Online videos: The hidden curriculum

2022 ◽  
Author(s):  
Marco Antonio Dias da da Silva ◽  
Andresa Costa Pereira ◽  
Sibylle Vital ◽  
Rodrigo Marino ◽  
Aghareed Ghanim ◽  
...  
Keyword(s):  
Hidden Curriculum ◽  
Online Videos

Konsep Pendidikan Good Netizen Melalui Kurikulum Tersembunyi

2018 ◽  
Vol 2 (1) ◽  
pp. 80
Author(s):  
Muhamad Mustaqim
Keyword(s):  
School Culture ◽  
Organizational Climate ◽  
Learning Process ◽  
Hidden Curriculum ◽  
Internet Usage ◽  
The Internet ◽  
Education Strategy ◽  
Educational Ideology ◽  
Hidden Curricula

This paper examines the education of good netizens through a hidden curriculum. The tendency of internet citizens who prefer to spread insults, hatred and even slander, is a problem for the school. Through an excellent netizen-based education strategy, students can be equipped with the values and character of how to use the internet and become good internet citizens. Procedures that can be done in building good netizens through hidden curricula, namely schools are expected to have an educational ideology oriented to multiculturalism, as well as a school culture that is paradigmatic of love and affection. Besides, the teacher must be able to be a good example, through the learning process, always tucking in the value of tolerance and ethics of internet usage. Finally, schools are expected to be able to build a favorable organizational climate.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

OPTIMALISASI KURIKULUM AKTUAL DAN KURIKULUM TERSEMBUNYI DALAM KURIKULUM 2013

1970 ◽  
Vol 19 (1) ◽  
pp. 115-132 ◽  
Author(s):  
Muhammad Nurhalim
Keyword(s):  
Hidden Curriculum ◽  
Educational Institution

Tulisan ini ditujukan untuk mendeskripsikan bagaimana upayamengoptimalkan kurikulum aktual dan kurikulum tersembunyi dalam kurikulum 2013. Hal itu dilakukan agar setiap lembaga pendidikan tidak hanya berkutat pada pengoptimalan rencana atau kurikulum idealnya saja, tetapi juga perlu pengoptimalanpelaksanaan atau kurikulum aktualnya dan juga pengoptimalan setiap sesuatu yang mendukung pelaksanaannya tersebut atau pengoptimalan kurikulum tersembunyinya. Dalam tulisan ini, penulis mencoba memberikan altenatif nyata bagaimana agar kedua bentuk kurikulum baik kurikulum aktual maupun kurikulum tersembunyi mampu dengan tepat mengoptimalkan hasil sebagaimana yang diharapkan dalam Kurikulum 2013. This paperis intended to describe how the efforts to optimize theactual curriculum and the hidden curriculum in the 2013 curriculum. This is done so that every educational institution is not only focused on the optimization of plan or curriculum ideally, but also need to be optimized to implement or actual curriculum and also optimizing everything that supports the implementation or optimization of the hidden curriculum. In this paper, the author tries to give a real alternative how to keep both forms of curriculum. Both actual and hidden curriculum will be able to precisely optimize the results as expected in 2013 curriculum.

Urgensi Kurikulum Gender dalam Pendidikan

1970 ◽  
Vol 13 (3) ◽  
pp. 420-533
Author(s):  
Khusnul Khotimah
Keyword(s):  
Equal Opportunity ◽  
Hidden Curriculum ◽  
Educational Institution ◽  
Gender Perspective

One of education goal is how to realize fair society, by not discriminate one sex. But the reality exist discrimination at education that necessitate several effort to solve it, on of it is by formulating curriculum that have gender perspective. Curriculum is a development of vision and mission of educational institution that want to realize education goal. Gender curriculum is based on an assumption that woman and man are equal in education, and have equal opportunity to get education. In its application, gender curri­culum can be formulated implicitly (hidden curriculum), or explicitly (overt curriculum). However, to explain gender problems we recommend explicit way. 

Hidden Curriculum Pembelajaran di SMA Ehipassiko BSD City Tangerang Selatan

2019 ◽  
Author(s):  
Suntoro
Keyword(s):  
High School ◽  
Data Collection ◽  
Education System ◽  
Student Attitudes ◽  
Research Method ◽  
Hidden Curriculum ◽  
Learning Activities ◽  
Data Collection Technique ◽  
Positive Character

Hidden curriculum is an integral part of the implementation of the education system. The existence of a hidden curriculum is absolutely necessary as a means of transfering positive character values to students. This study aims to determine the shape and implementation of hidden curriculum at Ehipassiko High School as one of the schools characterized by Buddhism. The research method used is descriptive qualitative. The data collection technique of this study uses observation, interviews, and documentation. The result of the study show that the hidden curriculum that appears in actual curriculum practice is reflected in learning activities such as: (a) the initial, core, and final activities of learning, (b) attached to all subjects; (c) student attitudes and comliance, and (d) exemplary teacher. Hidden curriculum in the learning process has a function as a tool and methid to increase the repertoire of students knowledge as well as a melting atmosphere of learning, resenting a respected and interesting teahing educator mode, so as to arouse students interest in learning. This research is expected to be an input for Ehipassiko Hidh School n particular and Buddhist schools in general to improve the quality of good Buddhist education.

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