Hemi Ratmayanti
Universitas Widya Gama Mahakam Samarinda

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Hidden Curriculum sebagai Strategi Pembentukan Akhlak Siswa Sekolah Dasar: Kajian Systematic Literature Review Eko Kurniawanto; Hemi Ratmayanti
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1785

Abstract

Penelitian ini bertujuan mensintesis mekanisme hidden curriculum sebagai strategi pembentukan akhlak siswa sekolah dasar. Berbeda dari kajian naratif yang cenderung normatif, penelitian ini menggunakan desain systematic literature review berbasis PRISMA 2020 terhadap publikasi tahun 2021–2026. Rentang waktu tersebut dipilih karena merepresentasikan fase pascapandemi, penguatan Kurikulum Merdeka, dan meningkatnya perhatian terhadap iklim keamanan serta kebinekaan sekolah. Pencarian dilakukan melalui Google Scholar, Garuda/SINTA, DOAJ, Crossref, ERIC, dan penelusuran situs akademik; dari 478 rekaman awal, 24 artikel memenuhi kriteria inklusi dan lolos quality assessment. Sintesis tematik menunjukkan empat temuan utama: (1) keteladanan guru menjadi mediator paling konsisten dalam internalisasi nilai akhlak; (2) budaya sekolah, pembiasaan, tata tertib, dan ritual harian mengubah nilai moral dari pengetahuan menjadi kebiasaan; (3) kegiatan ekstrakurikuler dan relasi teman sebaya memperkuat tanggung jawab, empati, disiplin, religiusitas, dan toleransi; serta (4) efektivitas hidden curriculum menurun ketika sekolah tidak memiliki sistem evaluasi perilaku dan kolaborasi keluarga. Kebaruan penelitian terletak pada model sintesis empat lapis yang menghubungkan input nilai, aktor sekolah, pengalaman harian, dan evaluasi reflektif. Implikasi penelitian menegaskan bahwa hidden curriculum perlu dirancang secara sadar, tetapi tetap bekerja melalui pengalaman keseharian yang konsisten.   This study aims to synthesize the mechanisms of hidden curriculum as a strategy for shaping elementary school students' moral character. Unlike descriptive narrative reviews, this study employed a PRISMA 2020-based systematic literature review of publications from 2021 to 2026. This period was selected because it reflects the post-pandemic transition, the strengthening of the Merdeka Curriculum, and the growing concern over school safety and diversity climate. Searches were conducted through Google Scholar, Garuda/SINTA, DOAJ, Crossref, ERIC, and academic websites; from 478 initial records, 24 articles met the inclusion criteria and passed quality assessment. The thematic synthesis produced four key findings: (1) teacher role modelling consistently mediates moral internalization; (2) school culture, habituation, rules, and daily rituals transform moral knowledge into behavioural habits; (3) extracurricular activities and peer relations strengthen responsibility, empathy, discipline, religiosity, and tolerance; and (4) the effectiveness of hidden curriculum declines when schools lack behavioural evaluation systems and family collaboration. The novelty of this study lies in a four-layer synthesis model connecting value input, school actors, daily experiences, and reflective evaluation. The study implies that hidden curriculum should be intentionally designed while continuing to operate through consistent everyday school experiences.
Manajemen Konflik Organisasi dalam Perspektif Islam: Integrasi Musyawarah, Keadilan, dan Islah Hemi Ratmayanti
Stigma Jurnal Ilmu Sosial Politik dan Humaniora Vol. 5 No. 1 (2026): Maret 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/stigma.v5i1.2025

Abstract

Konflik organisasi muncul karena perbedaan kepentingan, tujuan, nilai, persepsi, distribusi sumber daya, dan relasi kekuasaan. Penyelesaian yang hanya berorientasi pada penghentian perselisihan dapat menghasilkan kesepakatan formal tanpa menjamin keadilan dan pemulihan hubungan. Penelitian ini bertujuan merumuskan kerangka manajemen konflik organisasi dalam perspektif Islam melalui integrasi musyawarah, keadilan, dan islah. Penelitian menggunakan metode kepustakaan kualitatif dengan pendekatan deskriptif, normatif, dan analisis isi terarah. Sumber data mencakup Al-Qur’an, hadis, literatur manajemen Islam, serta 24 artikel jurnal nasional dan internasional terbitan 2022–2025 yang dipilih berdasarkan relevansi, kejelasan metode, dan keterkaitan dengan konteks organisasi. Hasil sintesis menunjukkan bahwa musyawarah berfungsi sebagai mekanisme tabayun, dialog, dan identifikasi akar konflik; keadilan menjadi standar prosedur, penilaian bukti, pembagian hak, dan penetapan tindakan korektif; sedangkan islah mengarahkan pemulihan hak, hubungan, dan kepercayaan. Ketiga prinsip tersebut perlu diterapkan secara berurutan tetapi saling mengoreksi melalui tahap identifikasi, musyawarah, keputusan adil, islah, dan evaluasi. Kerangka ini memperluas manajemen konflik dari pemilihan strategi menuju tata kelola konflik yang partisipatif, akuntabel, restoratif, dan berorientasi pada kemaslahatan organisasi. Penerapannya mensyaratkan mediator netral, saluran pengaduan aman, transparansi keputusan, serta perlindungan terhadap pihak yang dirugikan. Organizational conflict arises from differences in interests, goals, values, perceptions, resource distribution, and power relations. Approaches that merely seek to stop disputes may produce formal agreements without ensuring justice or repairing damaged relationships. This study develops an Islamic framework for organizational conflict management by integrating deliberation, justice, and islah (reconciliation and restoration). It employs qualitative library research using descriptive, normative, and directed content-analysis approaches. The sources include the Qur’an, hadith, Islamic management literature, and 24 national and international journal articles published between 2022 and 2025, selected for their relevance, methodological clarity, and organizational focus. The synthesis indicates that deliberation functions as a mechanism for verification, dialogue, and identification of conflict roots; justice provides standards for procedures, evidence assessment, allocation of rights, and corrective action; and islah directs the restoration of rights, relationships, and trust. These principles operate through five interconnected stages: identification, deliberation, fair decision-making, restoration, and evaluation. The framework extends conflict management beyond selecting a response style toward participatory, accountable, and restorative conflict governance oriented to organizational welfare. Its implementation requires neutral mediators, safe grievance channels, transparent decisions, proportional remedies, and protection for affected parties.