Mujahid Mujahid, Kurniawati Rahmah

Penerapan Hidden Curriculum PAI dalam Meningkatkan Akhlak Mulia Peserta Tamam English Course (TEC)

Introduction

Penerapan hidden curriculum pai dalam meningkatkan akhlak mulia peserta tamam english course (tec). Pelajari penerapan Hidden Curriculum PAI di Tamam English Course (TEC) untuk meningkatkan akhlak mulia dan kesadaran beragama peserta. Atasi dampak globalisasi dengan disiplin & etika.

Abstract

One of the negative impacts of globalization is the erosion of moral values and ethics among students. Globalization is marked by advances in information technology and its various products. The implementation of the Hidden Curriculum (HC) in Islamic Education (PAI) is one of the efforts to preserve moral values and ethics among students. The HC practice at TEC involves instilling discipline and religious awareness. This research employs a qualitative approach with a descriptive method. The informants in this study are teachers and course participants. The researcher plays a key role as the main instrument, engaging directly in data collection at the research site. Data collection techniques include observation, interviews, and document studies. HC PAI practices are carried out in two ways: first, by instilling discipline and second, by promoting religious awareness. This study contributes significantly to improving the ethics of course participants, both in their interactions with peers, teachers, and their parents at home.

Review

The article titled "Penerapan Hidden Curriculum PAI dalam Meningkatkan Akhlak Mulia Peserta Tamam English Course (TEC)" tackles a critically relevant issue in today's educational landscape: the perceived erosion of moral values and ethics among students due to the pervasive influence of globalization. The authors rightly frame the Hidden Curriculum (HC) within Islamic Education (PAI) as a proactive measure to address this challenge. The focus on a specific, practical application at the Tamam English Course (TEC) provides a valuable context for exploring how character development can be deliberately fostered alongside formal instruction, making the research timely and potentially impactful. Methodologically, the study employs a qualitative approach with a descriptive method, which is well-suited for an in-depth exploration of the often implicit and nuanced elements of a hidden curriculum. The researcher's role as the main instrument, directly engaging in data collection through observation, interviews with teachers and participants, and document studies, ensures a rich collection of contextual information. The abstract highlights two primary ways in which the HC PAI is implemented: by instilling discipline and promoting religious awareness. These practices are presented as having a significant positive impact on the ethics of course participants, affecting their interactions across various spheres of their lives. While the abstract effectively outlines the problem, approach, and reported outcomes, the full paper would benefit from a more detailed exposition of the specific manifestations of "instilling discipline" and "religious awareness" within the TEC environment. For instance, specific examples of activities, routines, or teacher-student interactions that embody these principles would greatly enhance understanding. Additionally, while a "significant contribution" to improved ethics is stated, the abstract does not elaborate on the specific criteria, observations, or qualitative evidence used to objectively measure or substantiate this improvement. Providing more robust detail on the methods for assessing these ethical improvements would strengthen the study's claims and offer clearer guidance for future research or practical implementation.

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