Hidden curriculum and students’ inclusive attitudes in English language learning: A case study in Pangandaran

Abstract

The diversity of cultural, religious, learning ability, and social backgrounds among students necessitates that schools develop instruction focused not only on academic achievement but also on cultivating inclusive attitudes. One feasible strategy is implementing the hidden curriculum within English language instruction. This study aims to analyze the implementation of the hidden curriculum, the process of fostering students' inclusive attitudes, the enabling and constraining factors affecting its implementation, and its impact on strengthening inclusive attitudes in English language learning. This research employs a qualitative case study approach conducted at the secondary education level in Pangandaran Regency. Data were collected through observations, in-depth interviews, and documentation, then analyzed using interactive model, encompassing data condensation, data display, and conclusion drawing. The findings reveal that the hidden curriculum was implemented through teacher role-modeling, habituation of positive behaviors, inclusive communication, democratic classroom management, heterogeneous learning groups, equitable learning opportunities, and instructional materials and activities that respect diversity. This process cultivated tolerance, empathy, mutual respect, cooperation, and acceptance of cultural, religious, learning, and social diversity. Implementation was supported by an inclusive school culture, teacher commitment, principal leadership, inter-school collaboration, and the communicative nature of English instruction. However, constraints included cognitively oriented instruction, limited teacher understanding of the hidden curriculum, time limitations, student heterogeneity, suboptimal character assessment, and external environmental influences. The findings indicate that the hidden curriculum significantly contributes to reinforcing inclusive education, actualizing the Profil Pelajar Pancasila, particularly the Global Diversity dimension, developing character-oriented English instruction, and establishing a school culture that values diversity.

Keywords: Case Study; English Language Learning; Hidden Curriculum; Inclusive Attitudes; Secondary Education