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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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 34 Documents
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Search results for , issue "Vol. 4 No. 3 (2025): September" : 34 Documents clear
Ethnomathematics Peanut Cake in Learning Social Arithmetic Dahlan, Nabila Adelia; Maysarah, Siti
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.726

Abstract

This study examines ethnomathematical practices in a home-based peanut-cake (kue kacang) business and draws implications for teaching social arithmetic. Using a descriptive-qualitative, ethnographic approach, data were collected through observation, interviews, and documentation with the business owner, Mrs. Mardiana Rangkuti (Medan, Indonesia). Analysis reveals that key social-arithmetic concepts are embedded across procurement, processing, packaging, and sales, including gross, tare, and net calculations, unit conversions, pricing, profit, and profit percentage, with minimal risk of loss. Daily records indicate a profit rate of 233.52% relative to production costs, illustrating how routine commercial decisions operationalize mathematical reasoning. The study translates these authentic practices into context-rich classroom tasks (e.g., computing net weight from gross and tare, comparing pricing strategies, and evaluating profit percentages under varying input costs). The novelty lies in integrating local cultural and economic activities into mathematics instruction, enabling students to connect formal social arithmetic concepts with real-life contexts. This approach is expected to improve conceptual understanding, relevance, and engagement in learning social arithmetic.
Development of Interactive Media for Learning the Pythagorean Theorem Based on Ethnomathematics in Mosque Architecture Sastika, Weni; Ananda, Rusydi
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.728

Abstract

This study aims to develop interactive learning media for the Pythagorean Theorem based on ethnomathematics using the architecture of the Medan Grand Mosque as a learning context. This research is motivated by students' low interest and understanding in mathematics, especially in the Pythagorean Theorem material. The development method used is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The validation results indicate that the media obtained a highly feasible category, with an average score of 92.5% from media experts and 91% from material experts. The teacher and student responses were 88% and 79.95%, respectively, based on practical criteria. The effectiveness test through N-Gain obtained an average value of 0.520 (moderate category). These results suggest that interactive media based on ethnomathematics can enhance students' understanding of mathematical concepts and provide more engaging learning experiences by connecting the material to local culture.
The Influence of Learning Models Cooperative Type Numbered Heads Together (NHT) on Learning Outcomes of Mathematics Students SMP Muhammadiyah 01 Medan Syahputri, Dahlianasari; Ananda, Rusydi
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.730

Abstract

This study aims to address the low mathematics learning outcomes of eighth-grade students in flat-sided shapes lessons by applying the NHT learning model. The method used is quantitative with a quasi-experimental approach. Sampling was conducted using cluster random sampling from SMP Muhammadiyah 01 Medan. The research design used was a control group. The research instruments were pretest and posttest essay questions. The results showed that the experimental class obtained a higher average N-Gain score of 0.790 (high category) compared to the control class, which obtained a lower average N-Gain score of 0.445 (medium category). The hypothesis test results from the N-Gain data yielded a t-count of 6.025, which is greater than the t-table value of 1.668 at a significance level of 0.05. Therefore, it can be stated that Ha is accepted. These findings suggest that the application of the NHT model significantly enhances students' mathematics learning outcomes. This suggests that cooperative learning, supported by the NHT model, can be an effective alternative for encouraging more active, collaborative, and meaningful mathematics learning in junior high schools.
The Influence of the Creative Problem-Solving (CPS) Model on Students’ Learning Motivation and Mathematical Problem-Solving Ability Damanik, Anisa Risanda; Siregar, Tanti Jumaisyaroh
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.731

Abstract

This study tries to find out if using the Creative Problem Solving (CPS) model can improve the learning motivation and math problem-solving skills of eighth-grade students at MTs Akbar Insan Cendikia during the 2024/2025 school year. The study used a Quasi-Experiment method with a pre-test and post-test design that included both an experimental group and a control group. A total of 60 students were chosen through a purposive sampling method, with class VIII-A serving as the experimental group and VIII-B as the control group, each having 30 students. The tools used to collect data were a questionnaire to measure learning motivation and a test to assess problem-solving abilities. The data was analyzed using a t-test after checking for pretest scores, normality, and homogeneity. The results showed that the CPS model had a strong impact on increasing students' learning motivation, as the t-value obtained was 2.472, which is higher than the t-value from the table (2.002). It also had a significant effect on improving students' math problem-solving skills, with a t-value of 2.250, again higher than the t-value from the table (2.002). These findings show that the Creative Problem Solving model can be a good and effective method to enhance math learning in secondary schools.

Page 4 of 4 | Total Record : 34

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