<![CDATA[This study aims to examine the model of disciplinary character development among students through the exemplary conduct of Social Studies (IPS) teachers at SMPN 1 Purwosari, focusing on the forms of exemplary conduct, the patterns of guidance applied, and their contribution to shaping students' discipline. This study employed a qualitative approach with a case study design, involving students of grades 7A, 7B, and 7C, who were undergoing the transition from primary to junior secondary school. Data were collected through in-depth interviews, observation, and documentation, and were analysed using the interactive model of Miles, Huberman, and Saldana, while their validity was ensured through source triangulation, technique triangulation, and prolonged observation. The findings reveal that the teachers' exemplary conduct is multilayered, encompassing punctuality accompanied by the willingness to admit mistakes, verbal and non-verbal modelling, and the integration of values through subject matter and inspirational figures. The guidance was applied in a differentiated manner according to students' characteristics, ranging from silent treatment and a firm-yet-relaxed communication style to one-on-one dialogue, while avoiding punitive or humiliating measures. Such exemplary conduct contributes to fostering discipline that arises from self-awareness rather than fear of sanctions. The study concludes that the success of disciplinary development rests on the quality of the teacher-student relationship]]>
