The Influence of Hidden Curriculum on Student Character Development in Yemeni Madrasahs
Keywords:
Hidden Curriculum, Student Character, Yemen MadrasahAbstract
This research aims to explore and analyse in depth how the hidden curriculum, consistently implemented within the madrassa environment, influences students' character development in different madrassas in Yemen. Using a qualitative approach focused on a case study method, this research collected data from 30 students and 10 teachers through in-depth interviews, observations, and document analysis to identify hidden elements of the curriculum that significantly contribute to shaping students' morals, discipline, and personal integrity. The findings reveal that the hidden curriculum not only reinforces the formal values taught in religious subjects but also creates patterns of interaction and culture that strongly influence students’ character development in subtle yet powerful ways. This study contributes by providing broader insights into the importance of recognizing implicit aspects within the madrasah educational environment that play a role in character education, thus encouraging the development of a more holistic, student-centered educational strategy that takes into account the influence of hidden curriculum elements on shaping students' personalities. These findings are expected to serve as a foundation for policymakers and educators in madrasahs to formulate more effective character-building approaches by maximizing the potential of the hidden curriculum's implicit elements.
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