This study analyzes the implementation of the hidden curriculum in learning to
address bullying behavior among fifth-grade students at SD Negeri 1 Cihonje,
Gumelar, Banyumas Regency. The research was conducted at SD Negeri 1
Cihonje, involving 28 fifth-grade students. A qualitative research method with a
phenomenological approach was applied to analyze the implementation of the
hidden curriculum, as well as its supporting and inhibiting factors. Data
collection techniques included observation, interviews, and documentation. The
results of the study indicate that the implementation of the hidden curriculum in
the fifth grade at SD Negeri 1 Cihonje has yielded positive outcomes in creating a
safe and supportive learning environment. Strategies such as the integration of
moral values, role modeling by teachers, the creation of an inclusive environment,
collaborative activities, and restorative approaches have proven effective in
addressing bullying behavior. Adequate facilities and infrastructure, such as
LCDs, speakers, and Chromebooks, support teachers in delivering social and
emotional values more engagingly. The active involvement of teachers in
integrating values such as tolerance, empathy, and appreciation for differences
helps students internalize these values. The use of special records to monitor
student behavior allows teachers to promptly intervene in cases of bullying.
Parental support through open communication and active participation reinforces
the values taught at school. Socialization activities focusing on the importance of
respecting others and training in social and emotional skills also support the
implementation of the hidden curriculum. A structured monitoring and evaluation
system helps track the effectiveness of the implementation and adjust strategies as
needed. The study also identifies several obstacles in implementing the hidden
curriculum, such as an unsupportive school culture, limited teacher time due to
heavy workloads, and variations in student responses and participation. A lack of
understanding among students, teachers, and parents about the importance of
learning social and emotional values poses a significant challenge. Additionally,
minimal parental participation and support reduce the effectiveness of school
programs in addressing bullying. This study emphasizes the importance of
continuous monitoring and evaluation of hidden curriculum strategies to
effectively combat bullying and create a positive school environment.