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Arif Muchyidin
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Journal of Mathematics Instruction, Social Research and Opinion
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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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 24 Documents
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Search results for , issue "Vol. 4 No. 2 (2025): June" : 24 Documents clear
Exploring ASEAN Integration through the Knowledge of Generation Z in Phnom Penh, Cambodia Kor, Chhaihong; Ka, Mathul; Ro, Vannak; Sario T, Pio
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.418

Abstract

The Association of Southeast Asian Nations (ASEAN) has played a vital role in Cambodia’s economic, political, and social cooperation with its ASEAN member states. Cambodian Generation Z is a dynamic group building a future for Cambodia. This article assesses the level of knowledge about ASEAN integration among Generation Z in Phnom Penh, Cambodia, using a mixed-methods approach with a survey of 414 respondents and 8 key informant interviews. The findings reveal that while Generation Z in Phnom Penh demonstrates some awareness of ASEAN, their overall knowledge remains limited, with notable strengths in cultural awareness and digital engagement but significant gaps in political and economic understanding. Future research should explore factors contributing to knowledge gaps and the impact of digital platforms on awareness. It should also conduct comparative studies across ASEAN countries to understand generational knowledge disparities better.
Enhancing Students’ Pollution Problem-Solving Skills Through Problem-Based Learning: The Moderating Role of Mathematical Literacy Yani, Indri; Budiana, Sandi; Rostikawati, Teti; Sundari, Fitri Siti; Umam, M. Afifuddin Khotibul
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.431

Abstract

This study examines the effectiveness of the Problem-Based Learning (PBL) model in enhancing university students’ ability to solve environmental pollution problems, with mathematical literacy as a moderating variable. Conducted in Indonesia, the research adopted a quasi-experimental non-equivalent pretest-posttest control group design involving 64 biology education students from Universitas Pakuan. Participants were assessed using open-ended problem-solving tests and a rubric aligned with the PISA framework. Results from two-way ANOVA showed significant effects of the learning model (F(1, 58) = 32.84, p < .001, η² = .216) and mathematical literacy levels (F(2, 58) = 29.17, p < .001, η² = .201) on problem-solving performance. Although both groups improved by 18.75 points from the pretest to the post-test, the PBL group outperformed the control. Post hoc analysis (Tukey HSD) revealed that students with high mathematical literacy achieved the highest scores (M = 91.8, SD = 3.7), confirming its moderating effect. These findings underscore the value of integrating mathematical literacy into PBL to promote contextual learning and real-world problem-solving. Future studies should explore broader samples and longitudinal impacts across diverse educational contexts.
The Evaluating the Effectiveness of Role-Playing in Enhancing Fourth Graders’ Mastery of Decimal Numbers in Mathematics Sukmanasa, Elly; Indirwan; Salwa, Munani; Wahyuni, Nana
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.433

Abstract

In primary school mathematics, inadequate teaching methods remain a persistent challenge that negatively impacts students’ learning outcomes. This quasi-experimental study aimed to evaluate the effectiveness of the role-playing method in improving fourth-grade students' understanding of decimal numbers at SDN Empang 2. The study involved two groups: an experimental group taught using role-play and a control group taught through conventional instruction. Fifty-three students participated, with 26 in the experimental and 27 in the control group. Data were collected using post-test scores and analyzed using an independent t-test. The results showed a statistically significant difference in learning outcomes, with the experimental group achieving a higher mean score (M = 69.69) than the control group (M = 63.85) and a p-value of 0.009 (p < 0.05). These findings indicate that role-playing significantly enhances students’ conceptual understanding and performance in mathematics. The study contributes to the growing research on interactive teaching methods and suggests that role-playing can be an effective pedagogical tool in primary mathematics instruction.
The Influence of Mathematical Representation Ability and Spatial Ability on Students’ Mathematics Learning Outcomes in Terms of Gender Izzati, Nurma; Nurkhamdalah; Rohmah, Andini; Firasyan, Faizah; Zahrani, Nabila; Askalani, Ibnu Hazar; Hersafitri, Pradini
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.436

Abstract

This quantitative experimental study aims to examine the effect of mathematical representation ability and mathematical spatial ability on students’ mathematics learning outcomes, with gender as a moderating factor. The population consisted of 74 third-semester Mathematics Education students at UIN Syekh Nurjati Cirebon during the 2024/2025 academic year. A sample of 30 students was selected using purposive sampling. Validated test instruments were used to measure mathematical representation ability, spatial ability, and learning outcomes. Data were analyzed using simple and multiple linear regression. The results show that for female students, both abilities significantly and positively influenced learning outcomes (p < 0.05). For male students, only mathematical spatial ability showed a significant effect (p < 0.05). These findings suggest that female students may be better at integrating representational and spatial skills in mathematical learning than their male counterparts
STEAM+X in Mathematics Education: A Systematic Literature Review Isnawan, Muhamad Galang; Pochulu, Marcel David; García-García, Javier; Alsulami, Naif Mastoor; Sudirman, Sudirman
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.451

Abstract

This study analyses how the STEAM+X framework has been implemented in mathematics education. The “X” component represents additional disciplines beyond the traditional STEAM fields, such as culture, history, and architecture. The systematic literature review (SLR) follows the PRISMA protocol. The initial search returned 350,190 documents, but only one article met the rigorous inclusion criteria focused explicitly on STEAM+X in mathematics education. This finding underscores the topic’s novelty and the need for further research. The selected study highlights the integration of geometry, digital and physical technologies (e.g., GeoGebra, AR/VR, 3D printing), and educational levels, including high school and teacher education. The analysis reveals limited implementation across countries and a lack of diversity in content areas. These results call for expanded investigations into STEAM+X practices incorporating broader mathematical domains, varied cultural contexts, and more inclusive educational levels.
The Relationship Between Self-Directed Learning and Mathematical Literacy Skills Among Grade XI Students: A Correlational Study Setiabudi, Zahrani Putri; Alyani, Fitri
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.453

Abstract

This scholarly investigation examines the relationship between self-directed learning and proficiency in mathematical literacy among students. The methodology employed in this study is quantitative, utilizing a correlational approach. The sampling technique adopted was convenience sampling, encompassing 143 high school students from Jakarta. The instruments employed for data collection comprised a self-directed learning questionnaire alongside a mathematical literacy assessment. The questionnaire was meticulously crafted to evaluate the degree to which students exhibit initiative, responsibility, and self-directed learning capabilities. Conversely, the mathematical literacy assessment was designed to gauge students' proficiency in comprehending, interpreting, and resolving contextualized mathematical challenges. The data analysis incorporated a correlation test to determine the relationship between the two variables. The results revealed a statistically significant correlation between self-directed learning and students' mathematical literacy competencies, with a significance value of 0.035 below the threshold of α = 0.05, alongside a Pearson correlation coefficient of r = 0.176. Consequently, it can be inferred that an increase often follows an increase in the level of students self-directed learning in mathematical literacy. However, because the correlation value is very low, the effect of self-directed learning on mathematical literacy is considered small, suggesting that other factors may also play a role in influencing students' mathematical literacy skills.
Needs Analysis for Designing Hybrid Learning with Problem-Based Scaffolding to Enhance Mathematical Problem-Solving Skills Setiani, Yani; Ruhiat, Yayat; Hendrayana, Aan
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.459

Abstract

This study aimed to identify the need for developing a hybrid learning design integrated with problem-based scaffolding to improve students' mathematical problem-solving skills in a differential equations course. A quantitative approach was employed, involving surveys and in-depth interviews with 104 mathematics education students at Sultan Ageng Tirtayasa University. The results showed that 88% of students valued the flexibility of hybrid learning, while 85% agreed that problem-based learning effectively supported their ability to solve complex problems. Additionally, 83% found step-by-step scaffolding helpful, and 88% emphasized the importance of timely feedback. These findings highlight the critical need for structured scaffolding tailored to student abilities, supported by multimedia instructional tools such as videos combining PowerPoint and screencast recordings. The study recommends integrating these components into mathematics instruction and regular formative assessments to enhance student engagement and problem-solving competence. The results provide practical guidance for curriculum designers and educators seeking to implement more effective and relevant learning models in higher education mathematics.
Scouting Education as A Strategy to Strengthen Nationalist Values in Indonesian High School Student Malik, Jamaludin; Nasiwan, Nasiwan
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.489

Abstract

This study explores how scouting education strategically strengthens nationalist values among Indonesian high school students. Employing a qualitative research design, the study was conducted at SMAN 1 Subang, Kuningan Regency, involving data collection through interviews, observations, documentation, and literature studies. The results indicate that scouting education programs at SMAN 1, Subang, are well integrated with the 2013 Curriculum, particularly in reinforcing spiritual attitudes, social attitudes, and practical skills aligned with Pancasila values. These programs are adaptively designed to respond to the dynamic needs of society, encouraging students to develop respect for religious diversity, teamwork, discipline, and social responsibility. Moreover, scouting activities such as national flag ceremonies, singing patriotic songs, and community service effectively cultivate students’ sense of nationalism. The study also highlights the role of civic education as a complementary reinforcement in building nationalist character through classroom instruction and extracurricular practices. Integrating civic values in scouting education provides a comprehensive foundation for fostering civic intelligence, participation, and responsibility. Therefore, scouting education is an extracurricular requirement and vital for character-building and nurturing future citizens committed to national unity and cultural diversity. Schools are encouraged to optimize and promote scouting education as a transformative platform for strengthening national identity among students.
The Effectiveness of Implementing the Teaching-at-the-Right-Level (TaRL) with Number-Board Media Improves Elementary Students’ Integer Learning Outcomes Syahiril, Wawan; Putri, Vania Angelia; Anggraini, Wita; Sasmita, Risna
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.499

Abstract

Understanding the concept of Integers remains a significant challenge for many elementary school students, particularly in grasping the concept of place value. This study aims to evaluate the effectiveness of the Teaching at the Right Level (TaRL) approach, assisted by number board media, in improving the learning outcomes of fifth-grade students in Integer material. A quantitative method with a one-group pretest-posttest pre-experimental design was employed, involving 24 students from SDN Bantarkemang 6 selected through purposive sampling. Data were collected using a 10-item multiple-choice test administered before and after the intervention. The results show an increase in the average score from 68.33 (pretest) to 87.08 (posttest). The Wilcoxon Signed-Rank Test revealed a significance value of 0.001 (p < 0.05), indicating a statistically significant improvement. The N-Gain score of 0.6604 was classified as moderate, supporting the conclusion that the TaRL approach, combined with number board media, is effective in enhancing students’ learning outcomes in Integers concepts.
The Influence of Using Travel Miniature Media through the Problem-Based Learning (PBL) Model and Teaching at the Right Level (TaRL) Approach on Mathematics Learning Outcomes of Grade 5 Elementary School Students Budiana, Sandi; Rahayu, Dwi; Jannah, Ni'matul; Efendy, Arief Rahman
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.504

Abstract

Few studies have combined Problem-Based Learning (PBL) and Teaching at the Right Level (TaRL) to enhance elementary students' understanding of geometric concepts. Conventional teacher-centered instruction often limits students' active engagement, particularly in abstract mathematics topics such as the perimeter of plane figures. This study aimed to investigate the impact of integrating miniature journey media with Problem-Based Learning (PBL) and Teaching at The Right Level (TaRL) on mathematics learning outcomes. A pre-experimental one-group pre-test/post-test design was used, involving 22 fifth-grade students at SDN Layungsari 2 in Indonesia. Students completed a pre-test, received instruction using the intervention, and then completed a post-test. The assessment instrument included two descriptive items adjusted to students' ability levels. The data were analyzed using descriptive statistics and a paired samples t-test. Normality was confirmed via the Shapiro–Wilk test. The results indicated a statistically significant improvement in scores from the pre-test (M = 41.64, SD = 12.4) to the post-test (M = 64.59, SD = 14.2), t(21) = 3.94, p = .001, with a moderate effect size (d = 0.70). These findings suggest that combining miniature journey media with PBL and TaRL can support students' learning of perimeter concepts. Further research with control groups and larger samples is recommended to validate and extend these findings.

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