The Invisible Curriculum That Shapes Character: A PRISMA-Based Systematic Review of Hidden Curriculum in Elementary Schools
Abstract
This study aims to analyze the role of hidden curriculum in the character education of elementary school students through the Systematic Literature Review approach based on the PRISMA protocol. Data was collected from Scopus, ERIC, and Google Scholar as of June 7, 2026 using a title-abs-key search strategy, with a total of 136 initial articles filtered into 26, then 15 at the eligibility stage, and finally 11 articles that met the inclusion criteria. The results of the study show that the hidden curriculum is implemented through habituation of religious activities, teacher examples, discipline culture, as well as social interaction and extracurricular activities that are integrated into school culture. The practice contributes to the formation of characters such as discipline, religious, responsibility, social concern, honesty, and creativity which are reflected in the changes in students' daily behavior. However, its effectiveness varies depending on contextual factors such as teacher consistency, school culture, and family support. The relationship between hidden curriculum practices and behavioral changes is implicit causal through habituation, modeling, and social reinforcement mechanisms. These findings imply that educators and policymakers need to institutionalize the hidden curriculum through strengthening school culture, teacher exemplary training, and integration in systematic character education programs.
References
Ainiyah, N., Cipta, E. S., Hendra, A., & Roziqin, A. (2025). Implementing the Hidden Curriculum: Character Building in Elementary School Students Through Habituation. Proceeding: Islamic University of Kalimantan.
Apriliani, R., Pratama, F. F., & Mahendra, H. H. (2025). Analisis Implementasi Hidden Curriculum dalam Pembentukan Karakter Peserta Didik (Studi Kasus SDN 3 Sukasari). Creative of Learning Students Elementary Education, 8(1), 161-168.
Armadi, A., Jamilah, J., Wahdian, A., & Astutik, C. (2024). Fostering Character Education in Elementary Schools: The Impact of Extracurricular Activities. Al-Ishlah: Jurnal Pendidikan, 16(3), 3401–3411.
Atmoko, A., & Ekawati, R. (2026). The Role of the Hidden Curriculum in Developing Discipline Attitudes of Fifth-Grade Elementary School Students: A Case Study. Jurnal Cakrawala Pendas, 12(1), 177–189.
Bani, M. S. O., Janah, E. U., Darmawan, D., Alfilutfiani, D. N., Trihantoyo, S., & Cindy, A. H. (2023). Peran Guru dalam Mewujudkan Budaya 5S Melalui Penerapan Hidden Curriculum di SDN Lidah Wetan II. Jurnal Jendela Pendidikan, 3(4).
Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. California: SAGE Publications.
Cahyanto, B., Indana, F. M., Fiveronica, I., Salamah, E. R., & Garbacz, N. A. (2024). Integration of Religious Character in School Culture: An Investigation of Character Development Practices in Islamic Elementary School. ELEMENTARY: Islamic Teacher Journal, 12(1), 49.
Fauzan, F., Mardhatillah, M., Biamrillah, F., Arifin, F., & Yaya, S. (2025). Exploring the Hidden Curriculum in Religious-Based Elementary Schools in Indonesia. Dalam Towards Resilient Societies: The Synergy of Religion, Education, Health, Science, and Technology (hlm. 215–221). CRC Press.
Fitria, U., & Khalimah, N. (2024). Implementation of the Hidden Curriculum in the Formation of the Religious Character of Students. Curricula: Journal of Curriculum Development, 3(2), 363–374.
Frazier, T., Roeser, R. W., Schonert-Reichl, K. A., & Negi, L. T. (2025). Evaluating the Feasibility and Preliminary Impact of the Social, Emotional, and Ethical (SEE) Learning Program: A Compassion-Based Social and Emotional Learning Program for Elementary School Children. PloS one, 20(8), e0328519.
Gunio, M. J. (2021). Determining the Influences of a Hidden Curriculum on Students’ Character Development Using the Illuminative Evaluation Model. Journal of Curriculum Studies Research, 3(2), 194–206. Scopus. https://doi.org/10.46303/jcsr.2021.11
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2020). PRISMA2020: An R Package and Shiny App. Environmental Evidence, 9(1), 1–8. https://doi.org/https://doi.org/10.1186/s13750-020-00194-4
Islami, R. A. N., & Yuniarti, Y. (2025). The Dark Side of School Life: An Analysis of Elementary School Student Behavior That Threatens the Learning Environment. SOSIOEDUKASI: JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL, 14(4), 3711–3720.
Ito, T., Kubota, K., & Ohtake, F. (2022). Long-Term Consequences of the Hidden Curriculum on Social Preferences. The Japanese Economic Review, 73(2), 269–297.
Juwantara, R. A., & Khotimah, K. (2021). Optimization of Three Education Centers Through Hidden Curriculum in Development of Religious Character of Students in Al-Azhar Dormitory Yogyakarta. Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah, 4(1), 56–70.
Kärner, T., & Schneider, G. (2024). A Scoping Review on the Hidden Curriculum in Education. Research in Education Curriculum and Pedagogy: Global Perspectives.
Khoiroh, M. (2024). Implikasi Hidden Curriculum dalam Pembentukan Karakter Religius di Sekolah Dasar Kota Semarang. Istifkar: Jurnal Pendidikan Islam, 4(2).
Litaay, S. C. H., Manuputty, F. M., Afdhal, A., & Makaruku, N. D. (2025). Local Culture-Based Education in the Hidden Curriculum: A Strategy for Fostering Tolerance and Peace in Maluku Secondary Schools. Society, 13(1), 192–207.
Lubis, K., Hasibuan, D., & Gunawan, M. T. (2022). Pelaksanaan Hidden Curriculum dalam Membentuk Karakter Siswa di MIS Darul Mukhlasin Desa Sei Sijenggi. Jurnal Somasi: Sosial Humanior Komunikasi, 03(01), 25-37.
Maudia, M., Gunawan, A. S., & Safithri, N. K. (2025). Internalization Of Students’ Moral Values Through the Hidden Curriculum: Lickona’s Perspective. Global Expert: Jurnal Bahasa dan Sastra, 13(2), 37–41.
Mustikaweni, M. C. T., Attalina, S. N. C., & Hamiddaturohmah. (2025). Analisis Penerapan Hidden Curriculum dalam Mewujudkan Kebhinekaan Global di Sekolah Dasar. Jurnal Jendela Pendidikan, 5(1), 192-203.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., & Boutron, I. (2021). The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. BMJ, Vol. 372. https://doi.org/DOI:%2010.1136/bmj.n71
Parra Larrotta, S., Hernández Rincón, E. H., Niño Correa, D., Jaimes Peñuela, C. L., & Romero Tapia, A. E. (2025). Effects of the Hidden Curriculum in Medical Education: Scoping Review. JMIR Medical Education, 11, e68481.
Pizard, S., Acerenza, F., Otegui, X., Moreno, S., Vallespir, D., & Kitchenham, B. (2021). Training Students in Evidence-Based Software Engineering and Systematic Reviews: A Systematic Review and Empirical Study. Empirical Software Engineering, 26(3), 50.
Pramitasari, Y. A. & Saifuddin. (2024). Implementasi Hidden Curriculum dalam Pembinaan Adab dan Akhlakul Karimah Siswa. EBTIDA’: Jurnal Pendidikan Dasar Islam, 5(1), 388-399.
Rajaman, Idrus, Moh., & Solihah, A. I. (2025). Strategi Pembelajaran Guru Pendidikan Agama Islam dalam Membina Akhlak Karimah Peserta Didik. Jurnal Syntax Imperatif: Jurnal Ilmu Sosial dan Pendidikan, 5(6).
Rohman, R., & Mentari, A. (2024). Implementation of the Strengthening Character Education Policy in Elementary Schools and Madrasah Ibtidiyah. Jurnal Pendidikan PKN (Pancasila Dan Kewarganegaraan), 5(1), 42–63.
Sabanil, S., Sarifah, I., & Imaningtyas. (2022). Peran Guru dalam Pelaksanaan Hidden Curriculum untuk Menumbuhkan Karakter Kebhinekaan Global Siswa Sekolah Dasar. Jurnal Basicedu, 6(4), 6567-6579.
Salim, N. A., Zaini, M., Wahib, A., Fauzi, I., & Asnawan, A. (2024). Fostering Moderate Character of Santri: Effective Hidden Curriculum Strategy in Islamic Boarding Schools. Nazhruna: Jurnal Pendidikan Islam, 7(2), 357–372.
Sari, D. M. P., Utami, W. T., Nurfalaq, A. J., & Harguntoro, K. (2023). Hidden Curriculum dalam Dimensi Pembangunan Karakter untuk Mengatasi Degradasi Moral Sekolah Dasar. SAP (Susunan Artikel Pendidikan), 8(2), 312-321.
Snyder, H. (2019). Literature Riview as a Research Methodology: An Overview and guidelines. Journal of Business Research, Vol. 104. https://doi.org/https://doi.org/10.1016/j.jbusres.2019.07.039
Taufikin, T. (2024). Cleanliness Culture as Hidden Curriculum: An Empirical Study of Character Internalisation in Primary Education. Indonesian Journal of Learning and Educational Studies, 2(2), 129–142.
Umairah, T. (2025). Teachers’ Strategies for Shaping Islamic Character in Elementary School Students with Special Needs. Indonesian Journal of Character Education Studies, 2(2), 93-102.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Okta Vitriani, Sukiman
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
