ABSTRACT
A hidden curriculum fosters moral education and values implicitly embedded in students' daily habits and activities. However, its constructive impact remains inconsistent and often lacks measurable effectiveness. In Indonesia, the prevalence of criminal behaviour among school-age children highlights the limited success of moral cultivation emphasised through the hidden curriculum. Therefore, research on its implementation is essential. This study, employing a qualitative method through interviews, observations, and document analysis, investigates the application of the hidden curriculum in achieving the vision of religious-based schools. The findings are discussed across three key aspects: awareness among school members, the role of school management in designing a curriculum that supports the hidden curriculum, and the interdependence of these elements in achieving the school's vision. Particular attention is given to two essential areas: improving the quality of religious facilities and enhancing library resources as a foundation for literacy. These facilities serve as central spaces for interaction and habit formation, significantly influencing the success of the hidden curriculum. This study underscores the importance of a well-structured hidden curriculum in fostering moral values and achieving educational goals in religious school environments.
