<![CDATA[Penelitian ini bertujuan mensintesis mekanisme hidden curriculum sebagai strategi pembentukan akhlak siswa sekolah dasar. Berbeda dari kajian naratif yang cenderung normatif, penelitian ini menggunakan desain systematic literature review berbasis PRISMA 2020 terhadap publikasi tahun 2021–2026. Rentang waktu tersebut dipilih karena merepresentasikan fase pascapandemi, penguatan Kurikulum Merdeka, dan meningkatnya perhatian terhadap iklim keamanan serta kebinekaan sekolah. Pencarian dilakukan melalui Google Scholar, Garuda/SINTA, DOAJ, Crossref, ERIC, dan penelusuran situs akademik; dari 478 rekaman awal, 24 artikel memenuhi kriteria inklusi dan lolos quality assessment. Sintesis tematik menunjukkan empat temuan utama: (1) keteladanan guru menjadi mediator paling konsisten dalam internalisasi nilai akhlak; (2) budaya sekolah, pembiasaan, tata tertib, dan ritual harian mengubah nilai moral dari pengetahuan menjadi kebiasaan; (3) kegiatan ekstrakurikuler dan relasi teman sebaya memperkuat tanggung jawab, empati, disiplin, religiusitas, dan toleransi; serta (4) efektivitas hidden curriculum menurun ketika sekolah tidak memiliki sistem evaluasi perilaku dan kolaborasi keluarga. Kebaruan penelitian terletak pada model sintesis empat lapis yang menghubungkan input nilai, aktor sekolah, pengalaman harian, dan evaluasi reflektif. Implikasi penelitian menegaskan bahwa hidden curriculum perlu dirancang secara sadar, tetapi tetap bekerja melalui pengalaman keseharian yang konsisten. This study aims to synthesize the mechanisms of hidden curriculum as a strategy for shaping elementary school students' moral character. Unlike descriptive narrative reviews, this study employed a PRISMA 2020-based systematic literature review of publications from 2021 to 2026. This period was selected because it reflects the post-pandemic transition, the strengthening of the Merdeka Curriculum, and the growing concern over school safety and diversity climate. Searches were conducted through Google Scholar, Garuda/SINTA, DOAJ, Crossref, ERIC, and academic websites; from 478 initial records, 24 articles met the inclusion criteria and passed quality assessment. The thematic synthesis produced four key findings: (1) teacher role modelling consistently mediates moral internalization; (2) school culture, habituation, rules, and daily rituals transform moral knowledge into behavioural habits; (3) extracurricular activities and peer relations strengthen responsibility, empathy, discipline, religiosity, and tolerance; and (4) the effectiveness of hidden curriculum declines when schools lack behavioural evaluation systems and family collaboration. The novelty of this study lies in a four-layer synthesis model connecting value input, school actors, daily experiences, and reflective evaluation. The study implies that hidden curriculum should be intentionally designed while continuing to operate through consistent everyday school experiences.]]>
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