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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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
Earnings Management and Earnings Value Relevance in Indonesia's Property Sector During and Post COVID-19 Pandemic Amri, Wilyan; Astuti, Widia
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.v4i2.508

Abstract

The COVID-19 pandemic had a significant impact on the property and real estate sector in Indonesia. During the Large-Scale Social Restrictions (PSBB), economic activity declined sharply, resulting in substantial losses for many property companies. This study aims to analyse earnings management and earnings value relevance in real estate companies during and after the COVID-19 pandemic. A descriptive quantitative method was employed using secondary data from the financial statements of 34 companies listed on the Indonesia Stock Exchange. The results of the Kolmogorov–Smirnov (K–S) test indicated that the earnings management variable was normally distributed (significance values during the pandemic = 0.217; post-pandemic = 0.235). Meanwhile, the F-test revealed no significant simultaneous effect of the independent variables (BVPS and EPS) on earnings value relevance in both periods, with a p-value of 1.293 (≥ 0.05). Despite the potentially negative perception of earnings manipulation, such decisions were found to enhance the relevance of earnings and firm value. This study uniquely highlights the pandemic’s impact on accounting practices and the relevance of earnings while also demonstrating corporate strategies to maintain their image and attract investors amid economic uncertainty.
Who Reaches the Top? Investigating Gender-Based Performance and Maximum Score Gaps in University Entrance Exams Disnawati, Hermina; Dwiningrum, Siti Irene Astuti; Deda, Yohanis Ndapa; Rashid, Salman; Dos Santos, Mariano
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.v4i2.524

Abstract

Disparities in the academic readiness of first-year university students remain evident, continuing to challenge higher education systems, particularly when entrance assessments fail to reflect foundational competencies accurately. This study investigates whether gender-based differences exist in entrance exam performance and analyzes students' maximum scores to assess peak academic achievement in two core domains: English proficiency and Quantitative Knowledge. The research was conducted at a public university in East Nusa Tenggara, Indonesia, involving 1,186 students admitted through the independent selection pathway. A comparative quantitative approach was applied using descriptive statistics, Welch’s t-test, and boxplot visualizations in JASP 0.18.3 software. The results showed no statistically significant gender differences in either domain (English: p = 0.504, d = 0.040; Quantitative: p = 0.543, d = –0.036), with nearly identical mean scores and score variability. However, the maximum scores of 17/20 in English and 13/20 in Quantitative Knowledge were far below the full mark, indicating systemic gaps in academic preparedness and possible ceiling effects in test design. These findings support the need to redesign entrance assessments using Item Response Theory (IRT) and to implement bridging or matriculation programs. These interventions can help universities and policymakers ensure fairer and inclusive pathways to promote equitable access and success in higher education.
A Comparison of the Effectiveness of STEM Skewer Stick and Flash Card Learning Media on Students' Understanding of the Concept of Area of Plane Figures at SDN Layungsari 2 Budiana, Sandi; Rosfadhri, Ninda; Prameswari, Shinta; Nursaadah, Ai
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.v4i2.527

Abstract

Mathematics education at the elementary level often faces challenges in enhancing students' understanding of the concept of area in two-dimensional shapes. To address this issue, various learning media have been developed, including Science, Technology, Engineering, and Mathematics (STEM)-based tools like skewer sticks and flash cards. This study aims to compare the effectiveness of these two media in improving the understanding of the area of two-dimensional shapes among fifth-grade students at SDN Layungsari 2. The research employed a quantitative approach with a quasi-experimental design, involving two experimental groups: Class VA used STEM skewer sticks, while Class VB used flash cards. Data were collected through pre-test and post-test assessments of students' understanding of area concepts. The results showed that both groups experienced significant improvement, with the average post-test score of Class VA (88.93) being higher than that of Class VB (83.46). A t-test revealed a significant difference (p = 0.017) between the two groups, indicating that the STEM skewer stick method was more effective in enhancing conceptual understanding. These findings suggest that more concrete and interactive learning media, such as skewer sticks, can optimally increase student engagement and understanding in mathematics education.
Remediating Students’ Misconceptions on Fractions through Conceptual Change Theory and Scaffolding Fikriyah; Maison; Huda, Nizlel
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.v4i2.530

Abstract

Students’ misconceptions about fraction concepts remain prevalent and significantly impact their mathematical understanding. The purpose of this study was to provide remediation to students who were identified as having misconceptions about fractions based on the results of a diagnostic pre-test using a five-tier instrument. Remediation of students' misconceptions was carried out through learning using conceptual change theory and scaffolding. To determine the impact of the intervention, a post-test diagnostic was conducted using the five-tier instrument. This study employed a mixed-methods approach through a convergent parallel design. The quantitative subjects consisted of 26 students, while the qualitative subjects comprised three students selected through purposive sampling. Qualitative data were collected through observation, interviews, and documentation. The results of this study indicate that before remediation, the average scientific conception (correct answers) was low at 17.6%, and after remediation, it increased to 86.6%, representing an average increase of 69%. The findings indicate that integrating conceptual change theory with scaffolding is a promising strategy for addressing entrenched misconceptions in mathematics education.

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