<![CDATA[ABSTRACT Punctuality in school attendance is one indicator of student discipline; however, repeated lateness was still observed among Class VII-A students at SMP Negeri 3 Kedungwaru, associated with habits of oversleeping, time management, motivation, family circumstances, and travel-related difficulties. This study examines how Guidance and Counseling (GC) teachers foster such discipline while also exploring the challenges encountered and the measures taken to address them. A descriptive qualitative approach was employed, with informants selected through purposive sampling, comprising a GC teacher, the homeroom teacher, and Class VII-A students relevant to the research focus. Data were gathered through in-depth interviews, observations of disciplinary behavior and GC services, and documentation consisting of attendance records and GC service programs. Data analysis involved reduction, presentation, and conclusion drawing, while credibility was examined through source and technique triangulation. The findings indicate that discipline development involved classical services, individual guidance, individual counseling, group guidance, motivational support, habituation, and coordination with the homeroom teacher and parents, with individual guidance being the most frequently used service. Low student awareness and limited GC personnel constituted the main challenges, while continuous mentoring, a persuasive approach, monitoring, and collaboration served as the primary responses. Thus, discipline development needs to be contextual, continuous, and collaborative to ensure that behavioral change extends beyond temporary interventions. ABSTRAK Ketepatan waktu hadir menjadi salah satu cerminan disiplin siswa, namun pada kelas VII-A SMP Negeri 3 Kedungwaru masih dijumpai keterlambatan yang berulang dengan latar kebiasaan bangun kesiangan, pengelolaan waktu, motivasi, kondisi keluarga, dan hambatan perjalanan. Penelitian ini menelaah bagaimana guru Bimbingan dan Konseling (BK) membangun disiplin tersebut sekaligus memahami kendala serta upaya penanganannya. Pendekatan kualitatif deskriptif digunakan dengan pemilihan informan secara purposive, meliputi guru BK, wali kelas, dan siswa kelas VII-A yang relevan dengan fokus kajian. Data diperoleh melalui wawancara mendalam, observasi perilaku kedisiplinan dan layanan BK, serta dokumentasi berupa catatan kehadiran dan program layanan. Proses analisis berlangsung melalui reduksi, penyajian, dan penarikan kesimpulan, sedangkan keabsahan informasi diperiksa menggunakan triangulasi sumber dan teknik. Temuan memperlihatkan bahwa pembinaan berlangsung melalui layanan klasikal, bimbingan pribadi, konseling perorangan, bimbingan kelompok, pemberian motivasi, pembiasaan, serta koordinasi dengan wali kelas dan orang tua, dengan bimbingan pribadi paling dominan. Rendahnya kesadaran siswa dan keterbatasan personel BK menjadi kendala utama, sementara pendampingan berkelanjutan, pendekatan persuasif, pemantauan, dan kolaborasi menjadi jalan penanganannya. Penguatan disiplin karenanya perlu dirancang secara kontekstual, berkelanjutan, dan kolaboratif agar perubahan perilaku tidak berhenti pada penanganan sesaat.]]>
