ABSTRACT
Fadhliya Fardati. The Internalization of the Hidden Curriculum through the Roles of Teachers and Parents in Shaping the Character of Discipline at Madrasah Ibtidaiyah Pesantren Anak Sholeh Baitul Qur'an Ponorogo. Master's Thesis. Master's Program in Pedagogy, Graduate School, Muhammadiyah University of Ponorogo, 2025.
Supervisor I: Dr. Alip Sugianto, M.Hum. Supervisor II: Dr. Ana Maghfiroh, M.Pd.
This study was motivated by the importance of developing students' disciplinary character, which is determined not only by the formal curriculum but also by the hidden curriculum manifested through the culture of the madrasah, teachers' role modeling, habitual practices, and the synergy between teachers and parents. The objectives of this study were to describe the forms of hidden curriculum implemented at Madrasah Ibtidaiyah Pesantren Anak Sholeh Baitul Qur'an Ponorogo, to analyze the roles of teachers and parents in the internalization process of the hidden curriculum, and to examine the impact of the hidden curriculum on the development of students' disciplinary character.
This study employed a qualitative approach using a case study design. The research was conducted at Madrasah Ibtidaiyah Pesantren Anak Sholeh Baitul Qur'an Ponorogo. The research participants consisted of the principal, teachers, parents, and students, who were purposively selected according to the focus of the study. The data sources included primary data obtained from the participants and secondary data in the form of school documents. Data were collected through semi-structured interviews, moderate participant observation, and documentation, with the researcher serving as the primary research instrument. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data reduction, data display, and conclusion drawing. The trustworthiness of the data was ensured through source triangulation, technique triangulation, and member checking.
The findings reveal that: (1) the hidden curriculum is implemented through the pesantren's religious culture, teachers' role modeling, habitual worship practices, time discipline, enforcement of school regulations, the creation of a conducive learning environment, and a consistently maintained school culture; (2) teachers serve as role models, mentors, supervisors, and reinforcers of values, while parents act as strategic partners of the madrasah by reinforcing positive habits at home, maintaining intensive communication, and strengthening character development, thereby ensuring the continuity of value internalization between school and family; and (3) the internalization of the hidden curriculum has a positive impact on the development of students' disciplinary character, as reflected in punctuality, discipline in worship, responsibility, independence, social awareness, and proper manners toward teachers and peers. This study concludes that the successful development of students' disciplinary character is determined by the consistency of the madrasah culture, teachers' exemplary behavior, continuous habituation, and a strong partnership between teachers and parents. Therefore, madrasahs should continuously strengthen their school culture and collaboration with families to ensure the sustainable internalization of values.
Keywords: hidden curriculum, disciplinary character, teachers, parents, Madrasah Ibtidaiya