<![CDATA[The role of Islamic Religious Education teachers is not limited to delivering Islamic knowledge in formal classroom instruction, but also includes efforts to develop students’ morals through school culture, religious habituation, and social interaction. This study aims to describe the role of Islamic Religious Education teachers in internalizing moral values through hidden curriculum at SDN Ketapang Daya 1, Ketapang District, Sampang Regency, and to analyze its implications for students’ moral development. This research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that Islamic Religious Education teachers play several important roles, namely as facilitators, motivators, mentors, and role models. These roles are implemented through religious habituation activities such as congregational dhuhr prayer, the Jimat Kedatu program, recitation of short surahs, shalawat, short religious talks, Friday charity, and daily moral guidance. The implications of these roles can be seen in the growth of students’ self-confidence, better understanding of worship practices, and the development of moral values such as sincerity, social care, discipline, patience, honesty, politeness, and mutual respect. Thus, hidden curriculum becomes an effective medium for strengthening students’ morals because moral values are not only taught verbally but also internalized through repeated practices, exemplary behavior, and religious school culture.]]>
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