<![CDATA[The transformation of students' religious values has become a major challenge in Islamic education amid rapid digital development and complex social changes. Formal classroom instruction alone is often insufficient to internalize religious values, highlighting the importance of school culture and educational experiences. This study aims to analyze the implementation and management of the hidden curriculum and its role in transforming students' religious values. Using a qualitative case study approach, the research was conducted at SMAS Uswatun Hasanah Jakarta. Data were collected through observations, in-depth interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña.The findings show that the hidden curriculum is implemented through religious programs, daily religious habituation, and a school culture that supports the internalization of Islamic values. Its implementation is strengthened by systematic management involving planning, implementation, and supervision. The hidden curriculum contributes to the transformation of students' religious values, reflected in improved discipline in worship, regular Qur’anic recitation, and the development of attitudes and behaviors that embody Islamic moral values. These findings indicate that the hidden curriculum functions not only as a component of school culture but also as an educational mechanism that facilitates the continuous internalization of religious values. The study implies that strengthening religious school culture, habituation programs, and value-based educational management can be effective strategies for fostering students’ religious character and addressing contemporary moral and spiritual challenges.]]>
