<![CDATA[Democratic character is among the Pancasila values most challenged in school implementation, particularly in Islamic junior secondary schools (Madrasah Tsanawiyah) that culturally blend religious tradition with modern citizenship demands. This study aims to analyze the role of the school environment in shaping the democratic character of eighth-grade students at MTs ZF Hikmatul Ikhwan Sukaramai. A descriptive qualitative approach was employed, with students, a civics teacher, and homeroom teachers selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model, strengthened through source and technique triangulation. The findings reveal that the school environment plays a significant role through four main aspects: (1) the physical environment, reflected in comfortable classrooms and adequate learning facilities; (2) the social environment, fostering democracy through student involvement in group discussions and collective decision-making; (3) school culture, emphasizing consensus, respect for differences, and teachers' exemplary conduct; and (4) the psychological environment, providing safety that enables students to express opinions without fear. The novelty of this study lies in emphasizing that democratic character formation depends not only on curriculum or teachers' roles, but also on the holistic integration of the school environment as a democracy laboratory. These findings are expected to serve as a practical reference for schools in sustainably strengthening democratic character education. ABSTRAK Karakter demokratis merupakan salah satu nilai Pancasila yang paling menghadapi tantangan implementasi di sekolah, terutama di Madrasah Tsanawiyah yang secara kultural memadukan tradisi keagamaan dengan tuntutan kewarganegaraan modern. Penelitian ini bertujuan untuk menganalisis peran lingkungan sekolah dalam membentuk karakter demokratis siswa kelas VIII di MTs ZF Hikmatul Ikhwan Sukaramai. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek siswa, guru PPKn, dan wali kelas yang dipilih melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis dengan model interaktif Miles & Huberman serta diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa lingkungan sekolah berperan signifikan melalui empat aspek utama: (1) lingkungan fisik berupa ruang kelas nyaman dan fasilitas belajar memadai; (2) lingkungan sosial yang demokratis melalui keterlibatan siswa dalam diskusi kelompok dan pengambilan keputusan bersama; (3) budaya sekolah yang menekankan musyawarah mufakat, penghargaan terhadap perbedaan, dan keteladanan guru; serta (4) lingkungan psikologis yang aman sehingga siswa berani berpendapat tanpa rasa takut. Kebaruan penelitian ini terletak pada penegasan bahwa pembentukan karakter demokratis tidak hanya bergantung pada kurikulum atau peran guru, melainkan pada integrasi menyeluruh lingkungan sekolah sebagai laboratorium demokrasi. Temuan ini diharapkan menjadi rujukan praktis bagi sekolah dalam memperkuat pendidikan karakter demokratis secara berkelanjutan.]]>
