The Role of the Hidden Curriculum in Fostering Tolerance: A Case Study of Public High Schools in Mataram City
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| Title: | The Role of the Hidden Curriculum in Fostering Tolerance: A Case Study of Public High Schools in Mataram City |
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| Language: | English |
| Authors: | Abdurrohman (ORCID |
| Source: | Educational Process: International Journal. Article e2025160 2025 15. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Hidden Curriculum, Prosocial Behavior, Inclusion, School Culture, Social Integration, Conflict, Cultural Pluralism, Informal Education, Public Schools, High School Students, Teacher Attitudes, Student Attitudes, Administrator Attitudes, Religious Cultural Groups, Teaching Methods, Intergroup Relations, Religious Factors, Cooperative Learning, Social Support Groups, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: In multicultural societies, fostering social cohesion through education is essential to mitigating intolerance and conflict. While formal tolerance education is common, its effectiveness in shaping inclusive attitudes remains limited. This study investigates the role of the hidden curriculum--non-academic activities, school culture, and informal interactions--in reinforcing tolerance among students in public high schools in Mataram City, Indonesia. Materials/Methods: A descriptive qualitative approach with a case study design was employed. Data were collected from 11 public high schools through purposive and snowball sampling involving school administrators, teachers, and students from diverse religious backgrounds. Techniques included semi-structured interviews, participant observation, and document analysis. Thematic analysis was used to identify patterns of tolerance education embedded in school life. Results: Findings revealed that tolerance is embedded in religious celebrations, cultural events, and student-led initiatives such as interfaith fasting, cultural festivals, and collaborative social support activities. These practices foster mutual respect and promote inclusive behaviors. The hidden curriculum significantly shapes students' perspectives on diversity, with schools demonstrating high levels of social cohesion and absence of reported intergroup conflicts. Conclusion: The study underscores the importance of integrating hidden curriculum strategies into educational frameworks to cultivate inclusive school environments. It provides empirical insights into how informal school practices complement formal instruction in promoting tolerance. These findings have implications for multicultural education policy and call for further research on the long-term impact of hidden curriculum-based tolerance education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475871 |
| Database: | ERIC |
| Abstract: | Background/purpose: In multicultural societies, fostering social cohesion through education is essential to mitigating intolerance and conflict. While formal tolerance education is common, its effectiveness in shaping inclusive attitudes remains limited. This study investigates the role of the hidden curriculum--non-academic activities, school culture, and informal interactions--in reinforcing tolerance among students in public high schools in Mataram City, Indonesia. Materials/Methods: A descriptive qualitative approach with a case study design was employed. Data were collected from 11 public high schools through purposive and snowball sampling involving school administrators, teachers, and students from diverse religious backgrounds. Techniques included semi-structured interviews, participant observation, and document analysis. Thematic analysis was used to identify patterns of tolerance education embedded in school life. Results: Findings revealed that tolerance is embedded in religious celebrations, cultural events, and student-led initiatives such as interfaith fasting, cultural festivals, and collaborative social support activities. These practices foster mutual respect and promote inclusive behaviors. The hidden curriculum significantly shapes students' perspectives on diversity, with schools demonstrating high levels of social cohesion and absence of reported intergroup conflicts. Conclusion: The study underscores the importance of integrating hidden curriculum strategies into educational frameworks to cultivate inclusive school environments. It provides empirical insights into how informal school practices complement formal instruction in promoting tolerance. These findings have implications for multicultural education policy and call for further research on the long-term impact of hidden curriculum-based tolerance education. |
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| ISSN: | 2147-0901 2564-8020 |
