<![CDATA[Discipline is a crucial indicator of student character development; however, various forms of rule violations remain common in the school environment. Consequently, guidance efforts are needed that focus not merely on imposing sanctions but also on fostering student awareness and responsibility. This study aims to analyze the types of student disciplinary issues and describe the role of Guidance and Counseling (BK) teachers in addressing these issues at SMP Negeri 39 Takengon, Linge District, Central Aceh Regency. A descriptive qualitative approach was employed, utilizing data collection techniques such as observation, interviews, and documentation. Research informants—comprising BK teachers, the school principal, homeroom teachers, subject teachers, and students—were selected using purposive sampling. Data analysis involved the stages of data condensation, data presentation, and conclusion drawing. The results indicate that the most frequent disciplinary issues among students include tardiness, untidy appearance, failure to complete assignments, poor hygiene habits, lack of orderliness during lessons, and repeated rule violations. The study also reveals that BK teachers perform integrative roles—acting as guides, counselors, motivators, mediators, and facilitators—to address disciplinary issues through humanistic, educational, and collaborative approaches. The integration of these roles contributes to the development of student disciplinary awareness, ensuring that guidance efforts focus not only on resolving violations but also on the sustainable strengthening of disciplined character.]]>
