<![CDATA[This study aims to analyze the management of disciplinary culture in shaping bi’ah lughawiyyah at Al Azhar Pare Arabic Language Course Institution. The study employed a qualitative case study design to explore the implementation of disciplinary culture within the institutional learning environment. Data were collected through observation, semi-structured interviews, and documentation involving institutional managers, teachers, and students. The data were analyzed using data reduction, data display, and conclusion drawing techniques, supported by source and method triangulation to ensure data validity. The findings reveal that the formation of bi’ah lughawiyyah is systematically supported through the integration of structured daily activities, habituation-based Arabic learning practices, and the implementation of disciplinary culture management through the ‘iqob system. The institution organizes intensive language exposure through scheduled academic and dormitory activities that actively encourage students to use Arabic in daily interactions. In addition, disciplinary regulations function not only as behavioral control mechanisms but also as institutional strategies for maintaining consistency in language practices within both classroom and dormitory environments. The integration of organizational discipline, learning habituation, and environmental management gradually fosters a sustainable Arabic-language environment that strengthens students' communicative competence and language habits. Theoretically, this study contributes to the discourse on educational management by positioning disciplinary culture as an integral component of language-environment management in Islamic educational institutions. Practically, the findings highlight the importance of integrated learning management, organizational culture, and institutional regulation in sustaining effective language-based learning environments.]]>
