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Journal of Mathematics Instruction, Social Research and Opinion

misro
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Published by MASI MANDIRI EDUKASI

ISSN : - EISSN : 29627842 DOI : 10.58421/misro

Core Subject : Humanities, Education, Social,

Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

The Journal of Mathematics Instruction, Social Research and Opinion (MISRO) is a peer-reviewed scholarly online journal. The MISRO is published in March, July, and November three times a year. The MISRO is a non-profit journal whose publication is free of charge. The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO. The MISRO welcomes any papers on: Mathematics Education Ethnomathematics Social Mathematics Social Studies Education And in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, research in an educational context, book reviews, and review articles.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 149 Documents

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Macan Ali In The Cirebon Glass Painting: The Study Of Ethnomathematics Tegar Perkasa Wahyusukma; Arif Muchyidin; Indah Nursuprianah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 1 (2022): March
Publisher : MASI Mandiri Edukasi

The research objectives are: 1) Knowing the history and development of the Macan Ali and the typical Cirebon glass painting. 2) Knowing the mathematical elements in the typical Cirebon Ali Macan glass painting. The research method used by the researcher is descriptive qualitative research with interview data collection techniques, observations, documentation and field notes. The research results are the history of the Macan Ali, which means the association of the Cirebon indigenous people who are great linuhung or holding fast to the belief of an almighty god. The mathematical element found in the Macan Ali is the golden ratio worth 1.618... . The Golden Ratio used by the researcher is the Golden Rectangle and the Golden Ellipse. First, there are 3 Golden Rectangles on the two macan eyes, the front and back legs of the Macan Ali and the formation of the tail pattern and the overall Macan Ali's difference of 0.155 and 0.164. Then, 1 Golden Ellipse is found in the shape of the Ali Macan body. Meanwhile, in typical Cirebon glass paintings, there are elements of transformation (Reflection, Translation, Dilation, and Rotation), namely, reflection or reflection on the making of the Macan Ali pattern in glass media, translation and rotation on the mega cloudy carving, and dilatation on the wadasan carving. From this research, it is hoped that this will provide readers with insight and knowledge regarding the typical Cirebon Macan Ali glass painting and the mathematical elements contained in it and can preserve the art, culture, and history through the typical Cirebon Macan Ali glass painting

Golden Ratio and the Meaning of the Wayang Kulit Gunungan Philosophy Ian Perasutiyo; Arif Muchyidin; Indah Nursuprianah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 1 (2022): March
Publisher : MASI Mandiri Edukasi

Mathematics is a field of science taught since elementary school that discusses patterns or regularities of mathematical concepts and mathematical structures. One of the privileges of mathematics is that mathematics is associated with culture, and one of the responsibilities of the citizens of Indonesia is to preserve its culture. The relationship between mathematics and civilization is known as ethnomathematics. In this case, the researcher takes the culture related to Cirebon wayang kulit. The problem researchers face is that there are no rules for making shadow puppet patterns except by plagiarizing. The wayang kulit taken in this study is the wayang kulit Gunungan Cirebon. However, the researchers took the concept of the Golden ratio as a material to overcome problems in creating patterns for wayang kulit Gunungan Cirebon. This research aims to: 1). Knowing the relationship of the golden ratio in making puppet patterns in Gunungan Cirebon. 2). Knowing the relationship between the golden ratio and the wayang kulit philosophy of Gunungan Cirebon. The research method is descriptive qualitative research with interviews, observation, documentation, and measurement data collection techniques. It also uses data analysis, data reduction, presentation, and concluding. The results of this study found that there was a relationship between the golden ratio and the making of wayang kulit patterns in Gunungan Cirebon. The application of the golden ratio in the making of shadow puppet patterns also contains philosophical meanings and symmetry in it.

Application Ability of Students in Integrated Computer-Aided Numerical Analysis Learning Kosim Kosim
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 1 (2022): March
Publisher : MASI Mandiri Edukasi

The low ability of students to apply in numerical analysis courses is a problem in this research. Integrated learning is one solution to this problem. The aim is to determine the differences in student application abilities between integrated and conventional learning. One of the computer science colleges in the Cirebon area was sampled in this study. Two groups were formed, consisting of 1 integrated study group with a total of 36 students and one conventional study group with a total of 32 students. Both groups contracted numerical analysis courses. What carried out the type of quasi-experimental research and the static group comparison randomized control group only design became the design in this study. The result is that the average value of the application ability of students who study conventionally is 80.31, while the average application ability of students who study in an integrated manner is 84.58. The application ability of students who study integrated is higher than students who study conventionally, and the ability to apply of students who study integrated is more uniform than students who study conventionally. The results of the Mann-Whitney test found that the application ability of students who studied in an integrated manner was better than those who studied conventionally.

Mathematics on Cirebon Woven Fabric with Lanang Motifs Ibnu Hasan Bisri; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 1 (2022): March
Publisher : MASI Mandiri Edukasi

This study aims to know the mathematical elements in the lanang motif woven fabric, construct a mathematical model on the increasingly lanang patterned weaving, and construct a new mathematical model for the new lanang motif woven fabric. The data was obtained in the form of qualitative data using interview data collection techniques, observations, documentation and field notes with data analysis, namely domain analysis, taxonomic analysis, component analysis and theme analysis. The results showed that the lanang-patterned woven fabric has geometric shapes, namely pentagons, rhombuses and triangles, to make pentagons, rhombuses and triangles using a pattern formed from small polygons called a rhombus-shaped unit lattice. The mathematical model used in this research is the matrix; to create a pentagon requires a matrix of order 103 Ã— 210, to form a rhombus requires a matrix of order 103 Ã— 338, and to develop a triangle involves a matrix of order 103 Ã— 348. These patterns can create new designs by manipulating the rows contained in the matrix owned by each shape.

Application of Collaborative Teamwork Learning Model and Guided Note Taking Model and Their Influence on Students' Ability to Understand Mathematical Concepts Khannatus Saâ€™diyah; Arif Muchyidin; Nurma Izzati
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 1 (2022): March
Publisher : MASI Mandiri Edukasi

The purpose of this study was to determine the ability to understand students' mathematical concepts and the responses of students who applied the collaborative teamwork learning model and guided note-taking model, as well as to find out the differences in understanding the mathematical concepts of students who applied the collaborative teamwork learning model and the guided note taking model. This study uses a quantitative approach with experimental methods and a quasi-experimental research design in the form of a posttest-only design. The population of this study were students of class X MAN 1 Cirebon, Cirebon Regency, then selected samples of class X IIS 3 as experimental class II with guided note-taking model and X IIS 4 as experimental class I with collaborative teamwork learning model. Sampling is done by cluster random sampling technique. Through the prerequisite test, namely the normality and homogeneity test, the research data obtained were normally distributed and had homogeneous variance. After conducting the prerequisite test, the researcher tested the hypothesis using the Independent Sample T-Test with the asymp value. Sig (2-tailed) of 0.000. This value is smaller than 0.05, so Ha is accepted. In other words, there are differences in the understanding of mathematical concepts between classes that apply the collaborative teamwork learning model with guided note-taking models on the subject of the sine and cosine rules in class X IIS MAN Cirebon I Cirebon Regency. The average value of the class that applies the collaborative teamwork learning model is 72.38, with 11 students achieving the KKM (Minimum Completeness Criteria), and the guided note-taking model of 78.52, with 29 students completing the KKM (Minimum Completeness Criteria). Both models received a good response from students, with a response of 82% for the collaborative teamwork learning model and 76% for the guided note-taking model.

The Comparison of Students Mathematics Learning Outcomes Between Using Performance Assessment and Self-assessment Hernita Octaviani Putri; Jamali; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

A good assessment covers three aspects: cognitive, affective, and psychomotor. Many teachers tend to assess only the cognitive aspect. This problem requires treatment in the form of appropriate assessment so that the development of student learning outcomes not only covers the knowledge aspect only. This research aims to find out the result of students learning outcomes in a group of mathematic learners after being given treatment in the form of performance assessment and self-assessment and find out which treatment gives better results amongst students who are treated in the form of performance assessment and self-assessment. This research is an experimental study. The population taken is all students in grade X of MA Ash-Siddiqiyyah. The sample was taken based on purpose, namely purposive sampling. The class used as the experimental class I is class X IPA 1, which amounted to 30 students, and class X IPS 2, which amounted to 30 students, is experimental class II. Based on the results obtained, the average student learning outcomes in experimental class I is in the high category with an average number gain value of 0.71. The average student learning outcomes in experimental class II are in the medium category and are shown by the average number of gain values of 0.64. Based on the hypothesis test results, the decision is to reject Ho and accept Ha. Then it can be concluded that the results of student learning in the learning group treated by performance assessment are better than student learning outcomes in the learning group treated with self-assessment.

Analysis of the Geometric Thinking Stage of Madrasah Tsanawiyah Students Based on Van Hiele's Theory Nasifah; Arif Muchyidin; Muhamad Ali Misri
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

In the process of learning mathematics, especially geometry, teachers must pay attention to the level of ability possessed by students. Van Hiele suggests that there are five stages of thinking that students will go through in learning geometry: the visualization stage, the analysis stage, the informal deduction stage, the deduction stage, and the rigor stage. Each stage of thinking will be passed by students sequentially without passing any of the previous stages. This study aimed to identify and describe the geometric thinking stages of high school students. The first is based on van Hiele's theory. The research method used in this research is descriptive quantitative. This research was conducted at MTs (Madrasah Tsanawiyah) An-Nur, Cirebon City, with a population of 318 students and a sample of 72 students selected using a purposive sampling technique. The data collection technique used is in the form of a Van Hiele geometric thinking stage test with 25 multiple choice questions divided into five subtests. The results showed that 29.17% of students were in stage 1 (visualization), 25% of students were in stage 2 (analysis), and 6.94% of students were in stage 3 (informal deduction). There are still students who have not entered the van Hiele geometric thinking stage (at stage 0), namely 13.89%. As for the students who could not determine their van Hiele geometric thinking stage, as many as 25%. The highest stage achieved by students was stage 3 (informal deduction), so no student reached stage 4 (deduction) and stage 5 (rigor). In general, the geometric thinking stage of MTs (Madrasah Tsanawiyah) An-Nur students is at stage 1 of van Hiele's geometric thinking.

Development of Peer-Based Interaction Skills Assessment Instruments in Mathematics Learning Process in Class Indah Nuraena; Budi Manfaat; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

Interaction skills between students are needed during the learning process. If a student does not interact with the teacher or between students during the learning process in the classroom, they will have difficulty achieving maximum learning success. The purpose of this research and development is to develop an instrument for assessing interaction skills among students in the mathematics learning process in the classroom. This development method was adapted from the steps developed by Saefuddin Azwar, which started with the identification of measurement objectives, operationalization of aspects, item writing, language testing, field tests, item selection, and final compilation. The subject of the experiment was carried out on class VIII-C students of SMPN 3 Luragung. Based on the results of research and development at SMPN 3 Luragung to produce a peer-based interaction skill assessment product during the mathematics learning process in class, the researcher can conclude that the assessment of interaction skills between students can objectively assess interaction skills between students when learning mathematics so that the results of the assessment are more accurate. In addition, the validity and reliability of the test results of the instrument for assessing interaction skills between students in the learning process of mathematics in the classroom that has been developed indicate that this instrument is suitable for use in learning mathematics. With minimum validity of 1 of three authors, the reliability of the instrument is said to be very high, with a result of 0.91, and the item discrimination power is greater than the item-total correlation coefficient of 0.2

Mastery of Trigonometry Material and Its Effect on Students' Ability to Solving Three Dimensional Problems Nisa Triyatul Fitri; Arif Muchyidin; Reza Oktiana Akbar
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

This study aims to describe whether or not mastery of trigonometry affects students' ability to solve geometric problems in class X at SMAN Kadugede. The form of research used in this study is a quantitative research method. The research design used in this study is a one-shot case study, meaning that the treatment is applied to one experimental group, and then the dependent variable is measured. This design aims to determine a variable's effect on other variables effectively. The data collection instrument used was a test of mastery of trigonometric material and students' abilities in solving three-dimensional space problems. The population in this study was 253 students of class X; in this study, the authors took samples using the cluster random sampling technique with the object sampled in this study, namely class X 4, as many as 34 students at SMA Negeri 1 Kadugede. Analysis of the research data using linear regression test. Mastery of trigonometry material significantly influences mastery of three-dimensional space material. This is indicated by a significant value of 0.000 < 0.05 and the regression equation obtained is Y = 11.435 + 0.758 . The equation means that the ability to solve geometrical problems increases or increases by 0.758 times the mastery of trigonometry material, while the constant value of 11.435 states that if students do not have mastery of trigonometry material, then the ability to solve three-dimensional space problems is shallow. The results of the statistical test showed that there was an effect of mastery of trigonometry material on students' ability to solve three-dimensional problems.

The Effect of Application of Creative Problem Solving Learning Methods on Students' Mathematics Learning Outcomes Dariah; Toto Syatori Nasehudin; Arif Muchyidin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 1 No. 2 (2022): July
Publisher : MASI Mandiri Edukasi

This study aims to determine: 1) Student responses after the application of the Creative Problem Solving learning method; 2) Students' mathematics learning outcomes after using the Creative Problem Solving learning method; 3) Whether or not there are differences and the influence of the application of the Creative Problem Solving learning method on students' mathematics learning outcomes. This research is an experimental type of research, namely research that is used to find the effect of specific treatments on others under controlled conditions. The experiment was carried out with the object of research consisting of the experimental and control classes. The researcher used class X IPS 1 as the experimental class, which consisted of 30 students, and class X IPS 2 as the control class, which consisted of 32 students. Sampling was done by random cluster sampling. The results showed that the student's response to applying the Creative Problem Solving learning method was reasonable based on the results of the questionnaire data recapitulation, which showed an average number of 77.39% and was in solid criteria. Student learning outcomes by applying the Creative Problem Solving learning method are included in the excellent category, with the average score obtained by the experimental class students of 88.50. There were 29 students out of 30 who scored above the KKM set by the school, which was 67. Meanwhile, the average score for the control class only reached 76.75. The results of the t-test show differences in student learning outcomes using the Creative Problem Solving learning method with those using ordinary or conventional learning methods with a correlation value of 0.404, which can be said to have a moderate effect

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Home Page

OAI Link

Editorial Team

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Contact Name Arif Muchyidin

Contact Email journalmisro@gmail.com

Phone +6281324454525

Journal Mail Official journalmisro@gmail.com

Editorial Address Jl. Gagak N0.105 Kel. Sadang Serang, Bandung, West Java, Indonesia 40133

Location Kota bandung, Jawa barat INDONESIA

Abstract

Abstract

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Abstract

Contact Name
Arif Muchyidin

Contact Email
journalmisro@gmail.com

Phone
+6281324454525

Journal Mail Official
journalmisro@gmail.com

Editorial Address
Jl. Gagak N0.105 Kel. Sadang Serang, Bandung, West Java, Indonesia 40133

Location
Kota bandung,

Jawa barat

INDONESIA