Reconstructing the Hidden Curriculum in Pesantren Education: A Character-Based Model for Strengthening Santri’s Scientific Ethos and Moral Formation in Madura
Abstract
This study aimed to reconstruct a cross-site model of hidden-curriculum mechanisms that strengthen santri’s scientific ethos and moral formation in Madurese pesantren, addressing the limited mechanism-based and comparative explanation in previous research. A qualitative multi-site case study was conducted at Pesantren Miftahul Qulub Polagan Pamekasan and Pesantren Mambaul Ulum Bira Timur Sampang from 22 March to 30 May 2026. Twelve purposively selected informants participated, comprising two kiai, four ustadz/ustadzah administrators, and six santri. Data were generated through semi-structured interviews, non-participant observation, and document analysis, then analyzed using hybrid deductive–inductive coding, within-site analysis, and cross-site comparison. The findings showed that leadership modelling, habituation, peer reinforcement, moral framing, and relational correction gave implicit meaning to kitab learning, congregational worship, musyawarah, khidmah, dormitory duties, and practical activities. These mechanisms supported curiosity, textual discipline, persistence, intellectual humility, collaborative reasoning, responsibility, simplicity, solidarity, and self-regulation, although Site A emphasized structured scholarly habituation and senior mentoring, whereas Site B emphasized practical independence, equality, and service. The findings indicate that the hidden curriculum operates as a culturally situated relational process rather than as a separate program, consistent with theories of institutional culture, modelling, habituation, and peer influence. However, the two-site purposive design, researcher positionality, elite-informant influence, and possible social-desirability bias limit transferability; future studies should test the model through broader comparative, longitudinal, implementation, and outcome-evaluation research.
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