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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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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Enhancing Learners' Engagement in Araling Panlipunan through Gamification: A Philippine Case Study Panga, Kenneth; Doroin, Marjorie C.; Campo, John Marc; Bohayo, Cherrynel; Oxidental, Silva P.
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.v4i3.475

Abstract

Learner disengagement remains a pressing concern in Araling Panlipunan (Social Studies) classes, where the subject is often viewed as monotonous and detached from students' interests. This action research investigated the potential of gamification as an innovative approach to enhance learners' engagement in Araling Panlipunan. Conducted during the 2024–2025 school year, the study involved a selected Grade 10 class consisting of forty (40) learners at San Rafael National High School in Tigaon, Camarines Sur, Philippines. A single-group research design was employed, and purposive sampling was used to select participants from a section with relatively low classroom engagement and academic performance. A five-week intervention was implemented, integrating game-based elements such as point systems, leaderboards, and reward mechanisms into Araling Panlipunan lessons. Learner engagement was tracked through structured scoring for participation and the quality of responses, supported by weekly leaderboards that fostered healthy competition. The pre-intervention results revealed a Mean Percentage Score (MPS) of 44.44% in engagement-related indicators, classified as "Did Not Meet Expectations." Post-intervention assessments significantly rose to 86.88%, categorized as "Very Satisfactory." The post-intervention results showed a statistically significant improvement (p < 0.001), confirming the effectiveness of gamification in enhancing engagement in Araling Panlipunan. Based on the findings, it is strongly recommended that educators integrate gamified strategies into classroom discussions to cultivate a more engaging learning environment.
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.
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.
A Review of Unconventional Citation Metrics for Scientific Publications Gupta, Shikha; Wadhwa, Sakshi; Gupta, Samarth
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.v4i3.409

Abstract

Citation metrics play a crucial role in evaluating the impact and significance of scientific publications within the research community. Among the widely recognised indicators are the journal impact factor and the h-index, the latter often used to evaluate and rank academic conferences. Despite the prominence of these metrics, many scholars remain unfamiliar with a range of alternative measures available for assessing scholarly output. This review examines various citation-based metrics employed to assess scientific publications. Although some of these metrics offer distinct advantages, they have not yet been widely adopted by journals, funding bodies, or researchers. This review aims to provide a detailed overview of lesser-known citation indicators and to support researchers in making more informed evaluations of academic influence and research quality.
Monte Carlo Method for Predicting Educational Service Revenue at Each Level of Education at PT. Kanaka Belajar Baratasena, Raden Radian; Mukidin, Mukidin; Kosim, Kosim; Ariatin, Adinda Rainah Lova
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.v4i3.497

Abstract

The increasing demand for education services in Indonesia has significantly influenced the growth of private tutoring businesses. PT Kanaka Belajar is a company that provides private tutoring services, yet it continues to face challenges related to revenue uncertainty and fluctuating student enrollment, which can affect financial management and increase the risk of business bankruptcy. Therefore, a reliable and accurate revenue prediction system is necessary at each level of education to estimate income for the coming year. The Monte Carlo method is a computational algorithm that uses repeated random sampling to obtain numerical results. This study applied the Monte Carlo method to forecast revenue based on historical data from 2021 to 2023. This research aims to develop a web-based revenue prediction system for educational services at different levels by implementing the Monte Carlo simulation. The results demonstrated that the model provided high prediction accuracy for private tutoring income at the elementary school level in 2023, with an MAPE value of 1.57%. The system predicted 314 tutoring sessions, while the data showed 319 sessions, resulting in a minimal difference of 5 sessions. These findings suggest that the Monte Carlo method effectively forecasts educational service revenue, where smaller percentage error values indicate higher accuracy, while larger errors suggest lower forecast reliability.

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