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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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 149 Documents
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Transformational Leadership and Work Performance of Police Officers in Cambodian Provincial Police Commissariats Chhoun, Bunchhian; Yat, Yen
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.v4i2.417

Abstract

This study aimed to assess the relationship between transformational leadership and the work performance of Cambodian police officers in provincial police commissariats. Mixed approaches were used to collect the data by adapting from the multifactor leadership questionnaire (MLQ) and the individual work performance questionnaire – IWPQ. A total of 267 participants were deputy police commissariats, office chiefs, and deputy office chiefs working in the six target provinces – Kompong Cham, Kandal, Koh Kong, Svay Rieng, Banteay Meanchey, and Siem Reap province. The study found similar effects of transformational leadership (14.6%) and transactional leadership (14.5%) on work performance. Police leaders built and strengthened relationships, met needs, encouraged, motivated, and supported subordinates, and used the stick-and-carrot approach to enable the staff to perform their tasks. However, statistics explain the increase in applying transformational leadership trends and the transactional approach in the Cambodian context. This finding implies the necessity of extending transformational leadership practice among police leaders in the current context of Cambodia.
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.
Mathematical Skills as Predictors of Students’ Performance in Secondary School Mathematics in Ogun State, Nigeria Abiodun, Taiwo; Ayoola, Asanre Akorede; Turayi, Chinaka
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.v4i3.429

Abstract

Stakeholders in education must understand the relationship between students' mathematical performance and their mathematical skills in order to develop a more effective mathematics curriculum and education. It is on this basis that this study examined mathematical skills as a predictor of students’ performance in secondary school mathematics in Ogun State, Nigeria. The survey design used for this study was descriptive. The population of this study consisted of all Senior Secondary School Two (SSS2) students in Ogun State. Four hundred eighty (480) secondary school students from the SSS2 class comprised the study sample. In this study, simple random and purposeful sampling methods were used. Purposive sampling technique was used to select twelve (12) schools among secondary schools in Ogun State, while the simple random sampling technique was used to select forty (40) respondents from each school. For this study, two research questions were used. The instruments used for data collection are: Mathematics Performance Test (r = 0.762); Numerical Skills Test (r = 0.86); Spatial Reasoning Test (r = 0.78); and Problem-solving Style Questionnaire (r = 0.82). The results showed a significant positive relationship between mathematical skills and students’ performance in mathematics. The correlation of independent variables in relation to the performance of students in mathematics is as follows: Numerical skills (r=0.122,p<0.05); Spatial skills (r=0.182, p<0.05); and Problem-solving skills (r=0.139,p<0.05) respectively. It was further revealed that mathematical skills relatively contributed to students’ academic performance in mathematics. It was then concluded that mathematical skills are an important factor that enhances students’ performance in mathematics.
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
Barriers to Regular Student Attendance in Sociology Programs at Mid-West University, Nepal Subedi, Anand Prasad; Dhakal, Bed Prakash
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.v4i3.442

Abstract

Regular attendance is a crucial factor in students' academic success. However, at Mid-West University (MU) in the Humanities and Social Sciences, irregular attendance among students has been observed. The percentage of students who attend more than 80% of the classes held is zero for undergraduates and only 0.5% for graduates. It is very important to disclose the underlying causes of it. There is no prior research exploring attendance barriers in the context of HSS, MU. Similarly, current institutional policies have not adequately addressed the root causes of student absenteeism. Thus, there is both an empirical and policy research gap. The specific objective of the study is to identify the key barriers that prevent students from attending classes regularly in HSS, MU. The research site for the investigation is the Surkhet district, Karnali Province, based on the programs of HSS and MU. This study has employed a descriptive research design. In-depth interviews and a survey (closed-ended) are the data collection tools. The sample size of the survey is determined based on [ ]  formula where the margin of error is 0.05, in which the sample size (n) is 63. Barriers to students' regular attendance in the Humanities and Social Sciences at MU include socio-economic, institutional, academic, and personal factors. This study has both policy and pedagogical implications, suggesting new structural changes and teaching and learning approaches that could be introduced.
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.

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