Implementation of Nggusuwaru Values as a Hidden Curriculum in the Development of Islamic Character among Students at SMAN 1 Ambalawi

This study aims to describe the underlying rationale and the implementation of nggusuwaru values as a hidden curriculum in shaping the Islamic character of students at SMAN 1 Ambalawi. This research is a case study employing a qualitative approach. Observation and documentation methods were reinforced by in-depth interviews with research subjects, namely: the principal, the vice principal of curriculum, two PAI teachers, two PPKn teachers, the P5 coordinator teacher, homeroom teacher, ROHIS and KSR extracurricular supervisor, two guidance and counseling teachers, and two students for data collection. Data validation used source triangulation, using pattern identification techniques, explanatory presentation, and time-series analysis. The results: first, the rationale for implementing nggusuwaru values as a hidden curriculum in shaping the Islamic character of students at SMAN 1 Ambalawi includes: a) Reviving and restoring the cultural philosophy of nggusuwaru; b) Strengthening and affirming the P5 Profile; c) Optimizing the achievement of the school’s vision, mission, and objectives; d) Supporting the holistic development of students’ knowledge, skills, and character; e) Applying Social Emotional Learning as emphasized in the Kurikulum Merdeka. Second, the implementation of nggusuwaru values as a hidden curriculum is conducted through in-class practices: tadarus, habituation of 5S, prayer before and after learning, clean and tidy living habits, punctual attendance, evaluation of Ṣalāh, infaq seribu Jumat. Outside the classroom, these are reflected through: congregational ẓuhr prayer, kultum, joint Friday prayer at school, managerial coaching, 5S practices, morning assemblies, clean and tidy lifestyle, and direct fundraising activities.