The Hidden Curriculum and Educational Ecology of Islamic Schools in Fostering Resilience: A Hybrid Bibliometric and Systematic Literature Review
DOI:
https://doi.org/10.11113/umran2026.13n3.886Keywords:
Islamic Religious Education, Hidden Curriculum, Student Resilience, Bibliometric Analysis, Systematic Literature ReviewAbstract
This research responds to the failure of the conventional Islamic Religious Education (IRE) approach, which is often reduced to a formal subject based solely on cognitive memorization. This research aims to: (1) reconstruct global research trends related to ecological value systems; (2) explore the transmission of values through the hidden curriculum; and (3) analyze its impact on students' mental resilience. The method used is a hybrid design that integrates bibliometric analysis of 87 Scopus documents (2015-2026) and a Systematic Literature Review (SLR) of 30 core literatures based on PRISMA guidelines. The results of the bibliometric mapping indicate that PAI research as a rigid classroom doctrine has reached academic saturation. In contrast, the SLR findings confirm that the transmission of ethical and spiritual values is most effective through the hidden curriculum and local cultural assimilation, where educators act actively as living role models. Furthermore, the systematic synthesis indicates that an inclusive and bullying-free school climate acts as a primary protective pathway that is strongly associated with reduced adolescent stress and enhanced psychological well-being. The findings underscore that integrating a hidden curriculum of empathy with supportive ecological structures represents a highly promising pathway to nurture student resilience. In conclusion, Islamic Religious Education must be recontextualized from a rigid, isolated classroom subject into a holistic value system that organically supports the developmental ecology of modern students.
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