<![CDATA[This interpretive qualitative single-case study examines how an Islamic Religious Education (IRE) teacher in a public junior secondary school (SMP Negeri 19 Jambi City), Indonesia, addressed classroom indiscipline. The evidence base comprises one Grade 7 IRE teacher, one homeroom teacher, purposively selected Grade 7 students, classroom observation summaries, semi-structured interview summaries, school rules, attendance and violation records, and activity documentation. Because the available materials do not preserve verifiable participant counts, observation/interview counts, document counts, or exact fieldwork dates, the study does not make prevalence, temporal, or intervention-effect claims. Within-case reflexive thematic analysis identified four behavior domains—punctuality, preparation, attention/disruption, and dress-rule compliance—alongside contextual interpretations involving motivation/self-regulation, peers, family, instruction, and rule consistency. The teacher's responses clustered into preventive guidance and modeling, corrective warnings and educational consequences, and developmental coordination with religious-value framing. Cross-source comparison supports a context-bounded interpretation that disciplinary practice combined behavioral structure, relational guidance, and Islamic moral meaning. The study documents strategy organization and pedagogical intent rather than student internalization or intervention effectiveness. It offers a transparent teacher-level framework for IRE discipline and identifies evidentiary priorities for prospective multi-site research.]]>
