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September 18, 2025Education Achievement Journal of Science and ResearchOpen Access

Silent Pedagogies and Hidden Curriculum in Arabic Language Instruction Among Rural Madrasahs

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Authors

FSFadhila Suskha

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Overview

Qualitative analysis reveals hidden dynamics in Arabic teaching and learning processes, suggesting implications for curriculum development.

Key Points

  • The study identifies silent pedagogies affecting Arabic language learning in rural madrasas.
  • Data from interviews with eight teachers and twelve students reveal dominant practices of memorization and authority.
  • Analysis of learning documents suggests the hidden curriculum fosters obedience and prioritizes social hierarchy.
  • Findings highlight the necessity for critical engagement to develop a more reflective pedagogy in Islamic education.

Cite This Study

Fadhila Suskha (2025) studied this question.

synapsesocial.com/papers/68d463e931b076d99fa635b4https://doi.org/10.51178/jsr.v6i2.2848
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