Hidden curriculum on students' self-stigma strategies in small schools: a phenomenological study

Abstract

This research is objective: to study the causal relationship of learning factors from family‘s hidden curriculum affecting students' self-stigma in small educational institutions. This study is qualitative research according to the phenomenological approach. The key informants were 2 students, and 3 parents total 5 people. Data were collected through in-depth interviews and observations in the research area. The research tools are 1) the researcher and 2) the research aids, such as the personal interview record form, In-depth interview questions, Field notes, and Audiotape records. The results of the research revealed that the hidden negative courses that caused self-stigma were as follows: 1) The idea that poor household status makes it difficult to continue higher education. 2) The idea is that poor status should only study in the vocational field or not at the higher education level. 3) The idea that education in small educational institutions should not focus on academics but should focus on etiquette and volunteering. And 4) The concept of family has no expectations of students' education or future, leading to students not knowing what they want or what career they want. These hidden curricula affect concepts, attitudes, leading to self-stigma of learners, namely 1) lack of interest in learning, 2) self-impairment, and 3) lack of planning for the future. This study is beneficial to teachers or school practitioners who should understand and give this group of students opportunities because the teacher is an important medium to instill positive attitudes and ideas in students.