<![CDATA[This study aimed to examine the strategic implementation of hidden curriculum in transforming students’ religious values at SMAS Uswatun Hasanah Jakarta. Employing a qualitative case study design, data were collected through observations, in-depth interviews, and document analysis involving 10 purposively selected informants, including the principal, vice-principal for student affairs, Islamic Religious Education teacher, five students, and two parents. Data were analysed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings showed that the hidden curriculum is strategically implemented through religious, academic, social, and environmental programmes, including daily prayers, Qur’anic activities, Friday Literacy, Friday Clean-Up, ROHIS, Infaq, and Juz 30 memorisation. These programmes embed values of religiosity, discipline, responsibility, consistency, social concern, respect, and literacy within students’ everyday experiences. The internalisation process is strengthened through systematic programme planning, repeated habituation, teacher modelling, school policies, and student participation monitoring. The findings further indicated a gradual transformation in students’ religious behaviour, reflected in increased familiarity with congregational prayer, Qur’an reading, discipline, and respectful interaction, with some practices extending into students’ home environments. These findings implied that hidden curriculum can function as a sustainable educational mechanism for connecting institutional values with students’ everyday behaviour through consistent school culture and social practices.]]>
