Evaluation of the Additional Learning Schedule Program for Mathematics for grade XII Madrasah Aliyah students.


  • Dila Puspitasari
  • Mila Azqi Anggraeni


expanded instructional duration, mathematical education, CIPP model


Within the framework of the 2013 curriculum, mathematics assumes a central role as a mandatory subject across diverse academic tiers, underlining its essentiality. The emphasis of high school mathematics education predominantly revolves around fostering students' proficiency in solving computational problems (Tanjung, 2019). The aims of mathematics education are delineated into four overarching domains. Firstly, pragmatic objectives underscore the practical application of mathematics in addressing everyday dilemmas (Dazrullisa, 2018). Secondly, civic goals concentrate on nurturing students' active participation and informed involvement within their societal milieu (Fitriana & Aprilia, 2021). Thirdly, professional aspirations ensure students' preparedness for the professional sphere (Althauser, 2015). Lastly, cultural aspirations depict mathematics as both an outcome of human culture and a conduit for cultural advancement (Sulistyani, Windasari, Rodiyah & Muliawati, 2019).