<![CDATA[This study aims to examine the strategic implementation of hidden curriculum in internalizing moral (akhlak) values and fostering students’ character development at MTs Miftahul Jannah. This research employed a descriptive qualitative approach using observations, semi-structured interviews, and document analysis involving the principal, Islamic Religious Education teachers, homeroom teachers, and students selected through purposive sampling. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model consisting of data condensation, data display, and verification, while credibility was ensured through triangulation of sources and techniques. The findings show that hidden curriculum is implemented through three main forms: teacher role modeling, religious habituation, and school discipline culture. The internalization process occurs through value transformation, transaction, and transinternalization, which strengthen students’ religious commitment, social behavior, discipline, and responsibility. The study concludes that hidden curriculum effectively transforms moral values into daily practices. The implication emphasizes the need to strengthen school culture, teacher exemplarity, and collaboration among stakeholders to develop sustainable Islamic character education in educational institutions.]]>
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