<![CDATA[This study aims to describe the strategies teachers use in implementing ethnopedagogy to foster discipline among second-grade students at MI Al Fithrah in Surabaya. The problem addressed in this study is the need for consistent habituation to foster students’ discipline through the school culture. The study employs a qualitative approach and is descriptive in nature. The research subjects include the second-grade homeroom teacher and relevant parties involved in fostering the school’s culture. Data were collected through observation, interviews, and documentation, and then analyzed using the Miles and Huberman model. The results indicate that the implementation of ethnopedagogy is carried out through school culture, manifested in the practice of Dhuha prayer, congregational prayer, and the recitation of Asmaul Husna. Teachers serve as planners, role models, mentors, and evaluators. Routine practices serve as a means of instilling religious values, discipline, responsibility, and adherence to school rules. The implementation is supported by a school culture grounded in Islamic values, cooperation among educators, and support from the school foundation and parents. Nevertheless, the implementation still faces challenges, such as differences in students’ characteristics and the need to reinforce these practices within the family environment. This study shows that school culture can be utilized as a context for implementing ethnopedagogy in fostering students’ discipline.]]>
