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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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 362 Documents
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Integration of Design Thinking and Quizalize Gamification in Problem Based Learning Numerical Literacy Zaimatun Ni’mah; Muhtarom Muhtarom; Aryo Andri Nugroho
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.v5i2.1592

Abstract

This study aims to develop and explore a Problem-Based Learning (PBL) instructional design integrated with the Design Thinking framework and the gamification platform Quizalize to support students’ numerical problem-solving skills. The study employed a qualitative exploratory design through the five stages of Design Thinking: empathize, define, ideate, prototype, and test. Data were collected through questionnaires distributed via Google Forms, classroom observations, and interviews involving teachers and students from Al Anfal High School, Al Kamal Sarang Islamic High School, and Al Yaqin Sluke High School. During the empathize stage, the researcher identified students’ learning difficulties, classroom needs, and barriers in numerical problem-solving to formulate a more adaptive instructional design. The novelty of this study lies in integrating Problem-Based Learning, Design Thinking, and Quizalize within a human-centered instructional framework that combines contextual problem-solving, interactive gamification, and instant feedback in mathematics learning. The findings indicate that integrating PBL with Design Thinking encourages more student-centered, collaborative learning, while Quizalize provides immediate feedback and strengthens students’ conceptual understanding during problem-solving activities. Overall, the proposed instructional design shows potential for creating more interactive, adaptive, and meaningful numerical literacy learning experiences.
Selective Law Enforcement and Tax Revenue Recovery: A Systematic Literature Review and Bibliometric Analysis Evan Arief Rosyidin Anwar; Muhammad Zilal Hamzah; Eleonora Sofilda
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.v5i2.1599

Abstract

Driven by Indonesia’s low tax ratio and limited enforcement resources, this study integrates fragmented academic research to address the need for evidence-based selective law enforcement policies. Unlike conventional enforcement, selective strategies are critical because they efficiently prioritize cases that maximize state revenue and compliance deterrents. The research aims to map thematic clusters and research gaps while conceptually synthesizing the effectiveness of enforcement in optimizing state revenue. Utilizing a Systematic Literature Review (SLR) guided by the PRISMA approach and bibliometric analysis of 2010–2025 publications, this study offers a novel integration of bibliometrics with evidence-based policy evaluation. Findings show a significant increase in research over the last decade, primarily focused on tax compliance, risk-based audits, and international tax avoidance. However, bibliometric mapping highlights a critical scarcity of empirical studies on selective law enforcement, Preliminary Evidence Investigations, and voluntary disclosure behavior. The synthesis demonstrates that enforcement effectiveness relies heavily on procedural design, legal certainty, taxpayers’ economic capacity, and risk-based strategies. Consequently, this study recommends developing risk-based, selective-enforcement models and expanding empirical research on taxpayer behavioral compliance in Indonesia.
Prospective Mathematics Teachers’ Perceptions of the Use of Problem-Based Learning (PBL) Models in Mathematics Learning Nurdalilah Nurdalilah; Ariyadi Wijaya; Elly Arliani
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.v5i2.1604

Abstract

This study examines prospective mathematics teachers’ perceptions of Problem-Based Learning (PBL) in mathematics education, focusing on their understanding of PBL characteristics, the role of problems as learning triggers, and their readiness to implement PBL in future teaching practice. The study addresses the gap between positive perceptions of PBL and pedagogical readiness for inquiry-based mathematics instruction. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected through questionnaires administered to 35 prospective mathematics teachers, while qualitative data were obtained through semi-structured interviews to deepen the interpretation of the quantitative findings. The results indicate that prospective teachers generally hold highly positive perceptions toward PBL, particularly regarding its ability to support critical thinking, collaboration, conceptual understanding, and contextual mathematics learning. Qualitative findings revealed that participants viewed problems in PBL as starting points for conceptual exploration rather than exercises given after instruction. However, participants also identified challenges related to authentic problem design, classroom management, inquiry facilitation, and time allocation. The study highlights the importance of strengthening experiential PBL training, problem design, and facilitation skills in mathematics teacher education programs. Although the limited sample size restricts generalizability, the study contributes to understanding the relationship between perceptions and pedagogical readiness in PBL implementation.
Diversity in Elementary Students’ Mathematical Problem-Solving Based on Polya’s Theory Aan Nurhasanah; Tri Joko Raharjo; Sri Sumartiningsih; Barokah Isdaryanti
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.v5i2.1661

Abstract

This study aimed to describe elementary school students’ mathematical problem-solving abilities based on Polya’s problem-solving stages across different problem types (LOTS and HOTS) and school contexts. A descriptive quantitative design was employed involving 95 fourth-grade students from six elementary schools. Data were collected through a mathematical problem-solving test consisting of five essay questions developed according to Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The results showed that students achieved the highest performance in the plan stage (63.68%), followed by understanding the problem (60.05%), while lower achievement was observed in devising a plan (40.11%) and looking back (37.63%). The overall average problem-solving achievement was 50.37%. A comparison between LOTS and HOTS problems revealed that students consistently performed better on LOTS tasks across all Polya stages, whereas HOTS tasks presented substantial difficulties, particularly in planning solution strategies and evaluating answers. These findings indicate that procedural skills still dominate students’ mathematical problem-solving abilities, while strategic reasoning and reflective thinking remain underdeveloped. The study highlights the importance of instructional practices that explicitly support all stages of Polya’s framework through problem-based learning, mathematical justification, guided reflection, and differentiated instruction, thereby strengthening students’ problem-solving abilities.
The Impact of the Pentahelix Model of Disaster Management on Community Satisfaction through the Leadership Style of the Mayor of Palu Erdiyansyah Erdiyansyah; Slamet Riadi; Muhammad Nawawi; Mohamad Irfan
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.v5i2.1685

Abstract

Effective disaster response in Palu City continues to face challenges in multi-stakeholder coordination, which affects community satisfaction. This study aims to analyze the impact of the pentahelix model of disaster management on community satisfaction and to examine the moderating role of the Palu Mayor’s leadership style. The study employs a quantitative method with a population of 5,514 stakeholders and affected residents, and a sample of 210 respondents selected via proportional stratified random sampling. Primary data were collected using a Likert-scale questionnaire and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The results of the hypothesis testing confirm that the pentahelix model has a positive and significant effect on community satisfaction (β = 0.430; p < 0.001), as does situational leadership style (β = 0.420; p < 0.001). A crucial finding indicates that leadership style significantly strengthens the relationship between the pentahelix model and community satisfaction (β = 0.275; p < 0.001), with the structural model exhibiting strong explanatory power (R² = 0.622) and adequate predictive relevance (Q² = 0.378). It is concluded that pentahelix synergy achieves optimal effectiveness only when catalyzed by adaptive, transparent, and goal-oriented leadership. These findings have practical implications for the Palu City Government, which should institutionalize multi-stakeholder collaboration forums, strengthened by situational leadership capacity, to enhance public legitimacy and the resilience of disaster governance.
The Effect of Problem-Based Learning Assisted by The Desmos Application on Students’ Mathematical Ability in Quadratic Function Material Hetty Elfina; Izwita Dewi; Hamidah Nasution
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.v5i2.867

Abstract

Problem-based learning is one instructional model that can be integrated with the Desmos application to enhance students’ mathematical abilities. This study aimed to examine the effect of problem-based learning assisted by the Desmos application on students’ mathematical abilities in the topic of quadratic functions. The research employed a quantitative approach using an experimental method involving 32 tenth-grade students. The research instrument consisted of a test in the form of a pretest and a posttest. After obtaining the pretest and posttest data, data analysis was conducted using a t-test. The results indicated a difference in students’ scores before and after the implementation of problem-based learning on quadratic function material using the Desmos application. These findings suggest that problem-based learning integrated with technological tools is effective in improving students’ mathematical abilities.
Augmented Reality Game-Based Learning, Spatial Ability, and Learning Style: An Explanatory Mixed Methods Hendri Handoko; Reo Al Farizi
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.v5i2.1210

Abstract

This study investigates the effectiveness of Augmented Reality Game-Based Learning (AR-GBL) in enhancing seventh-grade students’ spatial ability in geometry, using an explanatory mixed-methods design. The quantitative phase employed a quasi-experimental post-test-only control-group design involving 52 students from a public junior high school in Cirebon City, Indonesia. The experimental group received geometry instruction on flat-faced three-dimensional solids through AR-GBL, while the control group was taught conventionally. Data were collected using a spatial ability test and analysed through independent-samples t-tests, mastery analysis, and simple linear regression. The results indicate a statistically significant difference in spatial ability between groups (p < 0.05), with AR-GBL contributing 32.9% of the variance in students’ spatial performance and enabling both classical and individual mastery. The qualitative phase consisted of semi-structured student interviews and classroom observations to explain the quantitative results. Qualitative findings reveal that AR-GBL supported spatial understanding by strengthening three-dimensional visualization, facilitating mental rotation, increasing engagement, and enabling teacher-mediated reflection during learning activities. At the same time, initial technological adaptation and attentional regulation emerged as constraints that influenced individual learning trajectories. Integration of quantitative and qualitative findings shows that AR-GBL operates as a mediated learning environment rather than an autonomous instructional solution. These findings underscore the importance of pedagogical scaffolding to maximize the benefits of AR-based game-based learning for spatial ability development in geometry classrooms.
From Learning to Performance: The Strategic Role of Knowledge Management in Indonesian Universities Suci Putri Lestari; Vanessa Gaffar; Lili Adi Wibowo; Alfira Sofia
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.v5i2.1308

Abstract

Higher education institutions in developing countries face persistent challenges in enhancing institutional performance amid rapid digital transformation, yet the mechanisms through which organizational learning and knowledge management contribute to performance outcomes remain underexplored in the Indonesian context. This study aims to: (1) analyze the effect of the learning organization on knowledge management strategy; (2) examine the influence of knowledge management strategy on university performance; and (3) investigate the direct effect of the learning organization on university performance at universities in Eastern Priangan, Indonesia. A quantitative cross-sectional survey design was employed, involving 420 academic and administrative staff selected through purposive sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with WarpPLS 7.0 software. The results demonstrate that the learning organization exerts a strong and significant positive effect on knowledge management strategy (β = 0.899, p < 0.001, R² = 0.807) and on university performance (β = 0.521, p < 0.001). Knowledge management strategy also significantly influences university performance (β = 0.412, p < 0.001), with the combined model explaining 75.6% of the variance in performance outcomes (R² = 0.756). These findings confirm that an organizational learning culture is a critical antecedent to the development of effective knowledge management systems, which, in turn, drive improvements in academic quality, research productivity, and institutional governance. This study enriches the learning organization literature in the Indonesian higher education context and provides practical implications for university leaders in designing sustainable institutional development strategies.
Students' Creative Thinking Indicators in Solving Open-Ended Problems Across Different Levels of Mathematical Ability Maifa Munsyaila Putri; Rohati Rohati; Duano Sapta Nusantara
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.v5i2.1364

Abstract

Previous studies have examined mathematical creative thinking in open-ended problem solving; however, qualitative investigations that explicitly trace the emergence of each creative thinking indicator — fluency, flexibility, originality, and reasoning depth — across different mathematical ability levels remain limited. Departing from the traditional elaboration indicator, this study adopts reasoning depth to more accurately capture students' process-oriented mathematical reasoning, representing a conceptual novelty in the assessment framework applied. This study aims to describe how students' mathematical creative thinking indicators emerge in solving open-ended problems based on mathematical ability. A descriptive qualitative approach was employed with six students from SMA Negeri 14 Kota Jambi, Indonesia, representing high, medium, and low mathematical ability levels. Data were collected through written tests and semi-structured interviews and analyzed through data reduction, data display, and conclusion drawing. The findings indicate that mathematical ability shapes students' creative thinking profiles but does not guarantee the development of all indicators. Fluency and reasoning depth emerged more consistently among high-ability students, while originality remained the most constrained indicator across all groups, regardless of ability level. Medium-ability students showed inconsistent indicator emergence, whereas low-ability students exhibited limited development across all four indicators. These findings imply the need for instructional designs that integrate open-ended tasks with strategies explicitly promoting divergent thinking, strategic flexibility, and reflective reasoning across all ability levels.
Developing Community-Based Heritage Walking Tours for Local Economic Enhancement: A Case Study of Peneleh, Surabaya Tiara Putry Gunawan; Bambang Suharto
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.v5i2.1383

Abstract

This study addresses the gap between the high heritage potential and the limited community readiness in implementing Community-Based Tourism (CBT) in Kampung Peneleh, Surabaya. The objective is to analyze the potential and readiness of developing a community-based heritage walking tour as a strategy for enhancing the local economy. A descriptive qualitative approach was employed through in-depth interviews, field observations, and focus group discussions involving local communities and stakeholders. The findings reveal that although Peneleh possesses strong historical assets and place identity, its development is constrained by limited human resource capacity, weak tourism management, and insufficient stakeholder coordination. Unlike previous CBT studies that primarily emphasize participation as a success factor, this study highlights a critical gap between participation and actual capability, demonstrating that participation alone is insufficient without structured capacity building and product development. This research contributes to the literature by proposing an integrated perspective that combines human resource empowerment, experiential tourism product design (heritage walking tours), and collaborative governance as key determinants of sustainable CBT implementation. It also provides empirical evidence from an urban heritage context, which remains underexplored in prior CBT research dominated by rural tourism settings. The study concludes that strengthening community competencies and developing structured, experience-based tourism products are essential to generate inclusive and sustainable local economic benefits.

Page 32 of 37 | Total Record : 362

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