<![CDATA[Character education is a central concern in Islamic educational institutions, particularly in pesantren where students experience intensive social interaction and value-based learning environments. Although previous studies have explored character formation through formal curricula and qualitative approaches, limited empirical evidence has examined the contribution of hidden curriculum to santri character development using quantitative analysis within the pesantren context. This study aims to examine the relationship between hidden curriculum implementation and character development among santri at Al-Kholil Islamic Boarding School, Indonesia. This study employed a quantitative correlational approach using a survey method. The population consisted of all santri at Al-Kholil Islamic Boarding School, with a total sample of 93 participants selected through total sampling. Data were collected using a Likert-scale questionnaire measuring hidden curriculum dimensions, including institutional culture, social interaction, role modelling, and habituation, as well as character dimensions consisting of discipline, responsibility, honesty, and social morality. Data were analyzed using descriptive statistics, Pearson correlation analysis, hypothesis testing, and coefficient of determination. The findings demonstrate a positive and significant relationship between hidden curriculum and santri character development (β = 0.583; t = 5.23; p < 0.001), with hidden curriculum accounting for 34% of the variance in character development. These findings indicate that implicit educational practices embedded in institutional culture, role modelling, social interaction, and habituation contribute substantially to the internalization of character values among santri. This study provides quantitative evidence that extends hidden curriculum and character education literature by demonstrating the importance of implicit educational processes in Islamic boarding school contexts.]]>
