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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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 271 Documents
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Eco-Theological Management and Its Implications for Student Character Development at Al Bahjah Islamic Boarding School Yudhantaka, Mochamad Dicky; Gloria, Ria Yulia; Arifudin, Iis
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1082

Abstract

This study addresses the problem of strengthening student character in Islamic boarding schools through value-based educational management. Specifically, it examines how eco-theological management, grounded in tawhid (Islamic monotheism), can be implemented to support holistic character development. The objective of this study is to analyze the implementation of eco-theological management and its implications for student character development at Al Bahjah Islamic Boarding School. This research employs a qualitative case study approach. Data were collected through field observations and semi-structured in-depth interviews involving students, alumni, and parents. The data were analyzed using a descriptive-analytical technique, including data reduction, data display, and conclusion drawing, with triangulation to ensure data validity. The results show that eco-theological management, implemented through the integration of diniyah, tahfidz, and general curricula, contributes significantly to the development of students’ discipline, moral character, independence, and academic competence. Despite limitations in the general curriculum time allocation, continuous evaluation and improvement efforts help maintain educational quality. This study concludes that eco-theological management is an effective and adaptive model for strengthening student character in Islamic educational institutions.
The Impact of Information Technology Innovation in Human Resource Management in The Digital Era Using The Ishikawa Method Case Study at PT Semanggi 3 Zahro, Siti Fatimatus; Pribadiyono, Pribadiyono
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1084

Abstract

Rapid digital transformation requires companies to strengthen human resource management (HRM) governance by effectively leveraging information technology. However, gaps often occur between the expected benefits of digital systems and their actual implementation, particularly in infrastructure readiness, employee capability, and organizational acceptance. This study aims to examine the impact of information technology innovation on HRM governance and to identify key factors influencing the success and constraints of HRIS implementation at PT. Semanggi 3. The research employs a qualitative descriptive approach using the Ishikawa (fishbone diagram) analysis to identify root causes affecting technology adoption. The analysis categorizes influencing factors into six major variables: Man, Method, Material, Machine, Environment, and Management. The findings indicate that HRIS implementation generally performs well, with the Customer Satisfaction Index (CSI) showing “Excellent” and “Very Good” ratings across most service aspects. Nevertheless, several gaps remain, particularly in infrastructure readiness, technical training, and employee adaptability to digital transformation. Strengthening digital competencies, improving IT infrastructure, and ensuring continuous managerial support are identified as essential strategies for optimizing technology utilization in HRM governance.
Analysis of Human Resources Readiness in Facing Organisational Digital Transformation Towards Industry 4.0: A Case Study at Instant Cement Manufacturing Company Azizah, Muthia; Supriadi, Yudi Nur
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1107

Abstract

Digital transformation poses significant challenges for the Indonesian manufacturing sector in the Industry 4.0 era, demanding human resource (HR) readiness in line with technology adoption. This study analyses HR readiness at PT XYZ, an instant cement manufacturing subsidiary of Major Corporate Group, as it navigates organisational digital transformation. Using a qualitative single-case study design, the population included all PT XYZ employees involved in digital transformation, with a purposive sampling of six key informants: the HR Manager, Production Manager, IT Manager, one Supervisor, and two Production Employees. The instruments consisted of semi-structured interview guidelines, limited observation protocols, and a documentation checklist, analysed through the Miles and Huberman interactive model with thematic techniques for pattern identification. The results indicate an overall positive HR readiness, characterised by a collective understanding of transformation as a change in mindset and culture, supported by inter-divisional collaboration that overcomes psychological resistance and technical obstacles through ongoing training and mentoring. However, generational gaps persist. In conclusion, despite successful adaptation through upskilling, companies need an inclusive strategy for sustainable competitiveness
Meta-Analysis of the Effectiveness of Ethnomathematics-Based Learning Models on Students’ Mathematical Conceptual Understanding Istiani, Delima; Mujib, Mujib; Rakhmawati, Rosida; Mardiyah, Mardiyah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1118

Abstract

The growing demand for quality education in the globalization era requires students to develop strong mathematical conceptual understanding alongside essential 21st-century competencies. However, international assessments such as PISA indicate that students’ conceptual mastery in several ASEAN countries remains relatively low, partly due to instructional approaches that are less contextual and culturally relevant. In response, ethnomathematics-based learning has been proposed as an alternative model that integrates local cultural contexts into mathematics instruction to enhance meaningful understanding. This study aims to quantitatively synthesize empirical evidence regarding the effectiveness of ethnomathematics-based learning models in improving students’ mathematical conceptual understanding and to examine the influence of moderator variables. A meta-analysis was conducted on 26 eligible studies published between 2018 and 2025, selected through purposive sampling from the Google Scholar database. Effect sizes were calculated using Hedges’ g under a random-effects model, followed by outlier detection, heterogeneity testing, moderator analysis, and publication bias assessment. The results reveal a statistically significant and very high pooled effect size (g = 1.21, p < 0.0001) after outlier removal, indicating strong effectiveness compared to conventional instruction. Despite substantial heterogeneity, moderator analyses highlight variations across educational levels, mathematical topics, cultural contexts, and learning models. Overall, ethnomathematics-based learning demonstrates robust empirical support as an effective approach to strengthening students’ mathematical conceptual understanding.
Meta-Analysis of the Effectiveness of Implementing Interactive Ethnomathematics-Based Learning Media Puspanaja, Dyah Arum; Anggoro, Bambang Sri; Rakhmawati M, Rosida
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1119

Abstract

This study aims to analyze the effectiveness of ethnomathematics-based interactive learning media on students’ mathematical cognitive abilities using a meta-analysis approach. The data were obtained from 32 studies that met the inclusion criteria. Effect sizes were calculated using the standardized mean difference with a random-effects model to account for variability across studies. The results of the meta-analysis indicate that ethnomathematics-based interactive learning media have a strong positive effect on students’ mathematical cognitive abilities, with an overall effect size of g = 1,48, which is classified as large. These findings suggest that integrating cultural contexts into interactive learning media is effective in enhancing students’ understanding and cognitive performance in mathematics learning.
Vocational Education Readiness in Preparing Green Jobs: Needs Analysis and Implementation Strategies Feby, Feby; Havwini, Tian; Yunus, Rusyda Nazhirah; Sari, Desi Ratna; Stefani, Windy; Fadilah, Nurul; Aswar, Luki; Siregar, Multhahada Ramadhani
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1120

Abstract

The global transition toward a sustainable, low-carbon economy has significantly increased demand for green jobs, creating new challenges for vocational education institutions. However, many vocational curricula remain primarily oriented toward conventional industrial needs, raising concerns about their readiness to prepare graduates for green employment sectors. This study aims to analyze the readiness of vocational education, particularly at the polytechnic level, in preparing graduates for green jobs through a needs analysis and the development of implementation strategies. This research employed a mixed-method approach, combining qualitative and quantitative techniques. Data were collected through curriculum document analysis, questionnaires, interviews, and Focus Group Discussions (FGDs) involving lecturers, program representatives, and green job experts. The study focused on Batam State Polytechnic (Polibatam) as the research context. The findings indicate that vocational education readiness for green jobs remains at an emerging stage. Key gaps were identified in the integration of sustainability principles within institutional vision and mission statements, learning outcomes, curriculum content, teaching practices, lecturer competencies, and eco-friendly infrastructure. Although moderate alignment with industry collaboration and national policy frameworks was observed, the overall implementation of the curriculum remains fragmented. Based on expert validation through FGDs, this study proposes a prototype model for green curriculum integration that emphasizes institutional, curricular, instructional, and collaborative strategies.
The Effect of Organizational Learning and Transformational Leadership on Employee Performance with Job Satisfaction as A Mediation Variable Komala, Evi; Erlina, Rr. Erlina; Rusdi, Zainnur M.
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1130

Abstract

This study aims to analyze the effect of organizational learning and transformational leadership on the performance of civil servants in Bandar Lampung City, with job satisfaction serving as a mediating variable. The results of the data analysis indicate that organizational learning has a positive and significant effect on civil servant performance, suggesting that a strong learning culture and mastery of technology enhance employee performance. Transformational leadership is found to have a significant, negative direct effect on performance, suggesting that its effectiveness depends on support from other mechanisms. Furthermore, job satisfaction has been shown to play a significant mediating role in the relationships between organizational learning and performance, as well as between transformational leadership and performance. These findings emphasize that improving civil servant performance is not solely determined by structural and leadership factors, but is also strongly influenced by employee job satisfaction. Therefore, public organizations need to manage organizational learning processes and leadership styles in a balanced manner to sustainably enhance job satisfaction and employee performance.
The Relationship between Career Anxiety and Digital Competence with Students' Self-Efficacy in the Era of Automation and Artificial Intelligence Winarni, Isna; Erwanto, Erwanto; Hidayati, Ira
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1161

Abstract

The rapid development of automation and artificial intelligence has reshaped workplace demands, requiring final-year students to develop strong psychological readiness and digital competence. These changes can lead to career anxiety, which may undermine students’ self-efficacy. This study aimed to examine the relationships among career anxiety, digital competence, and students’ self-efficacy in the era of automation and AI. Using a quantitative correlational design with purposive sampling, 100 final-year students in Bandar Lampung participated in the study. Data were collected using three 4-point Likert scales: the Self-Efficacy Scale, the Career Anxiety Scale, and the Digital Competence Scale, with Cronbach’s alpha coefficients of 0.82, 0.79, and 0.84, respectively. Data analysis employed Pearson correlation and multiple linear regression using SPSS. The findings showed that career anxiety was significantly related to self-efficacy (r = 0.432, p < 0.001), while digital competence demonstrated a stronger correlation (r = 0.649, p < 0.001). Regression results indicated that both variables jointly influenced self-efficacy (F = 43.813, p < 0.001), contributing 47.5% to its variance, with digital competence being the most dominant predictor (β = 0.569). These findings support Social Cognitive Career Theory, which highlights that both psychological and technical factors Influence self-efficacy development. Therefore, universities should implement integrated strategies to strengthen students’ digital competence while mitigating career anxiety, thereby enhancing their confidence and readiness for future work environments.
Description of Students' Mathematical Critical Thinking Ability on Circle Material in Class VIII of SMP Negeri 09 Lebong Ristontowi, Ristontowi; Adepio, Sakut; Ramadianti, Winda; Masri, Masri; Jumri, Rahmat
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.1165

Abstract

Mathematical critical thinking ability is the capacity to investigate, discover, connect, and assess every aspect of a problem carefully and thoughtfully to arrive at the best solution. This study aims to describe students' mathematical critical thinking abilities regarding circles in Grade VIII at SMP Negeri 09 Lebong. This research is a qualitative descriptive study with 20 student participants. Three students were interviewed: one with high ability, one with medium ability, and one with low ability. Data collection methods included tests, interviews, and documentation. The research instruments consisted of test items and interview guidelines. The data analysis technique involved data collection, data reduction, data presentation, and conclusion. The results of the study show that high-ability students met all indicators of mathematical critical thinking: Interpretation, Analysis, Evaluation, and Conclusion. Medium-ability students met two indicators: Interpretation and Analysis. Low-ability students were unable to meet the indicators of mathematical critical thinking: Interpretation, Analysis, Evaluation, and Conclusion.
GeoGebra-Assisted Problem-Based Learning: Enhancing Students’ Mathematical Problem-Solving Ability Putra, Beni Yusepa Ginanjar Putra; Fitria, Audia Nurul; Rahman, Taufik; Rosita, Neneng Tita
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1183

Abstract

Mathematical problem-solving ability is a crucial competence for students, yet evidence suggests it remains generally low. To address this issue, this study implements GeoGebra-assisted Problem-Based Learning (PBL-GeoG) to enhance students' mathematical problem-solving skills. Using a quantitative approach with a quasi-experimental non-equivalent control group design, the research involved eighth-grade students at a public junior high school in West Bandung Regency during the 2024-2025 academic year. Two classes were selected as samples: class VIII-E as the experimental group receiving the PBL-Geog model and class VIII-C as the control group receiving direct instruction (DI). Data were collected through a validated mathematical problem-solving test and analyzed using IBM SPSS Statistics 23. The results of the independent samples t-test showed a significance value of 0.000 (  < 0.05). The findings conclude that the improvement in mathematical problem-solving skills among students taught with the GeoGebra-assisted Problem-Based Learning model is significantly higher than that of students taught through direct instruction.

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