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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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.
Articles
165 Documents
<![CDATA[Islamic Counselling and Spiritual Recovery: A Case Study at Medan Plus Rehabilitation Foundation ]]>
<![CDATA[Arifin, Mhd]]>;
<![CDATA[Abdurrahman, Zulkarnain]]>
<![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.v4i3.667
<![CDATA[Drug abuse in Indonesia leads to multidimensional impacts that not only damage physical and psychological health but also diminish the spiritual and moral quality of individuals. Therefore, the rehabilitation of drug addicts needs to integrate spiritual aspects in addition to medical and psychological aspects. This research examines the role of Islamic counselling in restoring the spirituality of victims of drug abuse at the Medan Plus Rehabilitation Foundation in Medan. The research method uses a descriptive qualitative approach with data collection techniques consisting of in-depth interviews and participatory observations of six participants, including the head coordinator, Islamic counsellors, and victims of drug abuse. Data analysis is conducted thematically manually with data source triangulation to ensure the credibility of the results. The findings indicate that implementing Islamic counselling through worship guidance, group therapy, and the reinforcement of Islamic values is effective in rebuilding spirituality, enhancing motivation, and strengthening the mental resilience of rehabilitation participants. The personal and collaborative approach between counsellors and foundation staff successfully addressed participants' openness barriers and information limitations. Regular spiritual activities such as dhikr, reading the Qur'an, and nightly evaluations provide a conducive atmosphere for comprehensive recovery and social reintegration. This research contributes to developing religion-based rehabilitation models in Indonesia, particularly those that integrate Islamic values holistically and measurably.]]>
<![CDATA[Understanding the Impostor Phenomenon among Active Student Organization Members in Indonesian Universities ]]>
<![CDATA[Andira, Desy Putri]]>;
<![CDATA[Daulay, Annisa Arrumaisyah]]>
<![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.v4i3.668
<![CDATA[The impostor phenomenon describes a psychological condition in which competent individuals feel unworthy of their achievements, doubt their abilities, and fear being perceived as incompetent. This study examines the impostor phenomenon level among active members of student association organizations in the Faculty of Da'wah and Communication. This research employed a quantitative approach with purposive sampling, involving 98 students. Data were collected using the online Clance Impostor Phenomenon Scale (CIPS) questionnaire and analyzed descriptively. The findings revealed that organizationally active students experienced a moderate impostor phenomenon, with a mean score of 60.96. The most dominant aspect was perfectionism, with a mean score of 3.36 (67%), which may trigger impostor feelings in students managing dual responsibilities, academic and organizational. The pressure to appear perfect, demonstrate leadership, and consistently fulfill responsibilities can contribute to persistent feelings of inadequacy.]]>
<![CDATA[GeoGebra in Discovery Learning: Alternative Solutions for Understanding Mathematical Concepts ]]>
<![CDATA[Wardani, Putri]]>;
<![CDATA[Siregar, Machrani Adi Putri]]>
<![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.v4i3.672
<![CDATA[In learning, students are required to understand the concepts of problems and visualize the objects of mathematical learning discussions. However, in reality, students face difficulties in understanding and visualizing the objects discussed; learning media can help solve the problems faced by students so that the learning process is no longer conventional, which causes students to be passive. This research aims to determine whether there is an effect of GeoGebra learning media on the Discovery Learning model on students' understanding of mathematical concepts. This research uses a quasi-experimental quantitative method that tests the cause and effect between variables. The study was conducted in class XI MIA MAL UINSU as the population, with sampling carried out by randomizing classes. The sample for this study consisted of students from class XI MIA 1 as the control class and XI MIA 2 as the experimental class. Each class consists of 39 students. The instrument used is a mathematical concept understanding ability test in the form of an essay, consisting of a pretest and a posttest. The data collected were then tested using a t-test. Based on the t-test calculations with α= 0.05, the significance value obtained is 0.000, thus 0.000 < 0.05. It can be concluded that GeoGebra learning media has an effect on the Discovery Learning model on students' concept understanding. The research results regarding the impact of learning media on students' concept understanding indicate that teachers can implement this learning media in their teaching.]]>
<![CDATA[Exploration of Mathematical Values on Traditional Umbrellas in the Alas Indigenous Community in Southeast Aceh ]]>
<![CDATA[Dinda, Dinda]]>;
<![CDATA[Siregar, Machrani Adi Putri]]>
<![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.v4i3.674
<![CDATA[This study explores ethnomathematics embedded in the forms and motifs of the Payung Mesikhat, a cultural symbol of the Alas Indigenous community in Darul Amin Village, Southeast Aceh Regency. A qualitative approach with an ethnographic method was employed to uncover the mathematical meanings inherent in the geometric elements of this traditional umbrella. Data were collected through observation, in-depth interviews with cultural figures and artisans, and visual documentation. To analyze the geometric shapes identified, GeoGebra was used as a tool for visualization and mathematical representation. The findings reveal that the Payung Mesikhat embodies various mathematical concepts, such as reflection symmetry, rotation, geometric transformations, patterns, and repetitions, each carrying philosophical significance in the Alas culture. With the aid of GeoGebra, these concepts can be represented visually and interactively, thereby supporting contextual mathematics learning based on local culture. This study is expected to enrich locally grounded mathematics teaching materials and strengthen cultural preservation through educational approaches.]]>
<![CDATA[The Effectiveness of SMART Technique Group Counseling in Reducing Peer Pressure Among Campus Organization Students ]]>
<![CDATA[Fitri, Mutia]]>;
<![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.v4i3.675
<![CDATA[Students are in a developmental phase that is full of challenges, both academically and socially-psychologically. Peer pressure is one of the dominant factors influencing students' decision-making, especially in campus organisation participation. Many students join organisations not out of personal interest but rather due to social pressure to be accepted in their environment. This study aims to examine the effectiveness of group counselling using the SMART (Specific, Measurable, Achievable, Relevant, Time-bound) technique in reducing peer pressure while also increasing students' interest in organising. The research method uses a quantitative approach with a One-Group pretest-posttest design experimental setup. The study subjects consisted of six third-semester students from BKPI-2 UINSU who were identified as having high levels of peer pressure. The research instruments used were the Peer Pressure Scale and the Organisational Participation Interest Scale, which have been validated and are reliable. The intervention was carried out through six sessions of SMART-based group counselling. The analysis results using a paired sample t-test showed a significant decrease in peer pressure from high to low (p < 0.05) and a significant increase in organisational interest from low to high (p < 0.05), with a very large effect size. These findings prove that the SMART technique of group counselling effectively reduces social pressure and enhances students' intrinsic motivation. This research has implications for developing counselling services in higher education, particularly in helping students make more independent social decisions that align with their personal goals]]>
<![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..]]>
