<![CDATA[This research is motivated by the complexity of the moral challenges faced by Generation Alpha in the digital era, who are prone to decreased concentration and learning anxiety (math anxiety) in mathematics. The focus of this research problem is directed at an in-depth analysis of the implementation of kindness strategy as an integrative instrument in shaping students' disciplined character contextually. Using a qualitative approach with descriptive methods, the important stages of this research were systematically executed through semi-structured interviews with six teachers, open-ended questionnaires, classroom observations, and review of documentation of etiquette rules. The data obtained were then processed iteratively referring to the Miles and Huberman analysis model, which includes data reduction, presentation of narrative descriptions, and drawing conclusions. The research findings indicate that kindness strategy is proven to be able to stimulate the formation of students' disciplined character significantly through strengthening emotional interactions, individual guidance, and the use of a process-centered appreciation system. This humanistic approach successfully reduced students' mathematical fears and boosted their self-confidence and sense of responsibility for independence in the classroom. The main conclusion confirms that the implementation of positive discipline based on kindness successfully creates a conducive classroom ecosystem, where student compliance grows sustainably based on internal awareness free from the pressure of external punishment. ABSTRAK Penelitian ini dilatarbelakangi oleh kompleksitas tantangan moral Generasi Alpha di era digital yang rentan mengalami penurunan konsentrasi serta kecemasan belajar (math anxiety) pada mata pelajaran matematika. Fokus masalah dalam riset ini diarahkan pada analisis mendalam mengenai implementasi kindness strategy sebagai instrumen integratif dalam membentuk karakter disiplin peserta didik secara kontekstual. Menggunakan pendekatan kualitatif dengan metode deskriptif, tahapan penting penelitian ini dieksekusi secara sistematis melalui teknik wawancara semi-terstruktur terhadap enam guru, angket terbuka, observasi kelas, serta penelaahan dokumentasi aturan adab. Data yang diperoleh kemudian diolah secara iteratif mengacu pada model analisis Miles dan Huberman yang meliputi reduksi data, penyajian deskripsi naratif, hingga penarikan kesimpulan. Temuan penelitian menunjukkan bahwa kindness strategy terbukti mampu menstimulasi pembentukan karakter disiplin siswa secara signifikan melalui penguatan interaksi emosional, bimbingan individual, dan pemanfaatan sistem apresiasi yang berpusat pada proses. Pendekatan humanis ini sukses mereduksi ketakutan matematis siswa serta mendongkrak rasa percaya diri dan tanggung jawab kemandirian di dalam kelas. Simpulan utama menegaskan bahwa penerapan kedisiplinan positif berbasis kebaikan berhasil menciptakan ekosistem ruang kelas yang kondusif, di mana kepatuhan siswa tumbuh secara berkelanjutan berdasarkan kesadaran internal yang bebas dari tekanan hukuman lahiriah. ]]>
