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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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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Mitigating Occupational Gender Bias in CLIP through Direction Loss-Augmented Learnable Prompts Rahmi Fariza; Kurniawati Azizah
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.v5i2.1674

Abstract

Vision-language models such as CLIP achieve strong zero-shot performance but inherit gender bias from their web-scale pretraining data, which is especially visible when the model is used to retrieve images for occupations. Existing prompt-based debiasing methods rely on manually crafted text prompts, which require extensive trial and error and dont transfer easily across professions. This study proposes CoOp with Direction Loss (CoOp+DL), which augments Context Optimization (CoOp), a learnable-prompt method, with an auxiliary loss that pushes the learned prompt representations away from a gender direction computed from contrasting male- and female-referencing prompts. The framework is evaluated on 500 images covering 10 professions with a balanced gender distribution, using three CLIP backbones (ViT-B/32, ViT-B/16, and OpenCLIP ViT-B/32) and three metrics: Gender Bias Score (GBS), Precision-at-K, and SignedSkew. CoOp+DL reduces GBS by 10.3% on ViT-B/32, 5.9% on ViT-B/16, and 9.7% on OpenCLIP, an average of 8.65% across backbones, with bootstrap confidence intervals (n = 1,000) indicating that the direction loss is an active contributor to this reduction rather than an artifact of additional prompt capacity. Retrieval utility (Precision@K) improves on ViT-B/32 and ViT-B/16 (+6.8% and +4.3%) but decreases on OpenCLIP (−8.2%), indicating a backbone-dependent fairness-utility trade-off. CoOp+DL achieves bias reduction that is statistically comparable to a manually engineered ensemble prompt, without requiring manual prompt design. The findings should be interpreted with caution, given the modest evaluation set (500 images, 10 professions) and the binary gender formulation used to define the direction vector, both of which limit generalization and warrant further validation before deployment.
Anatomy of Customary Institutions and Social Resilience: Structural Functionalism Analysis (AGIL) on the Baduy Tribe's Government System Usman Supendi; Mulyanudin Mulyanudin; Yusandi Yusandi; Abdul Aziz; Hafizh Fadlan
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.v5i2.1682

Abstract

The Baduy (Kanekes) indigenous community in Banten, Indonesia, represents a distinctive sociological case of social resilience amid increasing modernization and state intervention. Previous studies have primarily focused on cultural traditions, ecological wisdom, and ritual practices, while paying limited attention to how customary institutions function as an integrated governance system that supports social resilience. This study aims to analyze the anatomy of Baduy customary institutions and examine their roles in maintaining social resilience through Talcott Parsons’ AGIL framework. A qualitative descriptive case study was conducted using secondary data obtained from ethnographic monographs, journal articles, government documents, cultural heritage publications, and sociological studies. Data were collected through literature review and document analysis, then analyzed using thematic coding and AGIL-based classification procedures. The findings indicate that Baduy customary governance consists of interdependent institutions that perform complementary functions related to adaptation, goal attainment, integration, and cultural maintenance. The analysis suggests that institutional differentiation and functional interdependence support the preservation of cultural values while facilitating engagement with external administrative and political systems. The study extends the application of the AGIL framework to indigenous governance and provides insights for cultural preservation, indigenous governance recognition, and state–customary relations in contemporary society.
Learning Outcomes and Inclusive Character Among Elementary Students: A MANOVA Analysis Based on Visual, Auditory, and Kinesthetic Learning Preferences Restu Syahtini; Yusrizal Yusrizal; Azizah Yusra Amaliyah Harahap; Fatmawati Fatmawati
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.v5i2.1773

Abstract

Learning outcomes and inclusive character are essential indicators of quality elementary education, yet their relationships across students with different learning preferences remain insufficiently understood. Previous studies have generally examined these variables separately, providing limited evidence within an integrated framework. This study analyzed the relationships between learning outcomes and inclusive character based on visual, auditory, and kinesthetic learning preferences among elementary school students. A quantitative cross-sectional comparative design was employed involving 54 fourth-grade students selected through saturated sampling. Learning outcomes were measured using essay tests, while inclusive character and learning preferences were assessed through questionnaires. PLS-SEM was used exclusively to evaluate instrument validity and reliability, whereas MANOVA examined group differences and hypothesis testing. The multivariate results showed no significant simultaneous effect of learning preferences on learning outcomes and inclusive character (Wilks' Lambda = 0.406–0.712, p > 0.05). However, auditory learning preference demonstrated a significant partial effect on learning outcomes (F = 2.183, p < 0.05), while visual and kinesthetic preferences showed no significant effects. These findings suggest that learning outcomes and inclusive character are influenced more by overall instructional quality than by learning preference classifications alone. The study extends understanding of learning preferences in inclusive elementary education and supports adaptive, student-centered instructional practices.
The Influence of Social Media on Students' Mathematical Communication Skills in Mathematics Learning Machrani Adi Putri Siregar; Izwita Dewi; Hamidah Nasution
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.869

Abstract

This study aims to analyze the effect of social media use on students' mathematical communication skills. It employs a quantitative approach with a quasi-experimental design (non-equivalent control group design). The sample consisted of 60 eighth-grade students, divided into an experimental group and a control group. The experimental group received social media-assisted mathematics learning, while the control group received traditional instruction. The research instruments included a questionnaire on social media use and a mathematical communication skills test. The questionnaire used a 1-to-5 Likert scale, while the mathematical communication skills test was assessed using a rating scale with scores categorized into three levels: high, medium, and low, defined by intervals of values. Data analysis was performed using simple linear regression and a comparison of means between the two groups. This analysis was conducted using SPSS software. The results showed a significant difference in average mathematical communication skills between the experimental and control groups . Inferential analysis revealed that social media use had a significant effect on students' mathematical communication skills.  Furthermore, regression analysis showed that social media use contributed 27.4% to the development of students' mathematical communication skills, with the remainder influenced by other factors external to the study. These results indicate that social media can be a promising pedagogical tool for improving mathematical communication skills through interaction, collaboration, and the interactive exchange of information. Therefore, integrating social media into mathematics learning could create a more communicative and participatory learning environment.
Comparative Comparative Analysis of Islamic Bank Health Levels Using the RBBR and SCnP Methods (2021-2025) Kurnia Dwi Lestari; Nasrulloh Nasrulloh; Arroyyan Ramly
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1085

Abstract

This study aims to analyze the financial soundness and Sharia conformity of Islamic commercial banks using the Risk-Based Bank Rating (RBBR) and Sharia Conformity and Profitability (SCnP) approaches. This research employs a quantitative descriptive method using secondary data derived from financial statements of Bank Syariah Indonesia (BSI), Bank Mega Syariah (BMS), and Bank Muamalat Indonesia (BMI) during the 2021–2025 period. The results indicate that BSI demonstrates the most consistent and superior performance, achieving a very strong financial condition under the RBBR method and maintaining a balanced position in the SCnP model. Meanwhile, BMS shows fluctuating performance, and BMI exhibits high Sharia compliance but relatively low profitability. These findings imply that the integration of financial and Sharia-based performance indicators is essential to provide a more comprehensive and accurate evaluation of Islamic banking performance.
Reconceptualising The Geometry Gap: Theoretical Insights From Van Hiele And Constructivist Perspectives On Triangle Theorem Instruction In South Africa Shakespear Chiphambo
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1193

Abstract

Geometry forms a fundamental component of secondary school mathematics because it supports the development of spatial reasoning, logical thinking, and deductive proof skills. However, persistent learner difficulties in understanding geometric concepts, particularly triangle theorems, remain a significant concern in many education systems. This conceptual paper examines the factors contributing to the geometry gap in South African schools, with a particular focus on the teaching and learning of triangles and their associated theorems. The paper adopts a conceptual research approach that synthesises recent literature and theoretical perspectives in mathematics education, including the van Hiele theory of geometric thinking, constructivist learning theory and socio-cultural perspectives on learning. Through an integrative analysis of recent scholarship, the paper identifies structural, pedagogical and cognitive factors that collectively influence learners’ geometry learning outcomes. The study further proposes a conceptual framework explaining how these dimensions interact to produce persistent gaps in learners’ geometric reasoning and problem-solving abilities. The interconnected nature of these challenges offers theoretically grounded insights that may inform curriculum development, teacher professional development and instructional innovation aimed at improving geometry education. The findings contribute to ongoing debates on mathematics education equity and provide a foundation for future empirical research on strategies for strengthening geometry instruction in South African schools.
Islamic boarding school governance and Islamic boarding school education from the perspective of Qur'anic ethics with a case study of Al-Khoziny Ade Aspandi; Sukron Sukron; Adlan Khoerul Abdi; Ali Mumin Budiman; Sopandi Sopandi
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1444

Abstract

Islamic boarding schools (pesantren) serve as important institutions for religious education, character formation, and community development in Indonesia. Alongside their educational mission, pesantren are increasingly required to strengthen governance practices to ensure institutional sustainability, educational quality, and public trust. The collapse of a building within the Al-Khoziny Islamic Boarding School complex attracted public attention and raised broader questions regarding institutional governance, risk management, and educational responsibility in pesantren environments. However, previous studies have primarily examined pesantren from leadership, curriculum, and management perspectives, while limited research has explored governance and educational responsibility through a Qur’anic ethical framework. This study aims to analyze Islamic boarding school governance and Islamic boarding school education from the perspective of Qur’anic ethics using the Al-Khoziny case as an institutional reflection. The research employs a qualitative library-based approach combined with a case-based institutional analysis. Data were collected from Qur’anic verses, hadith literature, classical and contemporary tafsir, scholarly publications on Islamic education, and documented information related to the Al-Khoziny case. Data analysis was conducted through a dialectical hermeneutic process consisting of textual interpretation, ethical abstraction, and institutional contextualization. The findings indicate that the Qur’anic principles of al-‘adl (justice), al-amanah (trustworthiness), and al-ihsan (excellence) provide an integrated ethical foundation for strengthening governance and educational practices in pesantren. The Al-Khoziny case highlights the importance of accountability, transparency, institutional supervision, and continuous improvement as essential dimensions of pesantren management. The analysis further demonstrates that Qur’anic ethical values can guide institutional decision-making while supporting the educational mission of fostering responsibility, integrity, and social awareness among students and stakeholders. This study concludes that effective pesantren governance cannot be separated from ethical values embedded in Islamic teachings. The integration of justice, trustworthiness, and excellence contributes to the development of governance systems that support both educational objectives and institutional resilience. The proposed Qur’anic institutional ethics model offers practical guidance for pesantren leaders in strengthening governance, educational quality, stakeholder participation, and long-term institutional sustainability.
Criminal Law Reform for Wildlife Protection Based on Ecological Justice: A Normative Legal Approach in Indonesia Benny Karya Limantara
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1810

Abstract

Indonesia's exceptional biodiversity is increasingly threatened by wildlife crime, while the legal framework established under Act No. 5 of 1990 has become inadequate for addressing contemporary ecological challenges. Although previous studies have identified weaknesses in wildlife law enforcement, few have translated ecological justice into concrete principles for reforming Indonesian wildlife criminal law. This study examines the urgency of wildlife criminal law reform and develops an ecocentric framework grounded in ecological justice. It employs normative (doctrinal) legal research, using statutory, conceptual, and comparative approaches grounded in legislation, international legal instruments, judicial decisions, scholarly literature, and institutional reports. Legal materials were analysed qualitatively through grammatical, systematic, teleological, evaluative, and prescriptive reasoning. The findings reveal that outdated legal provisions, disproportionate sanctions, fragmented institutions, and limited recognition of ecological integrity as a protected legal interest constrain the current framework. Comparative analysis highlights the importance of aggravated offences, corporate liability, confiscation and restoration orders, proportionate sanctions, and specialised wildlife crime units. The study concludes that Indonesian wildlife criminal law should adopt an ecocentric approach integrating ecological justice into offence structures, sanctions, and institutional mechanisms. This study contributes a normative framework for strengthening Indonesian criminal law reform and biodiversity protection through ecologically oriented wildlife governance.
Traditional Car Repair Apprenticeship and Social Change in the Brotojoyo Community, Semarang Amin Yusuf; Mintarsih Arbarini; Decky Avrilianda
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1818

Abstract

While formal vocational training is widely explored, the learning mechanisms and Socio-economic impacts of traditional apprenticeships in urban informal vocational communities remain underexplored. This qualitative case study analyses traditional apprenticeship learning patterns and their Socio-economic impacts within a car repair community in Brotojoyo, Semarang. Data were collected from nine participants three experts, three apprentices, and three community leaders via in-depth interviews, observation, and documentation, and then analyzed using the Miles and Huberman interactive model. Findings reveal that the apprenticeship progresses gradually from observation and guided practice to full independence through specific episodes, including negotiation, unloading, workmanship, installation, and finishing. Ultimately, these structured yet informal learning phases significantly enhance apprentices' technical skills and economic welfare, while fostering social solidarity grounded in local wisdom values such as discipline, trust, mutual help, patience, and work responsibility. Theoretically, this study integrates traditional apprenticeship patterns with contextual learning theory. In practice, it offers an alternative, localized model for community empowerment to reduce unemployment and strengthen social capital.
AI-Powered CALL and L2 Pragmatic Competence Development among Indonesian EFL Learners Cecep Agus; Astri Dwi Floranti
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1825

Abstract

This research examines whether using AI-generated feedback enhances learners' pragmatic competence and how they engage with intelligent feedback during task-based communication. The study employed an explanatory sequential mixed-methods design with 60 undergraduate EFL students divided into experimental and control groups over eight weeks. Results indicated that learners in the experimental group significantly outperformed learners in the control group in the pragmatically appropriate use of language, politeness strategies and contextually appropriate use of language. Additionally, the analysis showed that immediate and adaptive AI-generated feedback led learners to notice their mistakes, self-repair, and repeat their revisions in cycles. Qualitatively, learners described the AI environment as supportive, flexible, and less anxiety-inducing, which helped them feel more confident in their language use. This study also shows how AI-powered CALL environments can help learners develop L2 pragmatic competence by providing personalized, interactive feedback. Finally, these findings describe the pedagogical possibilities of intelligent feedback systems within a systematically designed instructional approach to support pragmatic instruction in EFL contexts.

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