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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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 315 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 Tan Shiyi; Mufarrihul Hazin; Kaniati Amalia
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 Li Xingyun; Ima Widiyanah; Mohammad Syahidul Haq
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.
Peircean Semiotic Analysis of Cultural Identity in the Lepo Kirek Traditional House, Sikka Regency Felisitas Siano; Desi Dwi Prianti
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.v5i2.1326

Abstract

The Lepo Kirek traditional house in Hewokloang, Sikka Regency, Indonesia, represents a significant expression of cultural identity that is increasingly challenged by modernization. This study aims to analyze how architectural elements of the Lepo Kirek traditional house represent and sustain cultural identity through Charles Sanders Peirce’s semiotic framework, focusing on icon, index, and symbol. This research employs an interpretive ethnographic approach. Data were collected through participatory observation, visual analysis, and image-based interviews with four informants, including customary leaders, cultural observers, and community members. The fieldwork was conducted over a period of one month, allowing in-depth engagement with cultural practices and architectural meanings. The findings reveal that the Lepo Kirek traditional house operates as a dynamic semiotic system. First, the roof form of Buwun Sikon Sakok Manu Ladon functions as an icon representing protection and ancestral strength. Second, spatial structures such as Ulu Higun (sacred space) and Pekang Gete (communal space), along with ritual practices and material selection, serve as indices of the relational system among humans, ancestors, and nature. Third, carvings, ritual objects, and the concept of the house as a “microcosm” function as symbols constructed through collective cultural conventions. Additionally, the study identifies ongoing reinterpretation through material adaptation and the integration of religious elements without eliminating core cultural meanings. This study concludes that the Lepo Kirek traditional house is a living cultural text that continuously negotiates identity. The research contributes theoretically by integrating Peircean semiotics with ethnographic context in analyzing traditional architecture, and practically by providing insights for cultural preservation strategies in the context of modernization.
Batak Toba Local Wisdom as a Conceptual Bridge in Primary Mathematics Instruction: A Systematic Literature Review Taruly Tampubolon; Kaleb E. Simanungkalit
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.v5i2.1345

Abstract

Indonesian primary education continues to face significant challenges in numeracy, as evidenced by a persistent performance gap between formal mathematical abstractions and students' daily sociocultural contexts. This study explores the potential of Batak Toba local wisdom to serve as a conceptual bridge in elementary mathematics learning. Following the PRISMA protocol, a systematic review was conducted on seven empirical studies retrieved from SINTA-indexed journals published between 2015 and 2025. Inclusion was limited to studies that provided empirical evidence of classroom interventions. Findings reveal that Batak Toba cultural heritage—specifically the geometric symmetries of Ulos textiles, the structural proportions of Rumah Bolon architecture, and the functional designs of Tandok—provides a robust foundation for teaching geometry, measurement, and arithmetic. This integration operates through three primary pathways: the use of artifacts as visual anchors, the alignment of instructional materials with cultural identity, and the implementation of Realistic Mathematics Education (RME) within local settings. The synthesized evidence indicates that these culturally relevant approaches significantly enhance students' conceptual understanding and engagement in learning compared to conventional methods. The study concludes that while indigenous frameworks effectively foster mathematical literacy, further rigorous research is needed to evaluate their efficacy across broader socio-geographical contexts.
The Paradox of Economic Criminal Law Enforcement After the New Criminal Code Between Regulatory Progressivity and Impunity for Corruption Guntarwan Indar Wibowo; Suryawan Raharjho; Muh. Syah Quddus
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.v5i2.1386

Abstract

Indonesia's persistent corruption problem, characterized by escalating state losses and structural impunity, raises a critical question: does the 2023 Criminal Code reform genuinely strengthen economic criminal law enforcement, or does it merely produce progressive norms without effective implementation? This study aims to analyze the paradox between the regulatory progressivity of the new Criminal Code and the phenomenon of impunity in economic criminal law enforcement in Indonesia. This research employs a normative juridical method, drawing on a conceptual and legislative approach. Data were collected through literature studies involving primary legal materials (laws and regulations), secondary legal materials (academic books and journal articles), and tertiary legal materials (legal dictionaries and institutional reports from KPK, ICW, and PPATK). Analysis was conducted using prescriptive qualitative techniques, including legal interpretation, the construction of legal arguments, and the critical evaluation of norm consistency. The results show that the new Criminal Code strengthens corporate criminal accountability (Article 45), reinforces the fault principle (Article 36), and expands proportional sentencing as a progressive step in addressing modern economic crimes — including corruption that caused state losses reaching IDR 28.4 trillion in 2023 and IDR 310.61 trillion in 2024. However, a paradox persists: these progressive regulations have not translated into effective enforcement due to structural obstacles, including weak inter-institutional coordination among KPK, police, and prosecutors; the complexity of proving cases involving transnational financial networks; and structural impunity driven by perpetrators' political and economic power. The study recommends strengthening inter-institutional coordination and integrating digital technology in cross-jurisdictional investigations, while calling for further empirical and comparative studies to bridge the gap between legal norms and enforcement.
Application of The Problem-Based Learning Model to Improve Mathematical Communication Ability of Senior High School Students Silmi Ghaida; Al Jupri Al Jupri
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.v5i2.1401

Abstract

Mathematical communication is an important component of mathematics learning, yet many students in Indonesia still have difficulty expressing mathematical ideas clearly. This study aimed to examine whether students taught using the Problem-Based Learning (PBL) model achieve better mathematical communication skills and greater improvement than those taught using conventional instruction. This study used a quantitative approach with a quasi-experimental design, specifically a pretest–posttest non-equivalent control group design. The participants were 68 tenth-grade students from a senior high school in Bandung, divided into an experimental class and a control class using purposive sampling. Data were collected through written tests and observation sheets. The data were analyzed using the Mann–Whitney test and n-gain scores. The results showed that the experimental class had a higher posttest mean score than the control class, with a mean difference of 12.00 points. Statistical analysis indicated a significant difference between the two groups (p = 0.0315 < 0.05). In terms of improvement, the experimental class achieved a higher n-gain (0.53, medium category) compared to the control class (0.37, medium category), with a significant difference (p = 0.008 < 0.05). These findings indicate that the PBL model is effective in improving students’ mathematical communication skills and can serve as an alternative learning strategy in mathematics classrooms.
A Praxeological Analysis of Textbook: Systems of Linear Inequalities in Two Variables Noviana Antaria Antaria; Sufyani Prabawanto
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.v5i2.1410

Abstract

This study aims to analyse the presentation of systems of linear inequalities in two variables in Grade X senior high school/vocational high school mathematics textbooks under the Merdeka Curriculum using a praxeological framework. This research employed a qualitative method through document analysis of the student textbook and teacher guidebook published in the 2023 revised edition. The data were analysed based on the four components of praxeology: task, technique, technology, and theory. The findings show that the textbook presents contextual and exploratory tasks that encourage students to construct mathematical models from real-life situations. However, the continuity between exploratory tasks and procedural exercises is not consistently developed. In terms of technique, students are mostly directed to use graphical methods, while alternative strategies such as numerical testing or algebraic approaches are not sufficiently explored. The technology component, which refers to the justification of techniques, is not explicitly emphasised. Similarly, the theory component is not clearly presented in the student textbook, leaving formal mathematical concepts implicit. These findings indicate that the textbook has not fully supported students’ conceptual understanding of systems of linear inequalities in two variables. Therefore, teachers play an important role in complementing, contextualising, and deepening the material presented in the textbook.
Enhancing Mathematical Representation and Reasoning Through Metacognitive Problem-Based Learning Rahmat Hidayat; Rahmat Saleh
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.v5i2.1251

Abstract

Mathematical representation and reasoning are critical competencies that students often struggle to master. This study aims to evaluate the effectiveness of the Metacognitive Problem-Based Learning (MPBL) model in enhancing these abilities, while also examining the predictive roles of self-efficacy and metacognitive awareness. Using a quasi-experimental pretest-posttest non-equivalent control group design, a sample of 350 secondary students in Indonesia was selected via cluster random sampling. The experimental group (n=200) received MPBL, while the control group (n=150) followed conventional instruction. Results indicated that the MPBL group achieved significantly higher N-gains in mathematical representation (0.72, "High") and reasoning (0.68, "Medium") than the control group. Statistical analysis confirmed that the improvements were significant (p < 0.05). Furthermore, multiple regression analysis revealed that metacognition and self-efficacy jointly predicted 58% of the variance in problem-solving performance (p < 0.05). These findings suggest that integrating metacognitive scaffolding within problem-based frameworks is a potent strategy for fostering higher-order thinking in mathematics education.
Early Mapping of Student Science Literacy: A Preliminary Study for Tidal Flood Mitigation Learning Innovation Based on Deep Learning and Local Wisdom Azimatul Khusniah; Andin Irsadi; Sudarmin Sudarmin; Novi Ratna Dewi
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.v5i2.1406

Abstract

This study aims to provide an initial quantitative mapping of coastal students’ science literacy related to tidal flood mitigation, addressing the limited contextual understanding of disaster adaptation in schools. Using a quantitative descriptive survey design, the study involved 360 students from three coastal vocational high schools selected through proportional stratified random sampling. Data were collected through a PISA-based science literacy test and disaster mitigation perception questionnaires, then analyzed using descriptive statistics, One-Way ANOVA, and Pearson correlation tests. The findings showed that students’ overall science literacy was at a moderate level (mean = 68.61). Students demonstrated relatively good data interpretation skills (mean = 76.83), while their ability to explain natural phenomena scientifically remained lower (mean = 62.15). The ANOVA test indicated no significant difference in science literacy among the three schools (p = 0.946). In addition, a very strong positive correlation (r = 0.82) was observed between science literacy and students’ perceptions of disaster resilience. The novelty of this study lies in its integration of coastal disaster literacy mapping with a deep-learning pedagogical approach grounded in local wisdom. These findings provide empirical evidence that science literacy in coastal schools remains insufficiently connected to students’ environmental realities, highlighting the importance of contextual and culturally responsive science learning for disaster mitigation education.

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