Curriculum Evaluation Research Articles

The Evaluation of Implementation Merdeka Curriculum at The Centre of Excellence Vocational High School

This study aims to evaluate the implementation of the Merdeka Curriculum at the Centre of Excellence vocational high schools in North Sumatra. This study used a qualitative approach with CIPP (context, input, process, and product) evaluation model. The subjects used were school principals and teachers from vocational high school in North Sumatra by purposive sampling. Data collection techniques were carried out using questionnaires sent online via Google form and data analysis techniques using descriptive analysis. The research results showed that the implementation of the Merdeka Curriculum in vocational high schools, which have become centers of excellence, had been running quite effectively and efficiently even though, in terms of implementation, it still needs to be improved. Based on the research results, data was obtained in the context evaluation of the implementation of the Merdeka Curriculum at the Center of Excellence Vocational School; it was in the very good category. Likewise, the input evaluation was in the good category. Furthermore, the process evaluation was in the very good category, and the product evaluation was in the good category. The conclusion from this study is that teachers must be role models for students and can inspire students to develop their creativity. In addition, teachers need to upgrade their competence so that they can continue to learn to implement differentiation learning that is fun and pro-student.

Inclusive Growth, A Gateway of Sustainable Development of Higher Education Through Open and Distance Learning in India

Education play important role for crucial development of society as well as young generation, because it build and developed a person's beliefs, ideologies, values and take a substantial role to inclusive growth of any country. Inclusive education refer to empowering of every children with skills and knowledge’s, given equal opportunity of every children to access education equally. At the present context open and distance learning open horizontal windows of education for increasing learner participations and educational opportunities for many compatible learners who are deprived of to access classroom education due to financial, sociocultural and geographical barriers. Open and distance learning education system focuses on open access to education and learners free from the constrains of time and place and also get the opportunities of flexible learning. Nowadays educational policy of India has been emphasize to integrations of many ICT tools (audio-visual media- radio, television broadcast, video compact disc, video text, computer etc) and e-learning platform(SWAYAM,DIKSHA). For improvement of inclusive growth through open and distance learning for the quality of education and its aims to providing support and facilitated quality, access and equity for learning process in distance learning through interactive activities, by the inclusive growth through open and distance learning advocating peer to peer collaboration and also impact a great sense of autonomy and responsible learning. By the using of ICT integrated tools in education curriculum evaluation can be diversified and building intellectual capability of learners as well as inclusive growth of higher education system. Higher education is the backbone of any knowledge society. Availability, accessibility, acceptability of learning recourses of higher education level can be lead sustainable inclusive growth of education system and also give the opportunity of education for all students at same platform. National Educational Technology Forum(NETF) is a important scheme of Nation Education Policy(NEP)-2020 which will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning ,assessment ,planning ,administration and so on both school and higher education. Open and distance learning one of the most rapidly growing field of education nowadays, because of its major contribution in enhancing the Gross Enrollment Ratio(GER) in higher education and also have a sustainable impact on all education systems specially higher education.

Role Identities in Colombian Music Education Graduates

The tension between performer and teacher identities in music education is a widely recognized phenomenon within the profession. However, in Colombia, previous research has mainly focused on curricular evaluations, profile, and labor market conditions, leaving a significant gap in our understanding of identity. This study aimed to investigate the role identities among graduates of the Adventist University Corporation. Two focus groups were conducted to explore the existing condition of teacher and performer identities and the impact of government-mandated curricular modifications on recent graduates’ teacher identity. The results revealed a persistent dichotomy among participants in their working lives despite institutional efforts. The major causes of identity imbalance were less than ideal working conditions in public schools, hidden curricula, and career breadth. To address these issues, future governmental and institutional endeavors should focus on improving working conditions, adapting curricula to the labor market, and providing active support for teacher identity based on experiences.

Vocabulary Complexity in EFL University Students’ Academic Texts

This paper examines students’ use of vocabulary in English as a foreign language (EFL) in academic writing. However necessary, the specific vocabulary used by students in academic EFL settings has not received sufficient attention. Thirty-one EFL students at a Costa Rican public university participated in this study, which was conducted over the course of a year. The researcher collected data from participants’ final research papers and used specialized software to determine their vocabulary usage. Data analyses indi- cate that: 1) lexical variety is above average, 2) students’ academic vocabulary is high but does not include all the possible subtypes, 3) students range between a C1 and C2 English level in the English Vocabulary Profile (EVP) distribution, and 4) metadiscourse markers are used but highly repetitive in students’ papers. These conclusions are con- sistent with the reviewed literature; they imply a high degree of variation across popula- tions. Furthermore, the analysis suggests that direct instruction may broaden students’ lexicon. These findings should serve as a springboard for implementing new teaching strategies that stimulate a curricular evaluation of the study plan.

Strategi Guru Dalam Meningkatkan Pengembangan Pembelajaran PAI

Islamic Religious Education (IRE) in vocational high schools (SMK), such as SMK Negeri 1 Karangan, plays a central role in shaping the character and morals of students. IRE teachers at SMK Negeri 1 Karangan have a significant responsibility in enhancing the quality of IRE instruction. This article discusses various strategies employed by IRE teachers to improve the development of IRE learning, including the implementation of interactive methods, utilization of technology, relevance of materials to students' lives, collaboration with external resources, facilitating open discussions on religious issues, formative assessment, and feedback usage. Furthermore, this article also encompasses the evaluation and development process of the IRE curriculum at SMK Negeri 1 Karangan, involving goal analysis, learning material evaluation, teaching methods, assessment of learning outcomes, feedback from students and teachers, identification of development needs, curriculum development, as well as implementation and monitoring phases. The aim of this evaluation and development is to ensure that Islamic religious education at SMK Negeri 1 Karangan remains in accordance, relevant, and effective according to student demands and societal developments.

Kua takoto te mānuka, mā wai e hiki ake? Advancing a Te Tiriti o Waitangi-led approach to mental health education in schools

ABSTRACTThis article engages mātauranga Māori, social psychology and the sociology of education to argue that an individualistic approach to mental health education in schools is inadequate. In this article we discuss a recent national school curriculum policy that demonstrates the ways mental health education can be framed by Te Tiriti o Waitangi, informed by the determinants of health, and culturally located in worldviews representative of Te Ao Māori. This framework encourages schools take a ‘whole of school’ approach to mental health education, embedded in teacher development, curriculum learning, and community engagement. We argue that this approach – aligned with the three articles of Te Tiriti o Waitangi – necessarily involves schools consulting with diverse ākonga (learners) and communities, involving them in mental health curriculum development, implementation, and evaluation. When conducted in culturally and socially conscious ways, the relationship between boards, schools and the wider school community can embody effective governance (article one), honour hapū, iwi and Māori rangatiratanga (article two) and encourage equal participation and inclusion for equitable mental health education and outcomes (article three). We argue that this approach to mental health is Te Tiriti-led, relational, and more likely to be well-being enhancing for diverse young people and communities.

Manajemen Berbasis Madrasah dalam Perspektif Manajemen Mutu Pendidikan Islam di Pondok Pesantren

This article discusses Madrasah-Based Management in the Perspective of Quality Management of Islamic Education at the Syech Ahmad Chatib Islamic Boarding School. This research is included in qualitative research because the method used by researchers is descriptive methods. Data was obtained through observation, interviews, personal documentation and other official documentation. The research results show that the curriculum used at the Tahfizhul Quran Syech Ahmad Chatib Islamic Boarding School is the Independent Curriculum. Tahfizhul Quran Syech Ahmad Chatib Islamic boarding school has implemented curriculum evaluation strategy procedures, namely, needs evaluation, input evaluation, process evaluation, product/output evaluation. The head of the madrasah as the highest executive leader at the Tahfizhul Quran Syech Ahmad Chatib Islamic Boarding School has the task of assisting the General Chair of the Foundation and Islamic Boarding School Leaders in the management of educational staff and teaching staff which includes planning and procurement of educational staff and educators, coaching and development, assessment and dismissal.

Evaluation of online educational curriculum on HPV vaccination practices among adult primary care providers

BackgroundHuman papillomavirus (HPV) is the most common sexually transmitted infection in the United States. While HPV is a vaccine-preventable illness, vaccine utilization rates in the United States remain low, particularly among adults.MethodsThe objective of this study was to assess the impact of an online, asynchronous educational module on HPV vaccination for adult primary care providers. We designed and implemented the module for family medicine, internal medicine, medicine/pediatrics, and obstetrics/gynecology providers in a community practice network affiliated with a large academic health system. We evaluated the effect of the module on provider knowledge, attitudes, and self-reported behaviors with pre-, post-, and delayed post-tests, using Likert-scales for measurement. We summarized data with descriptive statistics and compared changes in individuals using paired t-tests.ResultsOne hundred forty-four out of 223 providers completed the module (response rate of 65%). At baseline, internists had the lowest knowledge scores compared to other specialties (pre-test mean of 3.6, out of 5, SD 1.2). Internists were also the least likely to counsel patients on HPV vaccination (mean 1.6, SD 0.9). There was a statistically significant improvement in knowledge from pre-test to post-test (from mean of 3.8 to 4.6, out of 5, p < .001) across all specialties. There was also statistically significant improvement in mean confidence for all providers from pre-test to post-test to identify patients aged 19–26 (3.3 to 3.7, p < .001) and patients aged 27–45 (2.7 to 3.5, p < .001) who needed vaccination. There was a statistically significant improvement in likelihood to counsel eligible patients on the risks of HPV infection (mean 2.3 to 2.8, p-value 0.002). The delayed post-test demonstrated retention of improved knowledge, confidence, and self-reported behavior.ConclusionsThis study demonstrated that an asynchronous online module was effective at improving confidence, knowledge, and self-reported behavior of adult primary care providers in recommending HPV immunization. Given the important role that healthcare providers play in vaccine uptake, this study suggests that an online educational intervention can be a powerful tool to encourage increased utilization and delivery of the HPV vaccine. Further efforts are needed to educate internists and providers who take care of the adult population on HPV vaccination.

A Biblioguidance Approach to Fostering Students’ Self-Efficacy to Advocate for Health

Teaching the components of health advocacy is straightforward, but fostering young people’s self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students’ ( N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change ( p &lt; .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.

INTEGRATING ETHICS AND PROFESSIONALISM IN ACCOUNTING EDUCATION FOR SECONDARY SCHOOL STUDENTS

The important task of incorporating professionalism and ethics into secondary school accounting education is examined in this paper. The study highlights essential curriculum development, assessment, and evaluation approaches in light of the significant influence that ethical and professional values have on the accounting profession. It highlights the importance of using various assessment techniques, aligning educational standards, and promoting interdisciplinary cooperation. The conversation focuses on new issues, such as the necessity of teaching digital ethics and behavioral ethics in a global setting. Suggestions include the creation of industry partnerships, ongoing research, and mentorship programs. The study also emphasizes the value of public awareness campaigns and ethical climate assessments in fostering educational institutions' professional and ethical culture. In conclusion, it is both a social responsibility and an educational objective for aspiring accountants to grow ethically and professionally. By embracing these recommendations, educational institutions and instructors can help mold accountants who are not only technically skilled but also morally grounded leaders able to maintain the highest standards of integrity in a quickly changing accounting environment.&#x0D; Keywords: Ethics, Professionalism, Accounting Education, Secondary School, Curriculum Development, Assessment, Evaluation, Digital Ethics, Interdisciplinary Collaboration.

Navigating Challenges: Exploring Cadets' Perspectives on Maritime Cyber Resilience in STIP Jakarta's Semester 3 Program

This qualitative study investigates the perspectives of 240 Semester 3 cadets at the Maritime Institute Jakarta (STIP Jakarta) regarding An Operational Approach to Maritime Cyber Resilience. Over three semesters, the research scrutinizes cadets' academic self-checked intelligence, perceived professional competences, motivations, and the interplay between language development and preparedness for global roles. The demographic diversity of the cadet sample, representing majors in Nautical, Technical, and Port and Shipping Management, ensures a comprehensive exploration of maritime education. The findings reveal a positive evolution in cadets' understanding of maritime cyber resilience, with a notable increase in academic self-checked intelligence. The curriculum's effectiveness in cultivating a nuanced comprehension of cyber threats is underscored by the enhanced professional competences perceived by cadets, indicating preparedness for the practical challenges in the maritime industry. Motivations and engagement exhibit a positive trajectory, from initial challenges to sustained interest, indicating the subject's growing relevance over time. The interconnected development of English language proficiency and subject mastery emphasizes the need for targeted language support within maritime education. The positive correlation between improved language fluency and a deeper understanding of maritime cyber resilience suggests the symbiotic relationship between linguistic and technical competence. The study's implications extend beyond STIP Jakarta, offering insights for refining maritime education globally. Recommendations encompass dynamic pedagogical approaches, continual curriculum evaluation, industry collaboration, and language enhancement initiatives. By embracing these recommendations, maritime education programmes can foster a resilient cadre of professionals adept at navigating the complexities of the modern maritime industry.

Evaluations of training programs to improve capacity in K*: a systematic scoping review of methods applied and outcomes assessed

This paper examines how frequently K* training programs have been evaluated, synthesizes information on the methods and outcome indicators used, and identifies potential future approaches for evaluation. We conducted a systematic scoping review of publications evaluating K* training programs, including formal and informal training programs targeted toward knowledge brokers, researchers, policymakers, practitioners, and community members. Using broad inclusion criteria, eight electronic databases and Google Scholar were systematically searched using Boolean queries. After independent screening, scientometric and content analysis was conducted to map the literature and provide in-depth insights related to the methodological characteristics, outcomes assessed, and future evaluation approaches proposed by the authors of the included studies. The Kirkpatrick four-level training evaluation model was used to categorize training outcomes. Of the 824 unique resources identified, 47 were eligible for inclusion in the analysis. The number of published articles increased after 2014, with most conducted in the United States and Canada. Many training evaluations were designed to capture process and outcome variables. We found that surveys and interviews of trainees were the most used data collection techniques. Downstream organizational impacts that occurred because of the training were evaluated less frequently. Authors of the included studies cited limitations such as the use of simple evaluative designs, small cohorts/sample sizes, lack of long-term follow-up, and an absence of curriculum evaluation activities. This study found that many evaluations of K* training programs were weak, even though the number of training programs (and the evaluations thereof) have increased steadily since 2014. We found a limited number of studies on K* training outside of the field of health and few studies that assessed the long-term impacts of training. More evidence from well-designed K* training evaluations are needed and we encourage future evaluators and program staff to carefully consider their evaluation design and outcomes to pursue.

SAFEGUARDING INNOCENCE: DEVELOPING CURRICULUM OF ISLAMIC SEXUAL EDUCATION IN EARLY CHILDHOOD

&lt;div&gt;Article 15 of Law No. 35/2014 affirms the right of every child to be protected from various forms of exploitation, including sexual crimes. A well-structured and age-appropriate Islamic sexuality education curriculum plays an important role in shaping a healthy understanding of children's physical, emotional, and social interactions. This research reviews the development of a sexuality education curriculum using the Dick and Carey development model in an Early Childhood Education (ECE) or Kindergarten B unit that refers to the Merdeka Curriculum. This curriculum includes four learning domains, namely intellectual skills, verbal information, psychomotor skills, and attitudes, which are in line with the Learning Outcomes of religious values and character, identity, and the basics of literacy and Steam. The learning design process begins with goal identification through performance analysis and needs assessment, then designing learning objectives that address specific challenges. The curriculum contains two themes, namely Showing Appropriate Reactions to Verbal Harassment and Inappropriate Touching which has 13 learning outcomes and Maintaining Cleanliness and Hygiene of Sensitive Body Parts which has 5 learning outcomes. The media needed to support learning include videos, picture storybooks, cards, snakes and ladders games, puppets, and songs. The appropriate methods are storytelling, socio-drama, interactive games, and discussions. The product was validated by material and curriculum experts. After revision, the values achieved showed improvement,&lt;/div&gt;&lt;div&gt;with the Curriculum and Learning Evaluation Expert Assessment increasing from 3.06 to 3.74, reflecting increased suitability and effectiveness. The Early Childhood Sexuality Education Material Content Expert Assessment progressed from 3.08 to 3.67, highlighting improved inclusivity and accuracy.&lt;/div&gt;

Evaluating the medical curriculum: Bias, problems, solutions

Medical school curriculums have increasingly shifted to an integrated curriculum and have been replacing lecture with ‘flipped classroom’ approaches. Analyses of the benefits of the integrated curriculum and flipped classroom model typically report enhanced student performance. However, the question is whether institutional self-evaluation of curricular success is biased to demonstrate success that may not objectively exist and/or whether such biased data are presented during Liaison Committee on Medical Education (LCME) site visits. An objective determination of curricular effectiveness requires an absence of bias and of efforts to put an institutional ‘thumb on the scale’ to obtain desired results. In addition, bias may exist in the rationale for implementing these curricular changes in the first place; these can include, for example, with respect to career advancement as well as ideological motivation. Thus, in this paper I examine potential problems with institutional bias with evaluation of curriculum and how to overcome these.

Labor Education Curriculum Implementation in the Perspective of Artificial Intelligence: Dilemmas and Optimization Paths

The continuous development and sustained progress of artificial intelligence has made it an important driving force for future educational change. Labor education, as an important part of China's education policy, must focus on the deep integration with artificial intelligence, and the key to the development of labor education lies in the construction and implementation of the labor education curriculum. Based on the labor education curriculum standard, a labor education curriculum system integrating "general theory courses, public practice courses and literacy development courses" has been constructed. Through the perspective of artificial intelligence, the implementation of labor education curriculum faces the practical dilemmas of lagging curriculum awareness, one-sided curriculum setting, scarcity of curriculum resources, and single curriculum evaluation. Starting from the realistic dilemma, the optimization path of labor education curriculum implementation in the field of artificial intelligence is proposed in order to promote the deep integration of labor education curriculum and artificial intelligence, and carry out useful exploration for realizing the modernization of education and helping diversified talents cultivation.

A Comparative Study of English General Education Curriculum System in Chinese and Japanese Universities

China and Japan are both East Asian countries with similar historical backgrounds and cultural origins, and they hold identical attitudes towards English language education in colleges and universities, i.e., improving the English language proficiency of the nationals has excellent advantages for individuals and the country, and the English language education in colleges and universities of the two countries is comparable in many aspects and can be borrowed from each other. This paper focuses on the curriculum system of liberal education in Chinese and Japanese universities and takes Peking University and the University of Tokyo as the objects of study. It compares and analyzes the similarities and differences between the liberal English education programs of the two universities regarding curriculum overview, curriculum objectives, curriculum structure, and curriculum evaluation methods. It analyzes and summarizes the characteristics of the two sides to enhance the strengths and avoid the shortcomings, to make up for the drawbacks of English liberal education in Chinese universities, and to harvest the usable experience.

Development and Pilot Testing of a Longitudinal Skills-Based Feedback and Conflict Resolution Curriculum for Internal Medicine Residents.

Physicians in training are responsible for leading clinical teams, coordinating interdisciplinary management, navigating conflict, and supervising and giving feedback to junior learners. Giving feedback and resolving conflict are key leadership skills for internal medicine (IM) residents, many of whom desire additional training. Although these skills are integral to successful leadership for physicians in training, residents receive little explicit education and existing curricula have not established best practices for skill acquisition. Study authors designed a pilot longitudinal, skills-based curriculum to teach first- through third-year IM residents at the University of Pittsburgh how to give formative feedback and engage in conflict resolution. From February to May 2021, authors delivered a series of interactive lectures utilizing frameworks, workplace-based scenarios, skills practice, and discussion. Skills transfer was evaluated with novel pre- and postcurriculum objective structured clinical examinations (OSCEs) wherein participants played the role of senior resident. Each OSCE involved 2 feedback and 2 conflict resolution stations. OSCE performances were evaluated using an author-created checklist with a 1-4 rating scale. The exposure group comprised post-OSCE participants who attended the curriculum. Data were analyzed using a mixed effects regression model. Thirty-six residents participated in curriculum evaluation, and 23 were included in postcurriculum data analysis. Within feedback, the skill "explores feedback content" significantly improved for exposure group participants (precurriculum median, 2.64; postcurriculum, 3.24; P < .05). For conflict resolution, among the exposure group, the skill "identifies a common goal, value, or purpose" significantly improved (pre, 3.10; post, 3.62; P < .05). This curriculum and evaluation can serve as a stepping stone for further evidence-based leadership frameworks, curricula, and evaluations developed specifically for physicians within their unique leadership roles. The feedback and conflict resolution frameworks used in this curriculum can be applied to various medical specialties, with specialty-relevant scenario adaptations for interactive skills practice.

Diversified curriculum innovation of college music education under deep learning model

Abstract In order to innovate the college music education model, this paper first analyzes the design ideas of music-diversified courses based on deep learning and carries out the feature extraction of music course content. Secondly, combined with the diversified music wisdom environment and curriculum evaluation, a diversified music curriculum system teaching model based on deep learning is designed. Finally, the teaching practice is conducted, and a control experiment is designed to analyze the effectiveness of diversified curriculum innovations. The results showed that after the teaching practice, the basic level of the experimental class increased by 0.26, the cognitive ability increased by 0.23, the learning attitude increased by 0.23, the learning style increased by 0.23, and the interests and hobbies increased by 0.25. The diversified curriculum based on this paper can effectively carry out music teaching innovation.

Discrepancy analysis in university curriculum evaluation

Curriculum evaluation in university education is crucial to improve the quality of professional education. This paper proposes a rubric to evaluate the university curriculum in order to obtain accurate information on its current state and to guide its restructuring according to the needs of updating and institutional demands. Emphasis is placed on the adoption of an objective methodological approach as opposed to subjective criteria. The methodology used, called "discrepancy analysis", is based on a theoretical model of an ideal curriculum with 10 components, each with a weighted value according to its importance. The evaluation of the curriculum is based on how close or far it is from this ideal model, reflecting its effectiveness and quality. The professional profile stands out as a fundamental source in the development of the curriculum, and must be relevant, comprehensive and consistent with the educational concept adopted by the institution. A rubric is presented to evaluate the professional profile in terms of coherence, relevance, completeness, clarity and structure. The constituent elements of the curriculum, such as the situational diagnosis, the doctrinal framework, the institutional decisions and the scope of work performance, are evaluated to ensure their alignment with the professional training objectives and the needs of the labor market. The organizational structure of the curriculum, the generation of curricular units, the design of the syllabus, the writing of summaries and the recommendations for the development of syllabi are crucial aspects that are evaluated to ensure the coherence and effectiveness of the university curriculum.

Implementation of Hidden Curriculum in The Subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta (Jakarta Public Vocational High School 57)

Purpose of this research is to find the following matters: (1) Implementation of the Hidden Curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta, (2) Supporting factors and inhibiting factors of the hidden curriculum in the subject of Islamic Religious Education and Character, (3) Evaluation of hidden curriculum in subject of Islamic Religious Education and Character, (4) Concept of implementation of hidden curriculum in the subject of Islamic Religious Education and Character in public schools. This research was conducted from June 2022 to March 2023, using qualitative research methods through a phenomenological approach. Data collection techniques were carried out using interviews, observation and documentation studies. Data analysis uses the interactive Miles and Hubberman model, namely data reduction, display and verification. The validity of the data is measured using source angulation techniques and extending the participation of researchers. The results of this research show that: (1) The implementation of the hidden curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta consists of aspects of habituation, coaching, assignments, worship, extracurriculars, various school development activities, instilling values, growing empathy, tolerance and collaboration. (2) the supporting factor for the hidden curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta is collaboration with stakeholders, while the inhibiting factor is the pandemic conditions for two years so that learning is carried out online. Therefore, there are no activities at school (3) Evaluation of the hidden curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta has not been carried out optimally. Habituation, assignments and role modeling were carried out again after the offline learning was implemented, so it was not implemented thoroughly. (4) Implementation of the Hidden Curriculum in the subject of Islamic Religious Education and Character in public schools, has the concept of (a) implementation is carried out in an integrated manner with school development through habituation, assignments and exemplary activities which cover various aspects in dealing with the lack of learning duration in the subject of Islamic Religious Education and Character in schools. (b) the more school development programs there are, the more dynamic the strengthening of students' character, (c) example and habituation are the most effective strategies in implementing the hidden curriculum since the example set by educators forms the students to follow attitudes and behavior that shape character, while the habituation carried out will build good habits that will be carried over until the students become adults.