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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 The articles should be original, unpublished, and not considered for publication elsewhere at the time of submission to the MISRO.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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Increasing Student Learning Motivation in Mathematics Learning: Literatur Review Rahayu, Sri; Warsinih, Wiwin; Rasilah, Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 3 (2024): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i3.277

Abstract

Motivation is a crucial factor influencing student performance in the Mathematics learning process. This research aims to identify strategies to enhance student motivation in Mathematics, addressing the common issue of low enthusiasm and reduced classroom activity. The objective is to develop effective teaching methods that increase student perseverance and independent learning in Mathematics. The study applied a mixed-methods approach, combining quantitative surveys to measure student motivation levels and qualitative interviews with teachers to explore successful motivational strategies. Data was collected from 200 high school students and 20 Mathematics teachers in Jakarta. Statistical analysis was used to identify significant factors affecting Motivation, while thematic analysis provided insights into effective teaching practices. The results indicate interactive teaching methods, personalized feedback, and real-world problem-solving activities significantly boost student motivation. Students reported higher engagement and better performance when these strategies were implemented. The study concludes that adopting these methods can effectively address low Motivation in Mathematics, improving student outcomes.
Descriptive Survey of Preservice Mathematics Teachers’ Perceived Knowledge and Use of Teaching and Learning Materials Abdul-Wasiu, Rufai; Brilliant Essuman, Isaac; Offei Kwakye, Dennis; Alhassan, Issah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 2 (2024): July
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i2.284

Abstract

This study explores how pre-service mathematics teachers use teaching and learning materials (TLMs) in lessons. It highlights the importance of utilising TLMs effectively to create an engaging math learning environment. Barriers and benefits of integrating TLMs are also examined due to limited pre-service teacher readiness literature. A survey involving 272 pre-service mathematics teachers used a quantitative approach to assess their knowledge, perceived barriers, and benefits of Teaching and Learning Materials (TLMs). Results showed that teachers have moderate TLM knowledge, with Trundle wheels being the most recognised and Abacus the least. The main barriers included time constraints, lack of computer skills, and limited TLM resources. However, teachers acknowledged the benefits of TLMs in boosting student engagement and comprehension of math concepts. The study reveals that pre-service teachers have a moderate level of knowledge about different Teaching and Learning Materials (TLMs), but there is variability in their familiarity with various materials. Barriers to using TLMs include a lack of resources in schools, time constraints, limited computer skills, and difficulties in teaching specific mathematical concepts. The research emphasises the importance of training programs for teachers to incorporate TLMs into their lessons effectively. Addressing these challenges is crucial for enhancing math education and providing students with interactive learning experiences. The findings offer valuable insights for policymakers and educators seeking to improve teacher preparation in TLM use.
The Influence of Financial Inclusion on Stock Market Participation in Nepal: Exploring the Mediating Effect of Financial Knowledge Shrestha, Purna Man; Rana, Mahesh
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 3 (2024): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i3.304

Abstract

This paper focuses on financial inclusion (FI), a fast-embracing topic with potential drivers of economic growth and the improvement of individual financial well-being. This study contributes to the existing literature by analysing how financial inclusion influences stock market participation (SMP) in Nepal, explicitly emphasising the intermediary role of economic knowledge. The study employed a causal-comparative research design, and the data were collected from 403 individual investors actively participating in the Nepal Stock Exchange (NEPSE) trading. The statistical tools used to meet the objectives of this research are descriptive statistics, factor analysis, and structure equation modelling. The study results show that FI and knowledge influence individual investor participation in the stock market. The result also indicates that FI is positively related to stock market activity, while it is essential to enhance citizens' FK significantly. Further, mediation analysis shows that FK partially mediates the relationship between FI and SMP. This suggests its pivotal role in narrowing the gap between access to financial services and actual investment behaviour. These findings underscore the critical role of FI in creating an inclusive and participatory financial ecosystem within Nepal. Longitudinal data in future research can capture the evolving dynamics of FI and its long-term impact on SMP.
Inductive Insights into Preserving Euler Characteristics in Topological Transformations Kunwar, Rajendra; Laxmi G. C
Journal of Mathematics Instruction, Social Research and Opinion Vol. 3 No. 3 (2024): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v3i3.305

Abstract

Topological transformations involve altering the shape or structure of surfaces without changing their fundamental properties. One key property is the Euler characteristic, a topological invariant that remains constant under continuous deformations. This study employs an inductive approach to explore how various transformations can preserve the Euler characteristic, providing insights into the underlying principles. The study aims to deepen our understanding of the relationship between topological transformations, changes in the number of vertices, edges, and faces, and their impact on Euler's characteristics. The study investigates the transformation of various objects, such as spheres and polyhedra, within the Euclidean plane, deriving generalizations about preserving Euler's characteristics. Furthermore, the article explores the ideas of proving Euler's theorems related to topological transformations in the Euclidean plane through an inductive approach. It focuses on the conceptual development of topological transformations, utilizing various visual representations and providing specific arguments. The article enhances the understanding of the concepts and principles involved in topological transformations while preserving Euler's characteristics by employing visual aids and illustrations. The article emphasizes explicitly the inductive derivation of the application of Euler's theorem in determining the genus of surfaces. The inclusion of visual representations and specific arguments further enhances the understanding and conceptual development of these topics.
The Effect of Traditional Congklak Game Method on Students' Learning Outcomes in Learning Mathematics in Elementary Schools Fatimatuszahro, Fatimatuszahro; Heni Hanifah; Lily Hermawanti; Sri Wahyuni; Rasilah, Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.275

Abstract

Every level of education includes mathematics as one of its disciplines. However, due to ineffective teaching, children find mathematics less interesting in elementary school. Therefore, teachers must be able to choose the best teaching strategy for their students. By utilizing the classic congklak game, researchers hope to deliver learning media that teachers can use using a literature review study approach from various sources and related media. The analysis findings show that, in addition to helping children learn to count and recognize numbers, the classic congklak game also helps children develop moral principles and good behavior, such as the ability to act honorably, wisely, and obediently. The traditional congklak game can increase students' interest in learning. The traditional Congklak game is also considered one of the most effective ways of improving students' mathematical abilities. So, this game can be used as a reference for teaching mathematics methods. Thus, the traditional congklak game changes mathematics into something exciting and fun to learn.
Effectiveness of Using Ludo Game-Based Learning Media to Improve Understanding of Spatial Building Concepts in Elementary School Students: Literature Review Rizqiyani, Rahmawati; Karnita, Nurbaetullah; Laela, Wardatun; Wati, Kunia; Rasilah, Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.280

Abstract

Understanding the concept of spatial structures is a significant challenge in elementary school mathematics education due to its abstract nature. This study aims to evaluate the effectiveness of Ludo game-based learning media in enhancing students' understanding of spatial concepts. This research uses a literature review method to analyze various previous studies using game-based media to teach spatial concepts. The findings indicate that Ludo games significantly improve students’ cognitive understanding by visualizing abstract concepts more concretely, fostering active and interactive learning, and reinforcing concepts through repetition. Additionally, this medium enhances students' learning motivation and spatial skills. However, its implementation faces challenges, such as diverse student abilities, limited classroom time, and the need for teacher training to integrate the games into the curriculum. These findings highlight the substantial potential of Ludo games in addressing difficulties in mathematics education, particularly in understanding spatial concepts. This study recommends integrating game-based media into teaching strategies to create a more engaging and effective learning environment.
The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools Koerunnisa, Koerunnisa; Rianto, Rianto; Novita, Safitri Dwi; Nurasih, Zahra; Abdullah, Abdullah; Aliah, Aliah; Fallo, Hamidah; Rasilah, Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.282

Abstract

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 < 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.
Introduction To Basic Mathematical Concepts Through Learning Media Fatihatul Jannah, Ghina; Robicha, Naelatu; Khansah Inas Syarifah; Rasilah, Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.290

Abstract

Understanding fundamental mathematical concepts is essential for developing students' logical reasoning, critical thinking, and problem-solving abilities. This study employs a literature review methodology to analyze foundational mathematical concepts—such as numbers, arithmetic operations, geometry, algebra, and statistics—and their impact on students' learning and cognitive development. The findings indicate that interactive tools, cultural contexts, and hands-on learning media significantly enhance students' comprehension and retention of these basic concepts. Studies reviewed include applications of traditional games, visual aids, and realistic mathematics approaches, which help bridge abstract concepts with everyday life, thus fostering a deeper, more applicable understanding of mathematics. This research provides insights for educators to utilize varied, engaging approaches that support students' foundational knowledge, encouraging better academic outcomes and practical skills. The findings suggest that contextual and interactive methods in early mathematics education are crucial for cultivating a robust foundation for further learning.
Evaluating Artificial Intelligence Anxiety Among Pre-Service Teachers in University Teacher Education Programs Falebita, Oluwanife
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.309

Abstract

Adopting artificial intelligence (AI) in education for various purposes has become prominent and has raised many user concerns. The concerns, apprehension, or fear that comes with the use of AI are referred to as Artificial Intelligence Anxiety (AI anxiety). Undergraduates are the most frequent users of AI in higher education. This study assessed AI anxiety among pre-service teachers. A survey conducted online was used for data collection. A sample of 1067 pre-service teachers in mathematics, science, and technology teacher education programs were purposefully selected for the study. A questionnaire was used to collect data regarding the pre-service teachers' AI-Anxiety in six dimensions: technology intimidation, societal impact, job displacement, technological dependence, technological dread, and ethical concerns. The instrument was hosted online through Google Forms, and the data gathered was analyzed descriptively (percentage, mean, and standard deviation) and inferentially (ANOVA and regression analysis). This study reveals a moderate level of AI anxiety among pre-service teachers. Levels of AI anxiety vary across the six dimensions, with five found to be high while only one was found to be at moderate level. It also found significant variations in the level of AI anxiety among pre-service teachers based on their area of speciality. Also, the study identified no significant influences of demographic characteristics on the level of AI anxiety among pre-service teachers, emphasizing gender. Thus, educators and institutions should urgently embark on AI literacy to improve the ethical use of AI technologies among pre-service teachers and ameliorate AI anxiety.
Critical Analysis and Problem-Solving Performance in Trigonometry Among College Students Christine Joy L. Sosa; Rosebelle Diane T. Ilagan; Leah M. Lavarite; Lovely Angel A. Polianario; Joane F. Santiago; Candelario - Aplaon, Zussette
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.315

Abstract

Problem-solving is believed to be the essence of mathematics learning. Problem-solving in Trigonometry is crucial for developing critical thinking and analytical skills, spatial reasoning, and a strong foundation for advanced mathematics. It also has practical applications in various fields, making understanding the factors influencing problem-solving skills essential. This study aims to investigate the specific role of critical thinking in trigonometry problem-solving performance. This study determined the critical analysis of mathematical translation and identifying appropriate formulas. On the other hand, the problem-solving performance was measured in terms of Polya’s framework, which included understanding the problem, devising a plan, carrying out a plan, and looking back. The study utilized a Descriptive-correlation research design to determine the significant relationship between the two variables. A summative test was used as the data-gathering tool to assess the participants' performance. The study participants were thirty-four (34) randomly selected college students at a particular state university in Oriental Mindoro. The data were analyzed using Mean, frequency-percentage, and Pearson’s r. The study's results revealed a significant relationship between the level of critical analysis and the level of performance in Trigonometry.

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