Hidden Curriculum in Learning: Exploring the Inclusion of Islamic Values in The Classroom
Abstract
Abstract: Hidden curriculum is an implicit curriculum that implies the behaviour, wisdom, and attitudes that are taught unconsciously as part of everyone's life through words and practices. Teachers, being the classroom manager, should play their significant role in instilling the hidden curriculum in their teaching. This study examines the inclusion of Islamic values as a hidden curriculum in the classroom. It focuses on the teachers’ teaching styles as the medium for the inclusion. A total of 106 respondents were involved in the survey and the data were analyzed quantitatively. The findings revealed that the teachers perceive their teaching style in the classroom as having a high priority for their students’ individual progress and well-being. The teachers also value the integration of Islamic values in their classroom teaching. This research provides valuable insights into the idea that it is important to provide teachers with professional development opportunities to enhance their teaching styles and include the incorporation of Islamic values in their teaching.
References
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Safitri, W. Y., Haryanto, Rofiki, I., (2020). Integrasi Matematika, Nilai-nilai Keislaman, dan Teknologi: Fenomena di Madrasah Tsanawiyah. Jurnal Tadris Matematika 3 (1), pp 89-104. Retrieved from http://dx.doi.org/10.21274/jtm.2020.3.1.89-104
Simón, C. & Alonso-Tapia, J. (2016). Clima positivo de gestión del aula:efectos del clima de gestión de la disrupción en el comportamiento yen la satisfacción con el profesorado. [Learning styles: a step forward in its conceptualization and diagnosis.] Revista de Psicodidáctica, 21(1). https://doi.org/10.1387/RevPsicodidact.13202
Trowbridge, L. W. & Bybee, R. W. (1996). Teaching Secondary School Science. Englewood Cliffs, NJ: Prentice Hall.
Wahab, M.A., Quazi, A. & Blackaman, D. (2016) Measuring and validating Islamic work value constructs: An empirical exploration using Malaysian samples, Journal of Business Research, Vol 69(10), pp 4194-4204. http://dx.doi.org/10.1016/j.jbusres.2016.03.005
Abu Hanifah, S., Rahim, F., H. Iksan, Z., Wan Abdullah, W. N., Rozi, N., Mohammad Esa, M. F., Ahmad, I., Othaman, R., Abd. Karim, N. H., Hassan, N. I., Mohd. Khalid, R., & Baharom@Abd. Aziz, A. (2017). Pengintegrasian Sains Tauhidik: Persepsi Peserta: [Tauhidic Science Integrative: Participants’ Perception]. Ulum Islamiyyah, 21, 43 - 60. https://doi.org/10.33102/uij.vol21no0.24
Ahmad, F. Iksan Z. H. 2021. Pengintegrasian Bidang Adab Maharat Al-Quran Dalam Pembelajaran Kimia. Sains Insani (Volume 6, No.1, 2021, Pages 99 to 104)
Al-Attas, S. N. (1979). Aims and objectives of Islamic education. London: Hodder and Stroughton.
Al-Hafiz, M. H. K., & Salleh, M. J. (2015). The philosophy and objectives of education in Islam. IIUM Proceeding.. Malaysia, IIUM.
Amin, M., & Ahmed, T. (2021). Challenges Faced by Teachers About Inculcating Islamic Values: Pilot Inquiry. International Journal of Social Learning (IJSL), 1(2), 135–146. https://doi.org/10.47134/ijsl.v1i2.11
Antoniou, F. & Kalinogloua, F. (2013). Teaching Style: Is it Measurable and Changeable? Procedia-Social and Behavioral Sciences, 93, 1618–1623. http://dx.doi.org/10.1016/j.sbspro.2013.10.090
Elhoshi, E. R. F., Embong, R., Bioumy, N., Abdullah, N. A., Awang Nawi, M. A. 2017. The Role of Teachers in infusing Islamic Values and Ethics. International Journal of Academic Research in Business and Social Sciences 2017, Vol. 7, No. 5 ISSN: 2222-6990
Faradila, F., Fahlevi M. R., (2022). Penanaman Nilai-nilai Islam dalam Perkuliahan Matematika Bisnis pada Prodi Akauntansi Syariah IAIN Syaikh Abdurrahman Siddik Bangka Belitung. Jurnal Akauntansi Syariah. Vol. 3 (1) pp 26-47.
Gafoor, K. A., & Babu, H. (2012). Teaching style: A conceptual overview. Teacher education in the new millennium, 55-69. https://www.researchgate.net/publication/318054965_Teaching_Style_A_Conceptual_Overview
Haron H., Jamil, N. N. & Ramli, N. M. (2020). Western And Islamic Values And Ethics: Are They Different? Journal Of Governance and Integrity (JGI) ISSN: 2600-7479 e-ISSN: 2600-786X VOL. 4, ISSUE 1, 12 – 28 DOI: https://doi.org/10.15282/jgi.4.1.2020.5609
Inayat, A. & Ali, A. Z. (2020). Influence of Teaching Style on Students’ Engagement, Curiosity and Exploration in the Classroom. Journal of Education and Educational Development 7(1), 87-102, 2020.DOI: http://dx.doi.org/10.22555/joeed.v7i1.2736
Jackson,P.W., (1990) Life in Classrooms. Columbia: Teachers College Press.
Jarvis, P. (2006). Teaching styles and teaching methods. The theory and practice of teaching, 2, 28-38.
Jung, J., Ressler, J., & Linder, A. (2018). Exploring the Hidden Curriculum in Physical Education. Advances in Physical Education, 8, 253-262. https://doi.org/10.4236/ape.2018.82023
Kania, D. D., Zarman, W. & Romly, T. Value Education in the Perspective of Western and Islamic Knowledge. At-Ta’dib. Vol. 12. No. 2, December 2017 ISSN: 0216-9142 http://dx.doi.org/10.21111/at-tadib.v12i2.1194
Madkur, A., & Muharom Albantani, A. (2018). Instilling Islamic Values in Foreign Language
Teaching: An Indonesian Context. https://doi.org/10.2991/icems-17.2018.20
Mat Som, H. 2011. Challenges In Shaping Student Character In The Future: Implications For Curriculum Planning In Malaysia International Journal Of Education Vol. 5, No. 2, May 2011, 160-174
Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils' motivation in physical education. European physical education review, 11(3), 257-285.
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales De Psicología / Annals of Psychology, 30(2), 450-462. https://doi.org/10.6018/analesps.30.2.167221
Rahmat, N. H. (2019) Cycle of Fear in Learning: The Case for Three Language Skills. American Journal of Social Sciences and Humanities., Vol 4(1), pp 151-162. Retrieved from http://dx.doi.org/10.20448/801.41.151.162
Rahmat, N. H. (2018) Educational Psychology Tool: A Tool for language Research. PEOPLE: International Journal of Social Sciences, Vol 4(2), pp 655-688. Retrieved from http://dx.doi.org/10.20319/pijss.2018.42.655668
Safari Y, Khatony A, Khodamoradi E, Rezaei M. 2020. The role of hidden curriculum in the formation of professional ethics in Iranian medical students: A qualitative study. J Edu Health Promot 2020; 9:180. DOI: https://doi.org/10.4103/jehp.jehp_172_20
Safitri, W. Y., Haryanto, Rofiki, I., (2020). Integrasi Matematika, Nilai-nilai Keislaman, dan Teknologi: Fenomena di Madrasah Tsanawiyah. Jurnal Tadris Matematika 3 (1), pp 89-104. Retrieved from http://dx.doi.org/10.21274/jtm.2020.3.1.89-104
Simón, C. & Alonso-Tapia, J. (2016). Clima positivo de gestión del aula:efectos del clima de gestión de la disrupción en el comportamiento yen la satisfacción con el profesorado. [Learning styles: a step forward in its conceptualization and diagnosis.] Revista de Psicodidáctica, 21(1). https://doi.org/10.1387/RevPsicodidact.13202
Trowbridge, L. W. & Bybee, R. W. (1996). Teaching Secondary School Science. Englewood Cliffs, NJ: Prentice Hall.
Wahab, M.A., Quazi, A. & Blackaman, D. (2016) Measuring and validating Islamic work value constructs: An empirical exploration using Malaysian samples, Journal of Business Research, Vol 69(10), pp 4194-4204. http://dx.doi.org/10.1016/j.jbusres.2016.03.005
Published
2024-06-01
How to Cite
SUJAK, Siti Fairuz et al.
Hidden Curriculum in Learning: Exploring the Inclusion of Islamic Values in The Classroom.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 2, p. 300-314, june 2024.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/26378>. Date accessed: 24 jan. 2025.
Section
English Section
