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Importance of Hidden Curriculum for Educational Process

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    What education is only to implement the written curriculum alone, with other words, the means of measuring educational outcomes in the form of mastery learning solely by students? The question is what has drawn the interest of educational researchers to examine the values, beliefs, school climate, and other learning experiences that included all of the curriculum and is known as implied. The result of our reading and study, to date, there is a consensus among the leaders of curriculum on the definition of the most accurate and appropriate to the curriculum implied.

    Hence, we would like to share some opinions issued by some leaders on the definition of implicit curriculum. The first figure is Chafel (1997) who believes that there are two forms of school curriculum to be implemented in the overt (open) The course focuses on explicit and covert (hidden) which focus on applied learning, but not documented. In conclusion, the implicit curriculum Chafel define the norms, values and beliefs that are not specified in the curriculum but are not directly taught in the classroom.

    The second figure is the Adams (2002) The academic culture has been identified as an implicit curriculum. He felt that the teaching staff is also responsible for moving the cultural system of teaching and assessment strategies are implemented. In Malaysia, people of various races and race implications of the school curriculum. Through the implicit curriculum, the ministry is working to form the united nations and accept each other cultural differences between races. Implicit curriculum can be applied by the school through curricular activities, events organizer and co-curricular activities in the unit.

    Teachers should play an important role by inserting the values that can fulfill the aspirations of the FPN during planning. Explicit curriculum should also encourage social interaction in the classroom, which indirectly will implement confidence values in the students themselves. Finally, the implementation of any activities in the hidden curriculum to be planned carefully to ensure its effectiveness. Referring to the various sources of literature, we find that the features can be hidden curriculum is as follows: 1) Includes all of the learning experience gained by students in which they learn. ) Can be a learning objective, but the results are relative and learning is quite difficult to measure quantitatively. 3)

    Includes a set of values shared by implementing its own curriculum (student – teacher / instructor). 4) was studied by the students, but indirectly such as the intellect of teachers / instructors, behavior and character of teachers / instructors. 5) existence vary depending on location, environment and background of implementing the curriculum (student – teacher / instructor). ) Although there are sometimes hidden curriculum either at goal or objective of a particular curriculum, but not written in the curriculum content nor in the evaluation. 7) Type or pengkategoriannya vary by type of institution, level of education and curriculum goals themselves. In the studies in higher education teaching, introduction of three categories: 1) Cultural learning to learn. 2) Cultural learning to become teachers. 3) Learn to cultural / behavioral construction commendable.

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