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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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 293 Documents
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Opportunity Cost Analysis and Fiscal Accountability of Indonesia's Board of Peace Membership Commitment 2026: A Public Finance and State Budget Management Perspective Ivansyach, Briyan Nanda; Rafli, Aqiilah Abiyyi; Tumija, Tumija
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.v5i1.1268

Abstract

This study analyzes the Indonesian government’s financial commitment of US$1 billion (approximately IDR 16.76 trillion) to secure permanent membership in the Board of Peace (BoP), formalized on January 22, 2026. The analysis applies a public expenditure framework integrating opportunity cost, value-for-money, and fiscal accountability to evaluate three key aspects: the trade-offs within the 2026 State Budget, compliance with national financial regulations, and potential risks to fiscal stability. The findings highlight three critical issues. First, the allocation represents a significant opportunity cost, as the amount is equivalent to around 5% of the Free Nutritious Meals program and nearly 7% of the national health budget. It could alternatively fund the annual salaries of approximately 300,000 contract teachers, indicating substantial foregone social benefits. Second, the financing approach of reallocating the Ministry of Defense budget without formal approval through a revised State Budget raises concerns about compliance with the principle of budget specificity, as mandated by Law No. 17 of 2003. This suggests a potential misalignment with established fiscal governance standards and legislative oversight mechanisms. Third, the commitment introduces additional fiscal pressure outside the approved budget structure, which may constrain fiscal space amid ongoing expenditure efficiency policies in 2025–2026. This condition increases the risk of undermining the deficit target of 2.68% of GDP. Overall, this study contributes to public finance discourse by demonstrating how international financial commitments can influence domestic fiscal discipline, accountability, and sustainability in emerging economies.
A Collaborative Model for Integrating Labor Education into Community Service within Ideological and Political Education: Evidence from a Vocational College in Guangzhou, China Shiyi, Tan; Hazin, Mufarrihul; Amalia, Kaniati
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1333

Abstract

The integration of labor education into community service has emerged as a promising approach to strengthening ideological and political education in vocational colleges. However, coordination among curriculum content, community service needs, practical design, and evaluation mechanisms remains underdeveloped, particularly in Guangzhou's vocational education context in China. This study aimed to examine how students perceive a proposed collaborative model that integrates labor education into community service within ideological and political education through a curriculum-practice-evaluation framework. A quantitative descriptive survey was conducted using a 30-item questionnaire on a five-point Likert scale, administered to 43 students from a single vocational college in Guangzhou via a convenience sample. Data were analyzed using descriptive statistics and reliability testing. The findings showed strong overall support for the proposed model, with a mean score of 4.358 and excellent internal consistency for the overall instrument (Cronbach’s alpha = 0.936). Among the six dimensions, Practice Design received the highest support, followed by Community Needs and Evaluation Mechanism. The strongest item-level support concerned community participation in evaluation, clear categorization of service programs, and close alignment between ideological and political courses and community-based projects. Overall, the results indicate that the model is theoretically relevant and receives strong preliminary support at the level of student perceptions rather than at the level of demonstrated institutional effectiveness. Because the evidence is drawn from a single institution, the study should be interpreted as a preliminary model-building inquiry. Practically, the findings suggest that vocational colleges may strengthen labor education by aligning structured community practice, curriculum integration, and diversified evaluation within a collaborative institutional framework.
The Role of Art Education in Safeguarding Intangible Cultural Heritage in Secondary Technical and Vocational Colleges Xingyun, Li; Widiyanah, Ima; Haq, Mohammad Syahidul
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1347

Abstract

Intangible cultural heritage (ICH) requires sustainable pathways of transmission, yet the educational role of art education in supporting ICH safeguarding in secondary technical and vocational colleges remains insufficiently clarified. This study aims to examine how students perceive the role of art education in safeguarding ICH within a vocational college context. A quantitative, descriptive, exploratory survey was conducted using a 30-item questionnaire on a five-point Likert scale, administered to 36 students from Guangdong Huali Technician College. Data were analyzed using descriptive statistics and Cronbach’s alpha. The overall mean score was 4.124 (SD = 0.767), with acceptable internal consistency for the overall instrument (alpha = 0.749), indicating generally positive student perceptions. At the dimension level, the highest mean score was observed for Pathways: Curriculum and Faculty (4.256), followed by Role of Art Education (4.214), while ICH Status and Challenges recorded the lowest, though still positive, mean (4.006). The highest item-level support concerned regularly inviting ICH inheritors for teaching and practice, whereas comparatively lower agreement was observed across several challenge- and integration-related items. Overall, the findings suggest that students perceive art education as a meaningful pathway for safeguarding ICH, particularly through curriculum integration, pedagogical support, and practice-based cultural engagement. However, the evidence should be interpreted as preliminary and perception-based, since the study draws on student responses from a single institutional setting rather than direct observation of educational practice or safeguarding outcomes.

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