The discourse on the hidden curriculum has not yet been scientifically touched upon in studies oriented towards curriculum in the Indonesian context. Therefore, this qualitative research seeks to address the discourse on the hidden curriculum. This study aimed to investigate the implementation of the hidden curriculum in the Islamic religious education subject at SMA Negeri 1 Rejang Lebong. Informants in the study were the Principal of SMAN 1 Rejang Lebong and Islamic Education Teachers. The data were garnered using in-depth interviews with the informants. The data were then analyzed using an interactive model. This study found that SMA Negeri 1 Rejang Lebong had implemented the hidden curriculum effectively. The implementation of the hidden curriculum included the integration of local culture with marriage-teaching materials and the use of references to the Kitab Kuning published by Middle Eastern countries as additions and reinforcements. The hidden curriculum was also implemented by inculcating the insight of religious moderation and Islamic understanding of Wasathiyah as a counter to the takfiri and intolerant thoughts that were circulated and widespread in cyberspace. This was done to fortify students' religious understanding so that it did not lead to a radical or liberal understanding.
There is a community tradition in the village of Suka Datang, which is the Ratib Al-Haddad which is a collection of readings in Arabic in the form of zikr and supplication that has traditionally been read at every feast in a family that is in the midst of death. This research aims to find out the implementation of the Ratib Al-Haddad and the values of Islamic religious education found in it. This research uses the ethnographic qualitative approach, which is research that emphasizes a culture from the behavior patterns, habits and way of life of the community. The results of the research show that the implementation of Ratib Al-Haddad is carried out at night exactly after the Maghrib prayer, when there is a calamity of death usually Ratib Al-Haddad will be practiced for 3 or 7 nights in a row at the residence of the victim. This Islamic nuanced tradition has been done by the Suka Datang village community since 1975 AD. In the tradition of Ratib Al-Haddad in the village of Suka Datang, there are values of Islamic religious education, namely the values of belief, worship, morals and muamalah. Uniquely, there is also a component of Islamic religious education in this prediction of Ratib Al-Haddad, such as; educators, students, educational environment, learning materials and learning methods.
SMA Negeri 1 Rejang Lebong is a school which incidentally is a superior public school located right in the heart of the capital city of Rejang Lebong district, of course there are various kinds of people with various ethnicities, customs and beliefs in this education unit. Starting from the indigenous students of Rejang and Lembak as well as descendants of Java, Sunda, Minang, Batak, Chinese, Serawai, and others are in this school. In terms of belief, teachers and students at SMA Negeri 1 Rejang Lebong also believe in the six official religions, namely Islam, Catholicism, Protestantism, Hinduism, Buddhism and Confucianism. Therefore, religious moderation is considered important and needs to be enforced in order to be able to guide the life of the school community in a good direction with a harmonious community structure without hatred and violence. In this journal article, the researcher uses field research with a descriptive qualitative approach with the principal and PAI teacher at SMA Negeri 1 Rejang Lebong as informants in this study. Then structured interview is the technique used in this study and data collection, data display, data reduction and verification or conclusion are data analysis techniques used in this study. SMA Negeri 1 Rejang Lebong has internalized the values of religious moderation in Islamic religious education subjects and integrated them in the development of PAI materials and materials recorded in the PAI learning plan and their implementation has been realized in the PAI learning process.
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