquiry (RPBI) learning model and (2) examine its effectiveness in improving the scientific reasoning of academically underprepared students. A quantitative approach was employed using a non-equivalent control group quasi-experimental design involving 60 students assigned proportionally to experimental and control groups. The intervention was implemented over eight instructional sessions in a foundational science course. The AI component functioned to generate adaptive scaffolding questions, provide hypothesis-checking prompts, and deliver rubric-based formative feedback during project development. Scientific reasoning was measured using a test constructed around five indicators: Variable Identification, Hypothesis Formulation, Data Interpretation, Conclusion Drawing, and Procedure Evaluation. Rasch analysis indicated that the instrument demonstrated satisfactory measurement quality (Person Reliability = 0.82; Item Reliability = 0.91), with appropriate item-person alignment. The validity of the learning model itself was established through expert validation using a structured rubric, pilot implementation feedback, and monitoring of instructional fidelity. Independent sample t-tests revealed statistically significant differences between the experimental and control groups across all indicators (p < 0.001). Exploratory relationship analysis further indicated that Hypothesis Formulation showed the strongest association with other reasoning components, suggesting a hierarchical structure within students’ scientific reasoning processes. These findings indicate that the AI-assisted RPBI model is pedagogically feasible and effective in enhancing scientific reasoning, particularly among students with initial academic gaps.
Copyright (c) 2026 Asriyadin Asriyadin, Adi Apriadi Adiansha, Khairil Anwar, Syarifuddin Syarifuddin https://creativecommons.org/licenses/by/4.0
Ambulance Siren Audio Classification Using Convolutional Neural Network for Medical Emergency Detection
The rapid detection of emergency vehicle sirens is critical for enhancing road safety and traffic management. This study proposes an automated classification system for ambulance sirens using a Convolutional Neural Network (CNN). The method utilizes Mel-Frequency Cepstral Coefficients (MFCC) to transform audio signals into 2D feature maps, allowing the model to capture distinct spectral and temporal patterns. The dataset was preprocessed using a stratified split to ensure balanced class distribution and prevent data leakage. Experimental results demonstrate that the CNN model achieves a high performance with an accuracy of 0.95, significantly outperforming baseline models such as Multi-Layer Perceptron (MLP) and XGBoost. Detailed evaluation through a confusion matrix indicates a consistent precision, recall, and F1-score of 0.95, proving the model’s robustness in distinguishing sirens from complex urban noise. The implementation of the Adam optimizer and early stopping mechanism ensured stable convergence and prevented overfitting. These findings suggest that the proposed CNN-MFCC framework provides a reliable solution for real-time emergency signal detection, offering a substantial contribution to intelligent transportation systems.
Copyright (c) 2026 Ramadhan Paninggalih, Bima Prihasto, Maryo Inri Pratama, Rizky Irswanda Ramadhana, Misbahuddin Misbahuddin, Buan Anshari, Lalu Ahmad Syamsul Irfan Akbar, Giri Wahyu Wiriasto https://creativecommons.org/licenses/by/4.0
Development of Geoarcala Roblox Game Integrating Ethnomathematics of Magelang Temples to Enhance Critical Thinking Ability
The ability to think critically is a vital skill in mathematics education. However, abstract and insufficiently contextualized instruction, especially in circular solid such as cylinders, hinders its optimal development. Integrating local cultural contexts through an ethnomathematics approach into game-based learning media offers a potential solution. This research intends to generate a learning game integrated within Roblox, namely Geoarcala, that integrates the ethnomathematics of temples in Magelang, and to evaluate its validity, practicality, and effectiveness in enhancing students’ critical thinking ability. A Research and Development (R&D) design incorporating the ADDIE framework was utilized. The participants included 23 ninth-grade students from class IX A at SMP Negeri 1 Salaman. Data collection methods comprised interviews, questionnaires, and tests. The validation results indicated that the media was valid (85.16% by content experts and 80.42% by media experts). The practicality test showed very practical results based on student (83.85%) and teacher (85%) responses. A paired-samples t-test revealed significant media effectiveness (t=10.68 and df = 22, p = 0.001, Cohen's d = 2.227). The average N-Gain score of 0.30 shows a moderate degree of improvement. These result indicate that the Geoarcala game is valid, highly practical, and shows moderate potential for enhancing students’ critical thinking ability.
Copyright (c) 2026 Farid Azhar, Nina Agustyaningrum, Yesi Franita https://creativecommons.org/licenses/by/4.0
The Effect of Animated Video Learning Media on Students' Understanding and Independence in the Subject Science Lesson
This study aimed to examine the effect of animated video learning media on the conceptual understanding and learning independence of fourth-grade students in Natural and Social Sciences at Kraton 2 Elementary School in Bangkalan. This study employed a quantitative approach with a quasi-experimental design using a non-equivalent control group. The research sample consisted of one experimental group that learned using animated videos and one control group that received conventional instruction without animated video media. The instruments used in this study were a conceptual understanding test and a learning independence questionnaire. The data were analyzed using descriptive statistics, an independent samples t-test, effect size analysis, and MANOVA. The findings showed that the experimental group’s conceptual understanding scores increased from 39.12 to 72.00, while the control group’s scores increased from 28.56 to 44.64. In terms of learning independence, the experimental group’s scores increased from 28.12 to 57.84, whereas the control group’s scores increased from 28.36 to 31.12. The independent samples t-test showed statistically significant differences in both variables (p < 0.001). These findings were further supported by large effect sizes, with Cohen’s d = 2.014 for conceptual understanding and Cohen’s d = 3.218 for learning independence. The MANOVA results based on Pillai’s Trace indicated that class had a significant simultaneous effect on students’ conceptual understanding and learning independence (p < 0.001). These findings suggest that animated video learning media can serve as an effective supplementary medium in Natural and Social Sciences learning, although the interpretation of the results should be limited to the context of this study.
Copyright (c) 2026 Erma Agustiningsih, Victor Maruli Old L. Tobing, Hetty Purnamasari https://creativecommons.org/licenses/by/4.0
Contextual Media as a Strategy to Improve Students' Conceptual Understanding and Learning Independence
This study aims to assess the effectiveness of contextual learning media in improving the conceptual understanding and independent learning of 5th-grade students at Keleyan 2 Socah Elementary School. The saturation sampling method was used to ensure that the entire population of 50 students from classes V-A and V-B was included in the research sample. A quantitative approach using an evaluative design was employed, including tools such as concept comprehension tests and learning independence questionnaires. Data analysis was conducted using IBM SPSS software, including validity testing, reliability testing, homogeneity testing, normality testing, and independent samples t-tests for hypothesis evaluation. The analysis findings show significant differences in the concept understanding variable, with a significance value of 0.002, which is less than 0.05, and in the learning independence variable, with a significance value of 0.000, also less than 0.05. The results confirm that contextual learning media positively influences elementary school students' understanding of mathematical ideas and improves their self-directed learning abilities.
Copyright (c) 2026 Tri Cahyani Kusumadewi, Muhajir Muhajir, Nuril Huda, Yuni Hanifah https://creativecommons.org/licenses/by/4.0
Measuring the Practicality of Science Process Skills-Based Electronic Student Worksheet: A Rasch Model Analysis
This study aims to measure the practicality of science process skills-based electronic student worksheet in the Biology and Environmental Concepts course of a Primary School Teacher Education Program at the University of Jambi. In this study, practicality refers to students' perceptions of ease of use, clarity of language, attractiveness of appearance, practicality in learning, practicality of science process skills-based activities, and efficiency of use. This study uses a quantitative descriptive approach involving 27 primary school education students as respondents. The research instrument is a questionnaire on the practicality of the electronic student worksheet consisting of 12 statements and analyzed using the Rasch Model with the help of Winsteps software. The Rating Scale Model was used because all items employed the same five-point response categories. The analysis was carried out to obtain the person and item reliability values, separation index, item suitability to the model, and mapping of respondent abilities and item difficulty levels. The results of the analysis show that the person reliability value is 0.82 (real) and 0.85 (model), with a Cronbach Alpha value of 0.93 which indicates the consistency of student responses in the very high category. The low item separation indicated limited spread of item difficulty and was interpreted as preliminary evidence of positive but homogeneous practicality perceptions rather than as definitive proof of broad usability. The person separation value of 2.14 (real) and 2.35 (model) indicates that the instrument is able to group respondents into three levels of practicality perception. All statement items were found to fit the Rasch Model with Infit and Outfit Mean Square (MNSQ) values ranging from 0.5 to 1.5. Wright mapping showed that the item difficulty level ranged from -0.62 to 1.10 logit and was below the average respondent's ability (mean person measure = 2.62 logit), indicating that the electronic student worksheet was generally easy to use and understand by students. Thus, the findings provide preliminary, context-bound evidence that the science process skills-based electronic student worksheet is practical for the sampled cohort and can be refined before wider implementation.
Copyright (c) 2026 Risdalina Risdalina, Desy Rosmalinda, Issaura Sherly Pamela, Andi Gusmaulia Eka Putri https://creativecommons.org/licenses/by/4.0
Transforming Mechanics Education through Innovative Digital Problem-Based Learning: A Bibliometric Analysis
The digital transformation in education has driven increased attention to the application of problem-based learning (PBL) in technology-based mechanics learning. However, thematic developments, knowledge structures, and research directions in this field have not been systematically mapped. This study aims to analyze publication trends, knowledge network structures, and the development of research topics related to PBL in digital mechanics learning using a bibliometric approach. The research data consists of 189 documents indexed in the Scopus database for the period 2015–2025. Analysis of publication trends, geographic distribution, and relationships between keywords was conducted using VOSviewer software. The analysis results show an increase in the number of publications over the past decade, with contributions concentrated in several countries. Keyword mapping shows the relationship between PBL and topics such as e-learning, game-based learning, and terms related to computing technology such as machine learning and deep learning. Furthermore, temporal visualizations indicate changes in the trend of term usage over time. However, these findings are descriptive and reflect patterns in the analyzed literature, and therefore do not directly indicate a causal relationship or the level of conceptual integration between PBL and digital technology. This research provides a contribution in the form of bibliometric mapping which can be the basis for further research to examine the implementation and integration of PBL in digital-based mechanics learning in more depth.
Copyright (c) 2026 Safina Ridka Pratiwi, Dwi Koranto, Rahmatta Thoriq Lintangesukmanjaya, Sukarni Sukarni, Indri Hapsari Khansa, Lindsay Natalia Bergsma https://creativecommons.org/licenses/by/4.0
The Potential for Integrating Pencak Silat Into Ethnophysics Education
This study aims to describe the trends, contributions, opportunities, and developments in ethnoscience research on pencak silat. The method used in this study is bibliometric analysis using Biblioshiny. Data was collected through the Scopus database by searching “TITLE-ABS-KEY (Pencak Silat OR Local Wisdom AND Physics Learning OR Ethnoscience),”. The data obtained used screening from 2015 to 2025 and English, resulting in 528 documents. The results show that ethnoscience research has increased since 2015. This indicates that ethnoscience research is trending. The contributors to ethnoscience research are Kuswanto H and Suprapto N, while the contributing affiliations are Universitas Negeri Yogyakarta and Universitas Negeri Surabaya. Opportunities for conducting ethnoscience research are greater, as evidenced by network visualization and average citations. Opportunities for international publication of ethnoscience can be through conferences, namely the Journal of Physics: Conference Series have 86 documents, and journals, namely the Jurnal Pendidikan IPA Indonesia have 36 documents. The development of ethnoscience research has reached the stage of learning media and the context of physics learning. The results obtained can be concluded that ethnoscience research is still relevant to be conducted. If future researchers wish to add pencak silat to the context, this can be done as an opportunity for research innovation. The addition of pencak silat to the context needs to be combined with physics learning and learning media so that it becomes an opportunity for innovation in future research. This study hopes to contribute to providing a context for physics learning and cultural preservation through learning.
Copyright (c) 2026 Putri Rusmila, Nadi Suprapto, Suliyanah Suliyanah, Hasan Nuurul Hidaayatullaah, Adrian Bagas Damarsha, Azar Zakaria, Meydiana Arnyan Putri https://creativecommons.org/licenses/by/4.0
Students’ Numeracy Literacy Skills Based on Severe Mathematics Anxiety and Gender-Role Attributes (Masculine/Feminine): A Qualitative Case Study
This study aims to describe in depth the students’ numeracy literacy abilities with severe mathematical anxiety from a masculine and feminine gender perspective. Severe mathematical anxiety can affect how students think, understand problems, and make decisions in solving mathematical problems. In addition, factors that influence mathematical performance are cognitive and affective patterns. Both of which are more related to gender-role than biological aspects (sex). This study considers gender perspectives, especially masculine and feminine, and it is expected to provide a more comprehensive picture of the diversity of students' numeracy literacy abilities. This study used a qualitative approach with a case study type. The research subjects were selected through purposive sampling, utilizing a case study approach involving two individuals with severe levels of mathematics anxiety, specifically representing masculine (BM) and feminine (BF) gender characteristics. The data collection was carried out through questionnaires, numeracy literacy tests, and in-depth interviews. These data were analyzed using data condensation techniques, data display, and conclusion drawing. The case study results indicate that subjects BM and BF are capable of identifying essential information and understanding the problem context. However, there were differences in the stages of problem solving. BM tends to be able to evaluate the reasonableness of calculation results, while BF is better able to convey logical conclusions and relate the results to the problem context. This finding shows the importance of implementing learning strategies that accommodate differences in student characteristics to improve numeracy literacy skills in the aspect of using mathematical concepts, facts, and procedures.
Copyright (c) 2026 Aswan Aswan, Pathuddin Pathuddin, Dasa Ismaimuza https://creativecommons.org/licenses/by/4.0
Effectiveness of a Web-Based Guided Inquiry Platform on Dynamic Fluid Material to Improve Students' Critical Thinking Skills
This study investigates the improvement of students’ critical thinking skills following the implementation of a web-based learning platform integrated with a guided inquiry model on dynamic fluid topics. The study employed a pre-experimental one-group pretest–posttest design involving 30 Grade XI students at a public senior high school in Banjarmasin, Indonesia. Students’ critical thinking skills were measured using an essay-based test developed based on Ennis’ critical thinking framework, covering interpretation, analysis, inference, evaluation, and explanation. The maximum possible score was 100, with student responses scored using an analytical rubric and converted to a percentage scale. Data were analyzed using normalized gain (N-Gain) and a paired-sample t-test. The results showed an increase in the mean score from 3.82 on the pretest to 79.69 on the posttest, with an N-Gain of 0.74 (high category). The paired-sample t-test indicated a statistically significant difference between pretest and posttest scores (p < 0.05), suggesting a substantial improvement in students’ critical thinking skills after the intervention. Improvements were observed across all critical thinking indicators, particularly in analysis and evaluation. Although the findings indicate positive learning gains, the use of a one-group pretest–posttest design limits causal interpretation. Nevertheless, the results suggest that web-based guided inquiry learning has the potential to support the development of students’ critical thinking skills in physics learning, especially for abstract topics such as dynamic fluids.
Copyright (c) 2026 Nadia Barakah, Suyidno Suyidno, Saiyidah Mahtari https://creativecommons.org/licenses/by/4.0
Mapping Students' Science Literacy Skills Using Local Wisdom-Based Physics Instruments
This study addresses Indonesian students’ low scientific literacy (PISA 2022) by developing and validating a Tari Boranan Lamongan–contextualized physics assessment instrument on rigid body equilibrium. Existing PISA-aligned tests are rarely embedded in local culture. At the same time, local wisdom materials often do not measure all eight PISA scientific literacy indicators, creating a gap for culturally resonant yet comprehensive diagnostic tools. This study aimed to (1) develop and validate an eight-indicator, PISA-aligned scientific literacy instrument, (2) map Grade XI students’ literacy profiles across the eight indicators, and (3) explore how the Boranan context shapes students’ engagement and reasoning. Using a mixed-method embedded design, 73 Grade XI students in Lamongan Regency completed eight essay-based literacy tasks, and ten students participated in semi-structured interviews. Expert validation indicated high content relevance, cultural authenticity, and indicator alignment, and reliability analysis yielded Cronbach’s alpha = 0.82. Results showed most students were in the very low and low categories, with relative strengths in interpreting data (45%) and explaining phenomena (38%), but pronounced weaknesses in designing investigations (28%), evaluating credibility of information (25%), and making evidence-based decisions (30%). Interviews confirmed that cultural context enhanced engagement and visualization but did not automatically support mathematical formalization. These findings suggest that the instrument can be used diagnostically to help teachers design targeted scaffolding for higher-order literacy skills, particularly in investigation design, credibility evaluation, and evidence-based decision-making, within culturally responsive physics learning.
Copyright (c) 2026 Hanan Zaki Alhusni, Binar Kurnia Prahani, Titin Sunarti, Madlazim Madlazim, Muhammed Akif Kurtuluş https://creativecommons.org/licenses/by/4.0
Contextualizing Geometry Learning for Elementary Students Through Ethnomathematics-Based Electronic Novels: A Developmental Research
Mathematics learning outcomes in elementary schools remain suboptimal, partly due to the lack of contextualized learning. There are not many alternative learning media options available for teachers to facilitate contextual mathematics learning. Therefore, this study aims to design and develop an e-novel for elementary school geometry. This research is a research and development, with the 4D development model. This research was conducted at SDN 038 Kanusuang, SDN 034 Rappang, and SDN 019 Sila-Sila, Poliwali Mandar Regency, West Sulawesi, Indonesia. The research subjects included two validators (media experts and material experts), three class teachers, and all fifth-grade students from three schools. After going through the 4D stage, an e-novel development product was produced. The characteristics of e-novel product possesses are a story-based digital media, containing narratives, dialogues, illustrations, and learning activities that connect mathematical concepts with the local Mandar cultural context. Based on the results of the validity test conducted by media experts and material experts, as well as the practicality test conducted by teachers and students, the product was deemed highly valid (average score 90%) and categorized as very practical (average score 95,47%). Thus, the developed ethnomathematics-based e-novel are valid dan practical for use as a learning medium for geometry in fifth-grade elementary schools. Although there are still weaknesses, it has not yet reached the stage of testing its effectiveness on the process and results of student learning achievement.
Copyright (c) 2026 Zaid Zainal, Halija Halija, Wawan Krismanto https://creativecommons.org/licenses/by/4.0
Exploring Pre-Service Teachers’ Critical Thinking and Mathematical Beliefs Through Contextual Problem Analysis
The ability to create contextual problems is essential for pre-service teachers. However, many teachers simply adapt or adopt existing problems when creating contextual problems. This study aims to explore the critical thinking skills in analysing contextual problems and the mathematical beliefs that underlie the analysis process. This qualitative study involved 40 pre-service primary school teacher participants, with four participants selected for in-depth interviews. The research instruments included vignettes, interview guidelines, and observation sheets. The data were validated using triangulation methods. The study indicates that pre-service primary school teachers can be categorised into non-critical thinkers (35 participants), emergent critical thinkers (3 participants), and advanced critical thinkers (2 participants). Non-critical thinkers demonstrate an ability to understand problems that they have previously studied, as their understanding constrained to the formulae and procedures demonstrated by their teachers. Emergent critical thinkers showed the ability to question the problem formulation and evaluate its contextual relevance, although their reasoning remained influenced by teacher authority. Advanced critical thinkers are characterised by a high level of critical thinking aptitude, often attributed to their perception of mathematics as a discipline rooted in logical reasoning.
Copyright (c) 2026 Rahaju Rahaju, Tatik Retno Murniasih, Sri Hariyani, Hafis Hafis https://creativecommons.org/licenses/by/4.0
Integration of Augmented Reality (AR) in Learning: An Effort to Promote Elementary Students’ Creative Thinking Skills
The use of Augmented Reality (AR) in learning has shown rapid development. This study aims to analyze the effect of AR integration on students’ creative thinking abilities in the topic of surface area and volume of cubes and rectangular prisms. We applied a quasi-experimental design by utilizing two existing classes, namely an experimental class consisting of 32 students and a control class consisting of 30 students. We used an essay test instrument measuring creative thinking ability that had undergone expert validation using the Q-Cochran test before being used for data collection. Data analysis was conducted using descriptive statistics and an independent samples t-test. The analysis showed a significant difference between the post-test scores of the two groups, with t(60) = 2.31 and p = 0.012 (one-tailed). The effect size calculation produced a Cohen’s d value of 0.60 (moderate effect). These results indicate that students who participated in AR-assisted mathematics learning obtained higher creative thinking scores than students who participated in learning without AR support. This finding indicates that the implementation of AR is able to provide a meaningful effect as well as a positive contribution to the development of students’ creative thinking abilities in solving mathematics problems.
Copyright (c) 2026 Komala Komala, Abdul Rachman Tiro, Retno Wuri Sulistyowati, Lutma Ranta Allolinggi, Ady Akbar https://creativecommons.org/licenses/by/4.0
Representation Obstacles in Semantic Processes for Geometric Problem Solving
Mathematics is a fundamental subject in the curriculum, but many students still struggle when it comes to representing, interpreting, and connecting mathematical information in solving geometry problems. Previous research has generally addressed learning obstacles from conceptual, procedural, didactic, or epistemological perspectives, but has not specifically examined how representational obstacles emerge within the semantic process as students construct mathematical meaning. This study addresses this gap. The aim of this research is to describe the representational obstacles experienced by students during the semantic process of solving geometric problems. In this study, the semantic process is defined as a series of activities to construct meaning through reading, sorting information, identifying keywords, connecting concepts, constructing arguments, verifying solution steps, and drawing conclusions in the form of visual, symbolic, and verbal representations. The study employed an exploratory qualitative approach involving 51 students grouped into high, medium, and low ability levels. The basis for identifying representational obstacles was established through an analysis of geometric problem-solving test results, written work traces, and interviews across five semantic stages: sequencing, identification, argument formulation, verification, and conclusion, taking into account inaccuracies, incompleteness, or failures in inter-representational transformation. The research results indicate that high-ability subjects tend to experience visual, symbolic, and verbal obstacles in the early stages, whereas subjects with moderate and low abilities predominantly experience verbal and symbolic obstacles. In the verification stage, all groups exhibited relatively similar symbolic and verbal obstacles, indicating a common difficulty in formalizing and testing the validity of solutions. Theoretically, this study reinforces the understanding that representational obstacles are not only related to conceptual mastery but also to failures in the meaning-making process during the semantic stage. Practically, these findings provide a foundation for developing more targeted geometry learning strategies to strengthen inter-representational translation, mathematical argumentation, and solution validation.
Copyright (c) 2026 Ririn Dwi Agustin, Rochsun Rochsun https://creativecommons.org/licenses/by/4.0
Epistemic Obstacles in Real Analysis: Newman’s Error Analysis of Prospective Mathematics Teachers' Theorem Proving
Real Analysis is often a gatekeeper course in mathematics education, marking the difficult transition from computational calculus to formal axiomatic proof. Prospective mathematics teachers frequently struggle to construct rigorous proofs, even for fundamental properties. This study employs Newman's Error Analysis (NEA) to analyze the epistemological obstacles underlying these struggles. This descriptive qualitative case study involved 15 fifth-semester undergraduates at Universitas Muhammadiyah Makassar who completed a diagnostic proof test on field properties. Analysis of student work revealed that none made errors at the 'Reading' stage. Instead, errors clustered at higher cognitive stages: 3 students exhibited Comprehension errors, 5 made Transformation errors, 4 showed Process Skills errors, and 3 made Encoding errors. From this cohort, four subjects, each exemplifying one of these non-reading error types, were selected for in-depth semi-structured interviews. The findings indicate a hierarchical breakdown in proof construction specifically for the theorem: "If a ≠ 0 and a ∈ ℝ, prove that ≠ 0." Students either failed to translate verbal understanding into explicit premises (Comprehension), could not operationalize an indirect proof strategy (Transformation), neglected to justify algebraic steps with axioms (Process Skills), or omitted formal concluding statements (Encoding). The study concludes that errors often perceived as "carelessness" can be symptoms of deeper epistemological obstacles, such as viewing proof as a computational ritual rather than a formal, communicative argument. These findings underscore the need for explicit instruction on proof mechanics and structure, even when students possess correct mathematical intuition.
Copyright (c) 2026 Ahmad Syamsuadi, Nasrun Nasrun, Baharullah Baharullah, Mukhlis Mukhlis, Andi Kaharuddin, Joseph Ozigis Akomodi https://creativecommons.org/licenses/by/4.0
Quality and Energy Performance of Briquettes Derived from Non-Timber Forest Product Residues: A Case Study of Sugar Palm (Arenga pinnata)
The utilization of non-wood biomass residues as alternative solid fuels is important for supporting low-carbon energy transitions and circular bioenergy development. This study evaluated the quality and energy performance of charcoal briquettes produced from vegetative residues of sugar palm (Arenga pinnata), specifically fronds, fruit stalks, and a mixture of both materials. A completely randomized design was applied, and the briquettes were assessed based on physical properties, proximate composition, combustion performance, and charcoal yield, with SNI 01-6235-2000 used as the primary quality benchmark. The results showed that all briquette types had very low moisture content (1.69–2.03%) and high calorific values (5,427–5,985 cal g⁻¹), meeting the SNI requirements for these parameters. Significant differences among plant parts were observed in ash content, volatile matter, and fixed carbon content (p < 0.05), indicating that raw material characteristics strongly influenced briquette quality. Briquettes produced from sugar palm fronds exhibited the highest fixed carbon content and calorific value, as well as the lowest burning rate, reflecting better thermal stability and longer combustion duration. Meanwhile, briquettes made from the mixture of fronds and fruit stalks showed the lowest ash content and the most balanced quality profile. Although some proximate parameters, particularly volatile matter and fixed carbon, did not fully meet the SNI limits, these limitations are process-dependent and may be improved through optimization of carbonization conditions. Overall, sugar palm vegetative residues represent a promising non-wood biomass resource for sustainable charcoal briquette production within a circular bioenergy framework.
Copyright (c) 2026 Febriana Tri Wulandari, Aluh Nikmatullah, Sitti Latifah, Hayati Hayati https://creativecommons.org/licenses/by/4.0
Constructing Advanced Mathematical Thinking on Function Limits through Cognitive Styles and APOS-Based Scaffolding: A Qualitative Case Study
This study examines patterns of advanced mathematical thinking (AMT) in learning function limits through students’ cognitive styles and APOS-based scaffolding. Although previous studies have investigated APOS theory and cognitive styles separately, limited research has explored how both interact in the development of AMT within calculus learning, particularly in the concept of function limits. Adopting a qualitative case study design, data were generated through semi-structured interviews, classroom observations, and document analysis involving 24 mathematics education students at Universitas Islam An Nur Lampung. In this study, cognitive style refers to field-dependent and field-independent learning tendencies, while AMT is represented through indicators of reasoning, abstraction, representation, proof, and problem posing. The analysis employed thematic coding to identify patterns emerging from students’ learning experiences during APOS-based scaffolding activities. The findings reveal three interrelated themes. First, students with field-independent cognitive styles demonstrated more flexible and self-directed reasoning when solving limit problems, whereas field-dependent students relied more on guided explanations, visual representations, and collaborative support. Second, the APOS-based scaffolding sequence of action, process, object, and schema illustrated students’ gradual movement from procedural manipulation toward conceptual interpretation of limits. Third, collaborative scaffolding activities created opportunities for peer explanation and collective meaning-making that supported mathematical generalization. Across the AMT indicators, reasoning obtained the highest average score (3.6), while proof showed the lowest average score (2.9), indicating that students experienced greater difficulty in constructing formal mathematical justification. These findings indicate patterns showing that students’ advanced mathematical thinking emerged through the interaction between individual cognitive tendencies and instructional scaffolding rather than through isolated instructional techniques alone. The study highlights the importance of aligning scaffolding practices with learners’ cognitive characteristics in calculus instruction and contributes qualitative insights into the development of AMT in higher mathematics learning.
Copyright (c) 2026 Ayu Aristika, Wardono Wardono, Scolastika Mariani, Walid Walid https://creativecommons.org/licenses/by/4.0
Integration of Local Ecological Knowledge in Bird-of-Paradise Conservation Strategy: A Case Study in the Tabi and Saireri Traditional Areas
This study examines the integration of local ecological knowledge into bird-of-paradise conservation strategies in the Tabi and Saireri customary areas, Papua, with a field focus in the East Sentani (Tabi) and South Yapen (Saireri) districts. Using qualitative methods with an ethnographic approach and case studies, this study aims to understand how indigenous communities manage and conserve birds-of-paradise through local wisdom practices embedded in their socio-cultural systems. Data were collected through in-depth interviews, participant observation, and focus group discussions with 32 participants consisting of traditional elders, traditional hunters, female forest managers, and village officials involved in customary-based conservation practices. Data analysis was conducted thematically to identify local values, rules, and institutional mechanisms that support conservation. The results revealed four main themes: (1) the establishment of taboo zones and sacred forests as habitat protection spaces, (2) seasonal hunting regulations and fishing gear restrictions, (3) ritual governance and customary sanctions to maintain ecological balance, and (4) community oversight mechanisms through customary institutions. The findings indicate that the integration of local knowledge is effective when recognized in formal policies through co-management schemes, strengthening the role of customary institutions, and recognizing customary sanctions in regional conservation regulations. Local knowledge-based strategies not only maintain the habitat and population of birds of paradise but also strengthen the social legitimacy of conservation policies. This study recommends the development of co-management instruments between local governments and indigenous communities as a contextual, inclusive, and sustainable policy framework for bird-of-paradise conservation in the Tabi and Saireri customary territories.
Copyright (c) 2026 Edoward Krisson Raunsay https://creativecommons.org/licenses/by/4.0
Ethnomathematics Learning Module for the Sasak Tribe with a Deep Learning Approach for Understanding Geometry
This study aims to develop a mathematics teaching module based on the ethnomathematics of the Sasak tribe, incorporating deep learning principles to enhance students' understanding of geometry. The research was conducted at MTs Muhammadiyah Selong with the involvement of 17 seventh-grade students. The module development followed the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. The Define stage focused on gathering information, setting learning objectives, determining the topics, and identifying the target audience and content through data collection from observations and interviews. The Design stage involved selecting the module design, format, and structure. The Develop stage included the creation and editing of the module, followed by expert validation for content and media, and a pilot test to assess its functionality. The Disseminate stage included distributing the validated module to the students for further implementation. The results of the module validation from both media and content experts showed that the module was highly valid, with an average score of 82.69% for content and 82% for media design. A small-scale trial with teachers and students indicated that the module was very practical, with an average score of 84% from teachers and 81% from students. The effectiveness of the module was tested using a paired sample T-test, which revealed a significant improvement in students' geometric understanding (p < 0.05). Furthermore, the N-gain analysis showed a moderate improvement in the students' performance. This research highlights the potential of integrating deep learning principles with local ethnomathematics in creating a meaningful, contextual, and effective learning experience for students, particularly in the understanding of geometry.
Copyright (c) 2026 Lalu Saparwadi, Robyan Endruw Bafadal, Rahman Ihdanul Alpan, Rahman Ihdanil Alpin, Sakrim Sakrim, I Ketut Sukarma https://creativecommons.org/licenses/by/4.0
Developing STEAM-Based Digital Mathematics Teaching Materials to Enhance Creativity
This study was motivated by the low level of creativity among elementary school students in mathematics learning, which is still largely dominated by conventional methods and rote memorization. The aim of this study was to develop digital mathematics teaching materials based on the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) to enhance students' creativity. This study employed a Research and Development (R&D) design using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was conducted through classroom observations and interviews to identify learning needs. The developed product was validated by education experts, subject-matter experts, and STEAM experts, and was subsequently tested for practicality by teachers and students, as well as for effectiveness through the implementation of STEAM-based digital mathematics teaching materials at Lab School SD Unismuh Makassar. The results of the needs analysis indicated a demand for more interactive learning strategies and media that could help students understand concepts visually and contextually. The design of STEAM-based digital mathematics teaching materials in elementary schools is not only oriented toward academic outcomes, but also toward shaping students' character, creativity, and 21st-century skills. The evaluation results from the three validators (education expert, subject-matter expert, and STEAM expert) showed an average score of 3.28 or 85.56%, which falls into the very valid category. The practicality test involving teachers and students yielded an average score of 3.3 or 82.5%, which falls within the interval of 70% ≤ P < 85% and is categorized as practical. This indicates that the teaching materials were considered easy to use, clear, and relevant to students' learning needs. The implementation results showed a significant improvement. The analysis demonstrated that STEAM-based digital mathematics teaching materials contributed to an increase in students' creativity. Descriptively, the mean creativity score increased from 2,799 (pretest) to 3,399 (posttest). This improvement was also supported by a class N-gain score of 0.500 (moderate category), indicating a meaningful improvement in learning from an educational perspective. Furthermore, the paired-sample difference test revealed a significant difference between the pretest and posttest results (Sig. 2-tailed = 0.002 < 0.05), confirming that the use of STEAM-based digital teaching materials had a significant effect on improving students' creativity.
Copyright (c) 2026 Mutmainnah Mutmainnah, Sitti Fitriani Saleh, Abdul Halim Abdullah, Jumrah Jumrah, Nurwanda Nurwanda, Ahmadhani Ahmadhani https://creativecommons.org/licenses/by/4.0
Needs Analysis for Developing STEM-PjBL-SSI-Based e-LKPD on Renewable Energy Using Oil Palm Empty Fruit Bunch Waste Context
Renewable energy learning in science education requires contextual teaching materials that connect scientific concepts with local environmental issues and future-oriented skills. However, current classroom practices still face limitations in integrating project-based learning, socio-scientific issues, and entrepreneurial-oriented activities into structured learning resources. This study aimed to analyze the needs for developing a STEM-PjBL-SSI-based electronic student worksheet (e-LKPD) on renewable energy using oil palm empty fruit bunch waste as a local biomass context. A descriptive quantitative approach was employed through a survey involving 29 science teacher respondents. The data were collected using a questionnaire and analyzed descriptively using percentages. The results showed that Problem-Based Learning was the most frequently used learning model, applied by 51.7% of respondents, followed by Project-Based Learning at 37.9%, Discovery Learning at 27.6%, and Inquiry-Based Learning at 10.3%. The most commonly used teaching methods were discussion at 62.1% and experiment at 58.6%, while lectures were still used by 34.5% of respondents. In terms of learning resources, teachers mostly used learning videos at 72.4%, the internet at 65.5%, reference books at 55.2%, modules at 48.3%, and student worksheets at 44.8%. The findings also revealed that 62.1% of teachers were familiar with Socio-Scientific Issues, while misconceptions regarding renewable energy sources were still found among some respondents. Although 75.9% of teachers developed their own student worksheets, the existing worksheets had not systematically integrated STEM, project-based activities, socio-scientific issues, and entrepreneurial skill development. Therefore, the development of STEM-PjBL-SSI-based e-LKPD using oil palm empty fruit bunch waste as a renewable energy context is needed to support more contextual, interactive, and skill-oriented science learning.
Copyright (c) 2026 Ratna Yuningsih, Kartini, Undang Rosidin, M Setyorini https://creativecommons.org/licenses/by/4.0
Study Biopotency of Rambusa (Passiflora foetida L.) Fruit Extract As An Antibacterial for Aeromonas hydrophila
Motile Aeromonad Septicemia (MAS) is a disease affecting freshwater fish and is caused by Aeromonas hydrophila. The control of MAS commonly relies on synthetic drugs and antibiotics. This study aimed to evaluate the biopotential of rambusa (Passiflora foetida L.) fruit extract as an antibacterial agent against A. hydrophila. The antibacterial activity was assessed using the disc diffusion and Minimum Inhibitory Concentration (MIC) methods, supported by qualitative and quantitative phytochemical analyses. The results showed that rambusa fruit extract produced inhibition zones against A. hydrophila. The inhibition zone of the aqueous extract after 24 hours of incubation was 3.25 mm, while the methanolic extract produced an inhibition zone of 11.42 mm. These findings indicate that rambusa fruit extract prepared using both distilled water and methanol as solvents can inhibit the growth of A. hydrophila. Qualitative phytochemical screening of the aqueous extract revealed the presence of flavonoids, alkaloids, tannins, saponins, and hydroquinones based on the 10% KOH test. Quantitative analysis also detected flavonoids, alkaloids, tannins, saponins, steroids, phenolics, anthocyanins, and triterpenoids. The MIC test showed that concentrations of 100–600 mg/L were effective in inhibiting the growth of A. hydrophila within the weak inhibition category, while concentrations of 700–900 ppm showed higher inhibitory activity. These results suggest that rambusa fruit extract has potential as a natural antibacterial agent against A. hydrophila.
Copyright (c) 2026 Fatmawati Fatmawati https://creativecommons.org/licenses/by/4.0
Design and Development of an IoT-Based Car Security System Integrating GPS, Piezoelectric Sensors, and Glass Break Sensors
The increasing number of motor vehicles has been accompanied by a rise in vehicle-related crimes, highlighting the need for more advanced and adaptive security systems. Conventional vehicle security systems are limited by their inability to provide real-time monitoring and accurate intrusion detection. This study aims to develop and evaluate an Internet of Things (IoT)-based vehicle security system that integrates multiple sensors to improve detection accuracy and responsiveness. The research employs a Research and Development (R&D) Level 3 approach, involving system design, development, and performance testing. The proposed system utilizes a combination of piezoelectric sensors for vibration detection, glass break sensors for acoustic detection, and a GPS module for real-time tracking, all controlled by an ESP32 microcontroller and connected to a Telegram-based notification system. The results indicate that the multi-sensor integration enhances the system’s ability to detect various intrusion patterns more accurately while minimizing false alarms compared to single-sensor systems. Additionally, real-time notifications and location tracking improve user responsiveness to potential threats. In conclusion, the developed system provides a more effective, accurate, and adaptive vehicle security solution suitable for modern security challenges.
Copyright (c) 2026 Zaidan Wafi Rohdyawan, M. Iman Nur Hakim https://creativecommons.org/licenses/by/4.0
The Effectiveness of Using Android-Based Mobile Chemistry Learning Media to Increase Students' Interest in Learning Chemistry
Chemistry is a subject that students tend to dislike. Student learning outcomes are still low due to the lack of student interest in learning which is caused by the lack of media used for learning both at home and at school. To overcome this deficiency, interesting learning media is needed as a complement to learning resources that students can use anywhere and anytime, one of which is Android-based mobile learning media. The aim of this research is to determine the effectiveness of using Android-based mobile learning chemistry learning media to increase students' interest in learning chemistry on the topic of buffer solutions. This type of research is Quasi Experimental Design in the form of Nonequivalent Control Group Design. The subjects of this research were students of class XI MIPA 1 and XI MIPA 2 at SMAN 3 Mataram, totaling 58 students. Data collection techniques include interviews and questionnaires. The data analysis used was N-gain score analysis as well as normality, homogeneity and t-tests. The research results showed that the N-gain for the experimental class was 0.618 with medium criteria (effective) while the control class obtained 0.299 with low criteria (not effective). Normality and homogeneity tests showed that the N-gain data was normally and homogeneously distributed. The results of the t-test at the 5% significance level were obtained a significance value showing 0,000 < 0,05. These results indicate that the use of mobile learning media is effective in increasing students' interest in learning chemistry on the topic of buffer solutions.
Copyright (c) 2026 Muntari Muntari, Baiq Fara Dwirani Sofia, I Nyoman Loka, Ramlawati Ramlawati https://creativecommons.org/licenses/by/4.0
Profiling Critical Thinking Disposition and Preliminary Psychometric Evidence among Early-Year Science Education Students
This study profiled the critical thinking disposition of early-year science education students and examined preliminary psychometric evidence of an Ennis-based questionnaire. A quantitative descriptive survey with preliminary psychometric analysis was conducted with 90 second-semester science education students from three universities in West Nusa Tenggara Province, Indonesia. Data were collected using a 36-item questionnaire organized into 12 indicators of critical thinking disposition. Negatively worded items were reverse-scored before analysis. Descriptive statistics, category distribution, indicator-based profiling, Cronbach’s alpha, corrected item-total correlation, and exploratory factor analysis based on 12 indicator scores were applied. The results showed that students’ critical thinking disposition was generally moderate, with nearly all participants located in the moderate category. The highest indicator scores were found in precision required by situation, total situation, and employing critical thinking abilities, while the lowest scores were found in clear reasons, credible sources and observations, and being well-informed. The corrected internal consistency was modest, and several negatively worded items showed weak item-total correlations. The exploratory factor analysis suggested a tentative three-factor structure: evidence-based reasoning disposition, contextual and reflective judgment, and self-regulated critical engagement. These findings indicate that students’ critical thinking disposition is still developing and that the questionnaire requires further refinement.
Copyright (c) 2026 Ni Nyoman Sri Putu Verawati, Wahyudi Wahyudi, Nina Nisrina https://creativecommons.org/licenses/by/4.0