Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Sosiologi dan Humaniora Mathematics Education Journal
Wathani, Diki Hasrul
Unknown Affiliation
Humanities Education Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Study on Evaluation Models of Hidden Curriculum: Illuminative, Case Study and Responsive Wathani, Diki Hasrul; Arifin, Zainal
Jurnal Pendidikan Sosiologi dan Humaniora Vol 15, No 2 (2024): Edisi Oktober 2024
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/j-psh.v15i2.85538

Abstract

The purpose of this research is to explore and evaluate the influence of the hidden curriculum on character development among students in a formal educational setting. The background of this study stems from the observation that many essential aspects of education are not covered in the formal curriculum, necessitating further attention in evaluation. The urgency of this research lies in the need to understand the dynamics of the hidden curriculum, which can impact students"™ behavior, attitudes, and values, thereby contributing to their character development. The research method used is a qualitative approach with an illuminative evaluation model, involving three stages: curriculum document investigation, classroom observation, and interviews with teachers and students. Collected data were analyzed to identify emerging patterns and themes related to the hidden curriculum. The findings indicate that the hidden curriculum has a significant impact, both positive and negative, on students"™ learning experiences. The study reveals that the interaction between the intended and learned curriculum creates space for the internalization of certain behaviors and attitudes that either support or hinder educational goals.The conclusion of this study emphasizes the importance of awareness of the hidden curriculum in curriculum development and teaching practices. By understanding and evaluating the hidden curriculum, educators can design more holistic and effective learning experiences that focus not only on academic achievement but also on students"™ character formation. This research can serve as a reference for curriculum developers and educators in creating a better learning environment.
Development of Meme Learning Media with PMRI to Implement Mathematics Literacy in Students Elementary School Wathani, Diki Hasrul; Irawati, Riana; Iswara, Prana Dwija
Mathematics Education Journal Vol. 16 No. 3 (2022): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Low mathematical literacy is one of the causes of the lack of interest and motivation in learners. Mathematical literacy and realistic mathematical approaches have relevant characteristics. This research aims to develop memes as learning media with a realistic mathematical approach to develop mathematical literacy in elementary school students. The research consists of several steps, which are: analysis, design, development, implementation, and evaluation. The methods used are descriptive, evaluative, and experimental with a pre- experimental design. The instruments used were expert validation questionnaires, student response questionnaires, teacher observation sheets, and evaluation assessments. The results obtained from material experts were 79% and 78% from media expert, both in the appropriate category. Assessments of mathematical content obtained the validation results from the material experts and media experts with scores of 79% and 78%; both belong to the decent category. In large-scale trials, the results of the student response questionnaire after learning obtained a score of 73% while the evaluation results obtained a score of 60%. The students' evaluation scores are evenly distributed from the lower limit of 25 to the upper limit of 95. Based on the results, it can be concluded that meme teaching media with a realistic mathematical approach develop students’ mathematical literacy even though it is not a high level.DOI: https://doi.org/10.22342/jpm.16.3.15249.339-350
Co-Authors Irawati, Riana Prana Dwija Iswara, Prana Dwija Zainal Arifin