Dimensi Hidden Curriculum dalam Internalisasi Nilai Moderasi Beragama di Lembaga Pendidikan
DOI:
https://doi.org/10.61722/jinu.v4i1.13138Keywords:
hidden curriculum; religious moderation; value internalization; educational institutions; conceptual studyAbstract
Religious moderation has become a strategic agenda of national education in Indonesia, yet its reinforcement often relies on a formal curriculum that is prescriptive in nature. This article maps the dimensions of the hidden curriculum that operate in the internalization of religious moderation values in educational institutions and formulates a conceptual framework explaining the mechanisms involved. The study applies a qualitative approach using a literature review of scholarly articles, academic books, and relevant policy documents, analyzed through thematic-conceptual analysis. The review identifies five interrelated dimensions: structural-institutional, cultural, relational, implicit-pedagogical, and ideological-discursive. These dimensions operate through three stages of internalization, namely value transformation, transaction, and transinternalization, and yield moderation that is lived as a habitual disposition when it is aligned with the formal curriculum. The review also underscores the ambivalence of the hidden curriculum, because the same dimensions can nurture exclusivism when they are not managed reflectively. The article contributes a conceptual framework that may serve as a basis for institutional culture audits and further empirical research
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