Exploring the Role of Teachers in the Development of Hidden Curriculum

based on Islamic boarding schools

Bachrul Ulum1*, Nama Dua2, Nama Tiga3
1
Universitas Bhinneka PGRI Tulungagung, Indonesia, bachrul.id@gmail.com
2
Deapartment, Institusi, Kota, Kode pos, Negara, Email, Orcid
3
Deapartment, Institusi, Kota, Kode pos, Negara, Email, Orcid

Abstract
The most effective effort in achieving the national development target is through education.
The purpose of this study is to explore the role of teachers in the development of hidden
curriculum-based islamic boarding schools. This research uses a qualitative approach method
with data collection techniques in the form of interviews and observations. The subject of the
study consisted of 80 students and 10 teachers. Findings from the study show that teachers
have a very crucial role in the development of hidden curricula based on islamic boarding
schools, especially in terms of shaping the character of students. Teachers understand that the
character of students is not only formed through formal subjects but also the values of Islamic
boarding schools passed down from generation to generation. Therefore, the teacher acts as a
facilitator in helping students understand and apply the values of Islamic boarding schools in
everyday life. Teachers also act as models for students, by demonstrating behaviors and
actions that are following the values of Islamic boarding schools. In this case, teachers need
to have a deep understanding of the values of Islamic boarding schools and the ability to
integrate these values into the existing curriculum.
Keywords: Graduate Profile, Educational Challenges, Multiple Intelligences, Society 5.0
Era, Boarding School

Abstrak

Usaha yang paling efektif dalam mencapai target pembanngunan

nasional yaitu melalui pendidikan. Tujuan dari penelitian ini adalah untuk
mengeksplorasi peran guru dalam pengembangan kurikulum
tersembunyi berbasis pesantren. Penelitian ini menggunakan metode
pendekatan kualitatif dengan teknik pengumpulan data berupa
wawancara dan observasi. Subjek penelitian terdiri dari 80 siswa dan 10
guru. Temuan dari penelitian menunjukkan bahwa guru memiliki peran
yang sangat krusial dalam pengembangan kurikulum tersembunyi yang
berbasis pesantren, terutama dalam hal pembentukan karakter santri.
Guru memahami bahwa karakter siswa tidak hanya dibentuk melalui
mata pelajaran formal tetapi juga dengan menerapkan nilai-nilai
pesantren yang diajarkan secara turun-temurun. Oleh karena itu, guru
berperan sebagai fasilitator dalam membantu siswa memahami dan
menerapkan nilai-nilai pesantren dalam kehidupan sehari-hari. Guru juga
berperan sebagai model bagi siswa, dengan memberi contoh bagaimana
berperilaku dan bertindak sesuai dengan nilai-nilai pesantren. Dalam hal
ini, guru perlu memiliki pemahaman yang mendalam tentang nilai-nilai
pesantren dan kemampuan mengintegrasikan nilai-nilai tersebut ke
dalam kurikulum yang ada.

Kata Kunci: Guru, Kurikulum Tersembunyi, Pesantren, Karakter Santri.

Introduction (pendahuluan)

The most effective effort in achieving the national development

target is through education. Workers and employers both gain from
people developing new skills and developing those they already have.
(Piwowar-Sulej, 2021) One method for enhancing human resources to achieve
the development of a nation is through education. (Prestiana & Sugito, 2021)
Teachers are less focused on the essential human concerns that define
teaching and how teachers educate their pupils as a result of their
growing concern with a topic and educational achievements for their
purpose.(Orchard, 2021) The 21st century, which is characterized by
globalization in all aspects of life, places the education sector as one of
the spearheads to prepare competitive human beings, therefore the
management of education must be aimed at anticipating a life full of
uncertainty, paradox, and full of competition.(Rusdi, 2017, hal. 6)

In the classroom and among the school community, teachers and

leaders play a variety of functions.(Kadioglu & Kadioglu, 2017) Currently, the
community's attention is on teaching the curriculum and producing
academic results, which is the main responsibility of educators. One of
the less highlighted, but often the main reasons for teachers to get into
education, is "hidden curriculum”. However, Since the emotional
affective side and spiritual intelligence are less noticeable and do not
appear to be the work of education, education concentrates on
intellectual capacity. Society considers intelligent people are those who
can memorize many mathematical formulas, master foreign languages
fluently, and can answer class lesson questions precisely and
meticulously. In a conclusion, this educational system only creates brain-
intelligent individuals.(Fakir, 2005, hal. 29)
 In several previous research articles, Janet Orchard expounds that
teacher education is progressively fixated on content and scholarly
accomplishments for their intrinsic value, often disregarding the
rudiments that ought to be the focal point of teaching. This can impact
the way educators instruct their students.(Orchard, 2021) Orón Semper &
Blasco's hidden curriculum will remain a problem in schools as long as
the teacher fails to see his or her role as a facilitator who was previously
teacher-centered to a student-centered model. The result is sometimes
irrelevant to the stated goal. Therefore, this study suggests how hidden
curriculum becomes real in schools through activities that trigger
interpersonal relationships between teachers and students. (Orón Semper &
Blasco, 2018)

Alsubaie explains that student achievement and belief systems may

be affected or enhanced by hidden expectations, skill sets, knowledge,
and social processes.(Alsubaie, 2015) Bamkim's research elucidates that the
hidden curriculum is frequently the primary venue where students
acquire knowledge, as most schools lack sufficient instructional time to
teach social skills.(Bamkin, 2020) Interpreting teachers' instructions, being
aware of behaviors that please teachers and adults, blending in with the
group, and recognizing social signs and body language are some of the
ways that the hidden curriculum affects students.

Ardiansyah's research elucidates the pivotal role of teachers in

countering radicalism through the hidden curriculum as a tool in
educational institutions. Despite the absence of explicit mention of this
value in the school curriculum, it can be effectively inculcated through
the hidden curriculum in school.(Ardiansyah & Erihadiana, 2022) Research has
shown that the behavior, development, productivity, and performance of
students can all be significantly impacted by the hidden curriculum.
(Çubukçu, 2012) Subsequent findings by Koutsouris reveal that the hidden
curriculum has a significant impact on students in educational
institutions. Hidden curricula can shape a student's character and
influence their perception of the world. (Koutsouris et al., 2021) It can also
influence students' self-conception or self-identity, as well as their ability
to fit in and reduce anxiety in their environment. Additionally, it can help
students develop positive characteristics such as dignity, humility, hard
work, responsibility, and appreciation, and provide them with the college
knowledge and rigorous academic preparation.

Education is not only about the mastery of knowledge, but also

about the development of character and a positive attitude in students.
To achieve this goal, teachers must be able to develop a hidden
curriculum that is integrated into every aspect of activities in the school.
In Islamic boarding schools, the hidden curriculum can be integrated by
developing Islamic values and Islamic boarding schools culture that
characterize the institution.(Maghfiroh et al., 2023) Having been established as
the oldest educational and cultural institution in Indonesia, pesantren
prioritises not only cognitive aspects but also overall education. (Sadiah,
2022) Pesantren can be aptly referred to as an integrated institution that
combines religious and general education.(Hanafi et al., 2021; Rohmatulloh et al.,
2022) In pesantren, students are not only taught religious subjects and
general sciences in the classroom but are also provided with education
on morals, mentality, work skills and other values both inside and outside
the classroom.(H. F. Zarkasyi, 2020)

However, the development of a hidden curriculum cannot be done

in any way and requires careful planning. According to Nurul Huda's
research, the hidden curriculum can be leveraged to attain specific
objectives and enable each participant to obtain preliminary
comprehension and means to achieve the desired goals. In this instance,
the structured curriculum can be optimized through the hidden
curriculum to enhance participants' abilities.(Huda et al., 2021)

The primary objective of educational institutions is to prepare

students who can achieve outstanding careers and accomplishments that
are valuable for the future.(Rohmatulloh et al., 2019) At present, there is limited
research on the significant role of teachers in the development of
boarding school-based hidden curriculum. Additionally, the conducted
research has not thoroughly explored this topic, indicating the need for
further research to deepen our understanding of the vital role of teachers
in the development of the hidden curriculum in boarding schools.
Therefore, this research will explore the role of teachers in the
development of Islamic boarding schools-based hidden curricula.
Through this research, it is hoped that it can provide a clear picture of
hidden curriculum development planning in Islamic boarding schools and
the important role of teachers in its implementation.

Method (metode)

The qualitative method was chosen because this research aims to

understand and describe the role of teachers in the development of
hidden curricula in a more in-depth and detailed way. (Nana Syaodih
Sukmadinata, 2016, hal. 64) The data sources in this study were obtained
through purposive sampling, which ensured that the samples taken had
characteristics relevant to the research being conducted.(Yin, 2011) The
case study research design is used because this research focuses on the
role of teachers in the development of hidden curricula in one particular
educational institution, namely Islamic boarding schools.(Moleong, 2008, hal.
27) This case study was carried out at PMDG 2 located in Ponorogo city
which has a high local cultural wealth. The participants in this study
were 80 students and internal stakeholders, (Sallis, 2002, hal. 21–22) including
boarding school leaders, teachers, and organizational managers in
Darussalam Gontor Modern Islamic Boarding School Campus 2.

Data collection was carried out using observation techniques, in-

depth interviews, and documentation studies. (Sugiyono, 2020, hal. 105)
Observations are carried out to observe the condition of the school
environment and student behavior in interacting with the surrounding
environment. In-depth interviews were conducted with students and
teachers to gain information about the approaches used in developing
hidden curricula and ways of integrating local cultures into the learning
process. Documentation studies were conducted to collect documents
such as syllabuses, curricula, and school programs related to the
development of hidden curricula and the role of the teacher.

Data analysis was performed using Miles and Huberman's model.

which consists of data collection, data condensation, data presentation,
and conclusion. Data from observations, interviews, and documentation
studies will be processed and categorized into certain themes related to
exploring the role of teachers in the development of hidden curricula
based on Islamic boarding schools.(Sugiyono, 2020, hal. 132–134) Data
interpretation is carried out by analyzing and interpreting research
findings to produce conclusions and recommendations related to
exploring the role of teachers in the development of hidden curricula
based on Islamic boarding schools.

Results and Discussion (Hasil dan Diskusi)

1. The teacher's strategy in the hidden curriculum based on

Islamic boarding schools.

The role of teachers in the development of a hidden curriculum

based on Islamic boarding schools is very important because teachers
are one of the most influential factors in the formation of student
character and values. Based on the results of interviews and observations
that researchers have made, there are several efforts carried out by
teachers in formulating the first Hidden Curriculum strategy: guided by
the vision, mission, and objectives of the educational institution, Second,
holding teacher council evaluation meetings, and Third: mapping of
academic and nonacademic activities of the lodge in the form of daily,
weekly, monthly and yearly.

The results of the research above are following Phillip Jackson as

the originator of the hidden curriculum theory in 1968. (Jackson, 1990) what
educators teach students without realizing it. Unwritten values, beliefs,
conventions, and culture are all part of the hidden curriculum that
instructors instill in pupils through interactions, modeling, and the
culture of their school or classroom. The hidden curriculum is likely the
most significant in the field since it frequently has the long-lasting effects
that educators hope to achieve when they enter their line of work.

a) Guided by the vision, mission, and objectives of the educational

institution.

In planning the hidden curriculum in PMDG Campus 2, teachers

are guided by the purpose, intention, and objectives of the organization's
educational institution, so that in its operations it moves on a track
mandated by stakeholders and does not fall out of the values set. The
results of this study are relevant to the research conducted by Dewi
Ixfina,(Dewi Ixfina et al., 2022) that the vision and mission are very important as
a foundation in educational operations. A fundamental objective that
distinguishes one school institution from another similar school and that
describes the scope of its operations in the form of outputs/outcomes is
defined and spelled out in the mission of the school. The mission of the
school is a broad and durable general statement or formulation which is
the intention of the school. Because it also contains an educational
philosophy rather than a school strategic decision-maker, implying the
image that the school wants to convey, which reflects the school's self-
concept, and indicates the school's main products or services, as well as
the main customer, needs that the school will meet.(Mukhtar & Iskandar, 2013,
hal. 20–21)

b) Holding teacher council evaluation meetings.

The next stage is carried out by the teachers, which is to hold a

meeting with all teachers. This aims to understand all components of
education, especially teachers or educators who are in Islamic boarding
schools so that planning can achieve the expected and maximum goals.
The meeting time is weekly, monthly, and yearly. With the involvement
of various parties, it is hoped that all stakeholders will be able to have
the same perception and understanding in carrying out all activities in
Islamic boarding schools, including hidden curriculum. So that the
planning that has been set by the founding fathers can be realized
optimally.

To describe the purpose, intention, and objectives of the

organization of education, the Islamic boarding schools must make an
action plan. In the course of action are made policies, programs, and
activities. This work program is a common will of the school residents.
The preparation of this program is based on accurate, rational, and
potential data and information owned by students. The steps in compiling
a work program are: First, Conduct an inventory of needs that will be
implemented in each school year. Second, Hold a working meeting to
finalize the program. Third, Form a team in the implementation of
activity plans in each program.(Hunger & Wheelen, 2011, hal. 56)

c) Mapping of academic and nonacademic activities.

As for the mapping of activity programs at PMDG Campus 2, it is

mapped into daily, weekly, and annual activities. According to Nurhalim,
(Nurhalim, 2015) several things must be considered in developing a hidden
curriculum, namely rules, regulations, and routines. Teachers as
implementers are required to understand the above because every form
of hidden curriculum is expected to be able to lead in a positive direction.
The results of this study are relevant to the research study by
Syarifuddin,(Syarifuddin et al., 2021) that the implementation of a hidden
curriculum can be realized with routine, weekly activities, and teacher
attitudes.

The results of this study found that the mapping of activities was
divided into 3, namely: First, daily activities include: getting up early,
praying at dawn, reading the Quran, and providing Arabic and English
vocabulary. Daily sports activities are carried out in the morning and
evening. Vocabulary-giving activities morning and afternoon. For arts
and skills course activities are carried out in the morning and evening. As
for studying in the morning class, students enter at 07.00 - 12.30 WIB.
Then continue to enter the afternoon class at 14.00 - 15.00 WIB. The
evening activities of the students began after isya’ prayer, which is to
study at night with the homeroom teacher. At 22.00 WIB, all students
must be in the dormitory to participate in the evening before going to
bed. Second, weekly activities include English, Arabic, and Indonesian
speech practice activities. conversational activities in Arabic and English.
Morning jog activities together. Scout practice activities. Thirdly, the
annual activity: acceptance for new students, Khutbatul 'Arsy
introductory week to introduce life in the Lodge as a whole. Various
Olympic activities, leadership and scouting training, sports activities, art
activities, and scientific activities. The annual activities are also related
to the evaluation of the teaching and learning process, which is carried
out in the midterm general test activities, semester exams, and class VI
final examination activities.

All education at PMDG Campus 2 includes a community-based

hidden curriculum, namely: everything that is heard, seen, felt, done,
and experienced by students and residents of Pondok Modern
Darussalam Gontor Campus 2 in a limited time by time and space, which
is intended to achieve educational goals.(A. S. Zarkasyi, 2005, hal. 1)

2. The form of teacher implementation in the hidden curriculum

based on Islamic boarding schools.

Implementation of the hidden curriculum in Islamic boarding

schools is divided into two aspects, namely: structural and cultural.
According to Rakhmat Hidayat, there are two aspects to the hidden
curriculum study, namely First: the structural (organizational) aspect
explains the division of classes, various school activities outside of
learning activities, and various facilities provided by the school. Second:
cultural aspects include school norms, hard work ethic, roles, and
responsibilities, social relations between individuals and between groups,
conflicts between students, rituals, and celebrations of worship,
tolerance, cooperation, competition, teacher expectations of students,
and time discipline. These two aspects serve as examples and guides for
seeing and listening to the hidden curriculum in schools.(Hidayat, 2011, hal. 83)

The form of implementation of the hidden curriculum at PMDG

campus 2 which includes structural aspects includes Class division,
Extracurricular activities in the arts, skills, sports, and school facilities.

a) Class Division.

The division of classes in PMDG is carried out annually. In the

criteria for class increase, there are two influencing factors, namely the
academic scores of the early and late semester exams, and non-academic
based on akhlaq, adab, and daily behavior of students. based on
interviews with teachers, it is explained that the class is based on
alphabets, the highest in the cottage is class B. In order, the highest
class alphabet should be class A, but in Gontor cottage class A is omitted.
The goal is to eliminate the student's sense of arrogance when he gets an
A grade.

b) Extracurricular.

The extracurricular activities at PMDG are very diverse.

Extracurricular activities in the field of art, include Calligraphy, Painting,
Letter, Ornament and Cartoon Animation, Martial Arts, theater arts, and
music. Extracurricular activities in the field of skills, including scouting,
Muhadhoroh or Speech Exercises in 3 languages namely Arabic, English,
and Indonesian, scientific discussions and studies, Arabic and English
Courses, Marching Band, Computer and Typing Courses, Photography,
Journalism, Jam'iyyatul Qurra', Jam'iyatul Huffadz. Extracurricular
activities in sports, including Morning run, Football, Futsal, Basketball,
Badminton, Table Tennis, Table Tennis, Takraw, Volly, Gymnastics, and
Bodybuilding. The results of the study are relevant to the explanation
Aslan,(Aslan, 2019, hal. 104–105) that hidden curriculum can be realized in the
form of intentional or unintentional experiences that can change student
behavior that is more inclined to the transformation of values, morals,
and morals both between teachers and students, schools with students
and between students and between students.

c) School Facilities.

PMDG pays great attention to the fulfillment of facilities and

infrastructure. Such as public libraries and special libraries include the
poles of Islamic turats, maps, globes, atlases, language laboratories,
audio, clothing for the practice of hajj manasik, miniature of Ka’bah,
audio listened to by students when free, walls decorated by slogans or
mottos and so on. Those who are educated through this media are
students, teachers, families, and everyone who visits PMDG. This is
following Gontor's broadcast, what the students in this cottage see, hear,
feel, and do is part of Gontor's education.

The second aspect that is no less important is the cultural aspect.

As for those included in this aspect, they include: norms, values, school
atmosphere and climate, teacher and student interaction, worship,
competition, teacher and student expectations, and discipline. Various
kinds of activities that are accustomed regularly certainly influence
students. Stakeholders have an important role in shaping the personality
of students which is carried out in Islamic boarding schools. With the
habituation carried out in a structured manner, it certainly has an impact
on students. The above is relevant to that stated by Margolis, (Margolis, 2001)
that Students discover norms, values, and beliefs through rules and
practices that shape daily routines and social relationships in extended
classrooms and schools.

The forms of implementation of the hidden curriculum that include

cultural aspects include School norms, school atmosphere, teacher and
student interaction, Worship, Competence, Teacher expectations of his
students, and Discipline. Dede Rosyada stated that hidden curriculum
theoretically s very rationally affects students, both regarding the school
environment, classroom atmosphere, patterns of interaction of teachers
with students in the classroom, even on policies and management of
school management more broadly and the behavior of all components of
the school in the relationship of their vertical and horizontal interactions.
(Rosyada, 2013, hal. 32)

a) School Norms.

Norms in PMDG in the form of mottos, philosophy of life, five souls,

and disciplinary regulations. Teachers as the spearhead of education and
to prepare prospective leaders in future generations of students must be
equipped with noble values so that students when entering society have
guidelines and become pioneers for a good society. In line with what is
described by Mustaghfiroh,(Mustaghfiroh, 2014) The hidden curriculum has an
important point in equipping students with the value system and norms
that apply in society.

b) School atmosphere.

The implementation of the dormitory system at PMDG to create an

atmosphere conducive to education is very effective. The environment
can be used as an effective means of education, everything that is seen,
felt, and done by students will contain educational values. In line with
Caswita,(Caswita, 2014, hal. 56) to realize the success of the hidden curriculum,
the school community, namely teachers and other educational personnel,
must create a school climate that is conducive to the educational process
because the school atmosphere is an aspect that cannot be separated
from the hidden curriculum.

c) Teacher-Student Interaction.

Interactions at PMDG do not only occur in the classroom, but also

outside the classroom. The PMDG Campus 2 dormitory system, has
advantages in shaping the character of students following the vision,
mission, values, and philosophy of Gontor. One of them is the example of
a Kyai, teacher, organizational administrator, and senior class, in
discipline, language, and dress. The process of interaction guided by Kyai
and the teacher and not limited by time and space makes it possible to
form a student according to the expectations of Gontor's cottage. The
above results are relevant to the research researched by Lukman, (Lukman
et al., 2021) that the teacher's personality is effective in strengthening
character education, including being able to behave as a friend, being
able to be a role model, being able to understand lessons, being
disciplined, respecting students, treating students impartially in terms of
sanctions, being patient, relaxed, willing to learn throughout life,
mastering character education skills, not being known as a fierce
teacher, and being considered a pleasant teacher. An effective teacher's
personality can provide understanding and improvement of character
education in schools.

d) Worship.

Worship is carried out at PMDG to form a generation of believers,

Muslims, and muhsin. The types of worship in this cottage are very
diverse ranging from mandatory, such as prayers to sunnah. One of the
efforts carried out by the cottage in terms of worship is in the form of
forcing students to get used to these activities. With a background
personality, of diverse origin, it takes several steps for students to
understand the implementation of worship. Congregational prayers are
also held in the rooms of their respective students which is intended for
each student to have been a prayer priest. It indirectly teaches us to
always be prepared to be a priest as a mukallaf man. Explained to
Sabriadi,(HR, 2020) that the internalization of education in the aspects of
aqidah, worship, and morals becomes something fundamental and at the
same time an obligation for every Muslim.

e) Competence.

PMDG accommodates the talents of its students through various

activities, one of which is the holding of various competitions, including
Gorda olympiad, PORSENI, Quiz competition between classes, speech
competition between zones, Qur'an or qira'ah recitation competition,
Qur'an memorization competition, Arabic and English drama
competition, vocal group competition, and others. The purpose of holding
this activity is to increase the insight of the students in the fields of
sports, arts, skills, and scouting, and increase the dexterity, activeness,
and enthusiasm of the students in carrying out activities at the cottage.
Especially adding Ukhuwwah Islamiyyah among the students.

f) The teacher's expectations of his students.

Through various forms of activities in the cottage, a teacher shows

his expectations for his students. Various forms of expression of a
teacher as an effect of teacher expectations, such as: giving direction at
the beginning and end of each activity. With the participation of a
teacher in each activity. The vital role influenced by hidden curriculum
will shape students' perceptions, students will imitate whatever the
teacher does. Then the teacher must realize that they will be an example
to students.(Naimah & Hidayah, 2017)

g) Discipline.

PMDG has two types of discipline: written discipline and unwritten

discipline. The implementation of student discipline includes various
aspects, namely: worship, morals, learning, work ethic, Arabic and
English, dressing, attendance, and others. According to Rennert-Ariev,
(Rennert-Ariev, 2008) Consequently, teachers in schools have to make rules
even if not explicitly and officially. The message contained in hidden
curriculum often supports the achievement of educational programs,
even if its influence is stronger than the usual learning process.

According to Alsubaie,(Alsubaie, 2015) the educational experiences one

has can either positively or negatively influence their future
development. So this is the role of the teacher to use as effectively and
efficiently as possible so as not to conflict with the expectations that have
been set by the educational institution. In summary, the hidden
curriculum is crucial in schools as it makes a significant and positive
impact on learners in a variety of ways. For teachers and staff,
particularly teachers who fail to implement this kind of curriculum
properly and positively, it can be an issue. To get a bigger picture, the
role of teachers in the development of pesantren-based Hidden
Curriculum can be seen in the table below.
N
The Role of Teachers Example and Evidence
o
Educators take the time to converse with
Creating a conducive pupils after class and give particular
1 classroom climate imbued attention to students who require
with pesantren values. assistance.

Teachers instruct pupils to memorize the

Integrating pesantren
Quran and assign tasks to implement
2 values into formal
religious teachings in their everyday
learning.
lives
Educators exhibit attitudes and
Providing positive behaviours that embody pesantren
3 examples and role models values, such as showing respect towards
in daily life. others, maintaining hygiene and
appreciating diversity.
Instructors provide concrete examples of
individuals who have successfully
Directing and guiding
applied religious principles in their daily
4 students in understanding
lives and engage in discussions to
religious concepts.
facilitate a deeper understanding of the
concepts.
Teachers employ courteous language
and value pupils' viewpoints in
Encouraging students to
interactions, such as exchanging
5 develop strong moral
greetings upon meeting and creating
values.
opportunities for pupils to ask questions
or express their thoughts during class.
Educators foster positive relationships
Cultivating positive
with students by offering
relationships between
6 encouragement and recognition when
students and teachers and
they demonstrate moral values in daily
among students.
life.
Teachers openly and clearly
communicate information about
Fostering strong pesantren policies and regulations to
7
cooperation with parents. parents, for instance, through brochures
or the pesantren website, to provide
parents with the necessary information
8 Providing a conducive Instructors provide facilities and
environment for discussion materials that facilitate the learning and
and sharing experiences. discussion process in the classroom,
 such as whiteboards or reference books
Teachers organize sports activities that
embody pesantren values, like inter-
Developing pesantren-
pantantren soccer or volleyball
9 based extracurricular
tournaments, to promote physical health
activities.
and cultivate a sense of camaraderie
among pesantren students
Teachers establish student discussion
groups or forums to discuss social or
Assisting students in
religious issues, enabling students to
10 developing social and
deepen their understanding of the issues
leadership skills.
and learn to collaborate in devising
effective solutions.
Table 1 Role of Teacher in Hidden Curriculum

According to the Indonesian constitution, teachers are regulated as

professionals who must fulfill competencies in pedagogical, social,
personal and professional fields.(Huda et al., 2021) As professional educators,
it is crucial to recognize that our responsibility in leading and guiding
students is a determining factor in the quality of education and the
quality of graduates produced.(Mansir & Musadad, 2023) Schools or trained
educators should therefore create some courses on the significance of
concealed curricula and how to work with them as well as equip teachers
with this knowledge and skills.

Winna sanjaya argues that two aspects can influence behavior as a

hidden curriculum, namely: First, the relatively fixed aspects are the
ideology, beliefs, and cultural values of the community that affect the
school, including determining what culture is and should not be passed
on to the nation's generation. Second, Aspects that can change include
the organizational variables of social and cultural systems.
Organizational variables include how the teacher manages the class, how
the lesson is given, and how the grade increase is carried out. Social
system, including how the pattern of social relations between teachers,
teachers, students, teachers with school staff, and others. (Sanjaya, 2011, hal.
26)

Conclusion (Kesimpulan)
 Based on the findings from the studies that have been conducted
on research the exploration of the role of teachers in the development of
an Islamic boarding schools-based hidden curriculum, Teachers play an
important role in developing the pesantren-based hidden curriculum as
facilitators who assist students in cultivating social, moral, and spiritual
values. Developing the hidden curriculum also necessitates cooperation
among teachers, students, and parents, as well as support from the
pesantren environment to ensure its success. Periodic evaluation and
monitoring can aid teachers in enhancing the developed hidden
curriculum. In light of these findings, teachers play a crucial role in developing
the hidden curriculum in pesantren, which aligns with the policies of the
national education system and Islamic education to cultivate students with
noble morals. We contend that to achieve this objective, internal stakeholders,
such as pesantren managers, teachers, and students, must re-understand the
significance of the function of the hidden curriculum in student progress. The
teachers should take the lead in developing the hidden curriculum to shape
students with strong moral and spiritual values and noble morals. For future
research, it is advisable to increase the number of research participants and
employ various research methods to strengthen findings and generalisations.

Acknowledgment
Ucapan terimakasih kepada pihak yang memberikan dana, institusi dan dan afiliasi.
Missal, peneliti mengucapkan terimakasih atas dukungan dll, jika ada pendaan maka
sebutkan nomor surat dan tanggal surat dan dari mana asalanya.

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