| dc.description.abstract | In the world of education, the existence of the curriculum cannot be avoided because it determines the direction and goals of education. The curriculum is the heart of a school. Furthermore, the curriculum is defined as an educational program; various teaching materials and learning experiences are programmed, planned, and systematically designed based on the applicable norms that apply to teachers and students in the learning process of the Guidelines for Educational Achievement. But there is also a hidden or invisible curriculum, which is called a hidden curriculum. The hidden curriculum is often also called the Other Curriculum, which is the result of "power relations" in the classroom, whether in the form of elements of the superstructure, class awareness, patriarchy, heterosexuality, and so on. In this study, the writer will find out how the teacher's perception of the hidden curriculum and whether the hidden curriculum has a good effect on the formation of student character. This study used a qualitative approach with data collection techniques using interviews and observation. The data in this study were teachers and first-grade students at Gajah Mada Middle School. The authors found the results of the study that some teachers implemented the hidden curriculum with students, and some teachers implemented the hidden curriculum but were not firm in applying it to students the researcher found that each teacher had a different way of educating students and conveying learning, so did with students researchers also see that not all students can accept the hidden curriculum well. Some students can easily accept the hidden curriculum, but some students must be given more understanding about the hidden curriculum. Because students have different characteristics and attitudes. The writer concludes that the hidden curriculum has a powerful influence on student character formation because it can contribute to the development and construction of student character | en_US |
