Journal of Mathematics Instruction, Social Research and Opinion
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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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.
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<![CDATA[Ethnomathematical Expolarization of The Portibi Temple Building in North Padang Lawas Regency ]]>
<![CDATA[Hasibuan, Mega Utami]]>;
<![CDATA[Rakhmawati, Fibri]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.683
<![CDATA[This study explores ethnomathematics in the architecture of the Portibi Temple in North Padang Lawas Regency to reveal the relationship between geometric concepts and the symbolic meaning of Hindu-Buddhist culture. A qualitative approach using observation, interviews, and documentation was used to identify mathematical elements in the temple structure. The results show the presence of a cube-shaped solid on the main body of the temple, symbolizing the stability of human life and the connection between the earth and the sky; a cylinder on the roof representing the continuity of life; beams on the stairs and the base of the temple as symbols of sturdiness; and a rectangular pyramid in the interior, reflecting the relationship between humans and the spiritual world. In addition, the rectangular and trapezoidal solid shapes emphasise the principles of proportionality and balance. These findings demonstrate that the geometric forms in the temple serve not only structural functions but are also rich in philosophical values. The implication is that Portibi Temple can be used as an ethnomathematics-based learning resource that links abstract concepts with the local cultural context, thereby making mathematics learning more concrete, meaningful, and fostering students' appreciation of cultural heritage.]]>
<![CDATA[Effectiveness of Group Guidance with Symbolic Modelling in Reducing Verbal Aggression among Junior High School Students ]]>
<![CDATA[Tusyadiah, Nur Halima]]>;
<![CDATA[Lubis, Saiful Akhyar]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.689
<![CDATA[This study is a quantitative research employing a quasi-experimental model with a non-equivalent control group pretest-posttest design, which compares the results before and after the intervention between two different groups. The population of this study consisted of seventh-grade students at MTs Swasta Darul Ulum Budi Agung who were identified as having verbal aggression behaviour, with a sample of 16 students divided into experimental and control groups, each consisting of eight students, selected through purposive sampling. The instrument used to measure students’ verbal aggression behaviour was a questionnaire developed based on Kartini Kartono’s framework, which had been tested for validity and reliability. Data analysis was conducted using the paired sample t-test and the independent sample t-test. The findings revealed a significant decrease in students’ verbal aggression behaviour in the experimental group, with the average pretest score increasing from 53.38 (low category) to 95.63 (high category) in the posttest. This was supported by a significance value of 0.000 (p < 0.05), indicating the effectiveness of the intervention in reducing students’ verbal aggression behaviour. Therefore, it can be concluded that group counselling services with symbolic modelling techniques are effective in reducing verbal aggression among junior high school students, and it is recommended that they be implemented as a preventive strategy in school counselling services.]]>
<![CDATA[Effect of Group Guidance with Self-Affirmation on Students’ Body Image Dissatisfaction ]]>
<![CDATA[Lesmana, Nakita Augydia]]>;
<![CDATA[Darmayanti, Nefi]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.690
<![CDATA[Body image dissatisfaction is a significant issue affecting adolescents’ mental health, including lowered self-esteem and increased anxiety. This study aimed to examine the effectiveness of group guidance using the self-affirmation technique in reducing body image dissatisfaction among ninth-grade students at MTsS Mandurana Tanjung Botung, Padang Lawas Regency. A quantitative approach with a one-group pretest-posttest design was employed. Eight students were selected purposively based on high to very high levels of body image dissatisfaction. The intervention consisted of four group guidance sessions using self-affirmation techniques over two weeks. Data were collected using a validated body image dissatisfaction scale and analysed using the Wilcoxon Signed Rank Test with SPSS 26. The results showed that prior to the intervention, 88% of students were in the very high category and 12% in the high category. After the intervention, all students (100%) fell into the very low category. Statistical analysis indicated a significance value of 0.012 (<0.05) with an effect size of -0.89, categorised as large, indicating a very strong impact. In conclusion, group guidance with the self-affirmation technique is effective in reducing adolescents’ body image dissatisfaction and can be applied in school counselling services. This study provides a basis for developing psychological interventions for adolescents that integrate group support and self-affirmation.]]>
<![CDATA[Integrating Ethnomathematics in Architectural Heritage: A Case Study of BAT Buildings in Cirebon ]]>
<![CDATA[Sulistiawati, Sulistiawati]]>;
<![CDATA[Natania, Aisya]]>;
<![CDATA[Safinah, Zahwa]]>;
<![CDATA[Maulidia, Risni]]>;
<![CDATA[Sukanda, Chika Nurmayanti]]>;
<![CDATA[Muchyidin, Arif]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.581
<![CDATA[This study is the first to analyze the British American Tobacco (BAT) Building in Cirebon through an ethnomathematical perspective as a means of supporting contextual mathematics learning in Indonesia. The research is driven by the need for innovative approaches that integrate local culture into mathematics education. The main objective is to identify and describe mathematical concepts embedded in the architectural design of the BAT Building. A descriptive qualitative method was employed, with data collected through direct observation, photographic documentation, and literature review. The analysis focused on architectural elements such as roofs, windows, doors, and façades to reveal underlying mathematical concepts. The findings indicate that the BAT Building incorporates diverse geometric representations, including spatial forms (rectangular pyramids and triangular prisms), flat shapes (rectangles and semicircles), symmetry, patterns, proportions, and geometric transformations. These results demonstrate that colonial industrial architecture not only serves as a historical and cultural landmark but also as a rich source of ethnomathematical knowledge. The study concludes that integrating architectural heritage into mathematics learning provides an effective contextual approach to enhance students’ understanding of geometry. Furthermore, the findings contribute to the development of culturally based teaching materials and highlight the importance of linking mathematics with history and local wisdom to strengthen meaningful learning experiences.]]>
<![CDATA[Rasch Model Analysis of Spatial Visualization Test Items on the Pythagorean Theorem for Junior High School Students Using Ministep ]]>
<![CDATA[Istiqomah, Syfa]]>;
<![CDATA[Lusiyana, Desy]]>;
<![CDATA[Hidayat, Rifqi]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.682
<![CDATA[The lack of valid and reliable test instruments to measure junior high students’ spatial visualization skills, especially regarding the Pythagorean Theorem, prompted this study. The goal of this research is to assess the quality of spatial visualization test items related to the Pythagorean Theorem for junior high students. This study used a quantitative descriptive approach with Rasch Model analysis via Ministep software. The developed instrument included 11 essay questions administered to 30 ninth-graders through purposive sampling. Results showed that 5 items were valid, while 6 needed revision. The instrument’s reliability coefficient was 0.91 (high). Based on difficulty, there were 3 easy, 2 moderate, and 6 difficult items. This instrument meets Rasch Model standards and is suitable for measuring junior high students’ spatial visualization abilities concerning the Pythagorean Theorem, serving as a reference for designing more accurate and representative math assessments..]]>
<![CDATA[The Relationship Between Academic Service Quality and Employee Job Satisfaction: Evidence from Cambodian Public Universities ]]>
<![CDATA[Menh, Sophea]]>;
<![CDATA[Kouy, Sokean]]>;
<![CDATA[Pok, Visalbot]]>;
<![CDATA[Mok, Sarom]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.692
<![CDATA[Research exploring the perceptions of public university employees in Cambodia regarding job satisfaction and academic service quality revealed significant insights. Using a quantitative design with a sample of 336 staff from three Phnom Penh universities, the study found that employees reported a high perception of both their job satisfaction and the academic services they provide. On average, staff felt more satisfied with their jobs than they rated the quality of academic services, although both were perceived positively. This suggests that job satisfaction is a slightly stronger factor. A key finding was the confirmed positive relationship between the two variables, indicating that the perception of academic service quality increases as job satisfaction increases. This correlation highlights the crucial link between employee well-being and the quality of education services. The research, driven by the need to enhance the education sector, provides valuable insights into employee morale and the current state of academic services within the Cambodian public university system, underscoring the importance of focusing on staff satisfaction as a strategy for improving educational offerings.]]>
<![CDATA[The Effect of Project-Based Learning (PjBL) On Critical Thinking Skills as Seen from Cognitive Styles ]]>
<![CDATA[Lismayani, Lismayani]]>;
<![CDATA[Kamid, Kamid]]>;
<![CDATA[Yantoro, Yantoro]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.711
<![CDATA[This study investigates thei effect of the Project-Based Learning (PjBL) model on eighth-grade students’ mathematical critical thinking skills, considering their cognitive styles. The research employed a quasi-experimental design with a non-equivalent control group, involving eighth-grade students of SMP Negeri 24 Kerinci in the 2023/2024 academic year. The sample comprised two experimental classes taught with the PjBL model and one control class taught conventionally. Data were collected using the1 Group Embedded Figures Test (GEFT) to identify students’ cognitive styles and an essay test to measure critical thinking skills. Data analysis was conducted through a two-way ANOVA to examine the effects of the learning model and cognitive style, followed by a t-test for further comparison. The results showed that the PjBL model and students’ cognitive styles significantly influenced mathematical critical thinking skills. Field Independent (FI) students scored higher than Field Dependent (FD) students. However, no significant interaction was found between the learning model and cognitive style, indicating that PjBL provides relatively balanced opportunities for all learners. These findings suggest that PjBL can be an effective and inclusive instructional approach to foster students’ critical thinking, and mathematics teachers are encouraged to integrate it into classroom practice.]]>
<![CDATA[The Implementation of the STAD Learning Model Assisted by PowToon on Solid Geometry to Improve the Learning Outcomes of Eighth-Grade Students ]]>
<![CDATA[Hadimiati, Ajeng Sri]]>;
<![CDATA[Asrul, Asrul]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.714
<![CDATA[This study aimed to address eighth-grade students' low conceptual understanding and problem-solving skills in learning flat-sided solid figures by applying the STAD learning model assisted by Powtoon. A quasi-experimental method with a Nonequivalent Control Group Design was employed, with samples selected using cluster sampling from SMP Muhammadiyah 01 Medan. Research instruments consisted of pretest and posttest essay questions. The results showed that the experimental class obtained a higher mean N-Gain score of 0.65 (medium category) than 0.38 (medium category) in the control class. The independent samples t-test revealed that the difference was statistically significant (t = 3.142, df = 48, p = 0.003 < 0.05, t-table = 2.011). These findings indicate that implementing the STAD model, assisted by Powtoon, effectively enhanced students’ conceptual understanding and mathematical problem-solving skills. Moreover, it suggests that cooperative learning supported by interactive animations can serve as an effective alternative to foster more active, collaborative, and meaningful mathematics learning in secondary schools.]]>
<![CDATA[Development of Ethnomathematics-Based Student Worksheets to Improve Conceptual Understanding ]]>
<![CDATA[Asnawati, Nurul Ain]]>;
<![CDATA[Hasanah, Rusi Ulfa]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.717
<![CDATA[Conceptual understanding is essential in geometry, yet many students struggle with rotation concepts due to a lack of contextual learning materials. This study aims to develop ethnomathematics-based student worksheets (LKPD) by integrating the Serampang Dua Belas dance movements as a rotation representation. The worksheets were tested on 37 ninth-grade students at an Islamic junior high school in Serdang Bedagai Regency using the ADDIE development model. Validation results from subject matter and media experts scored 89% (highly valid), while teacher and student responses indicated 89% (efficient). Effectiveness was demonstrated with an N-Gain of 0.77 (high category), and 82% of students scored ≥75. These findings confirm that the developed LKPD is valid, practical, and effective, offering an innovative learning tool that bridges mathematics with local culture and has the potential to be adapted to other cultural and mathematical contexts.]]>
<![CDATA[Ethnomathematical Analysis of Processing Techniques in Alame and Lemang: Traditional Foods of Padang Lawas ]]>
<![CDATA[Nasution, Rizki Wahyudi]]>;
<![CDATA[Hasibuan, Eka Khairani]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i3.725
<![CDATA[Limited student understanding of contextual mathematical concepts remains a key issue in learning. This study aims to identify and analyze mathematical concepts in the preparation of traditional foods Alame and Lemang from Padang Lawas using an ethnomathematics approach. A qualitative descriptive-exploratory method was employed, with data collected through observation, semi-structured interviews, and documentation. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña and validated through triangulation and member checking. The results indicate that Lemang preparation involves spatial geometry, geometric transformations, and heat distribution, while Alame applies ratios and proportions of ingredients, traditional measurement, and time and temperature estimation. Both techniques reflect principles of algorithm, order, and efficiency. These findings confirm that traditional culinary practices can serve as contextual mathematics learning media while contributing to the preservation of local culture.]]>
