<![CDATA[This study analyzes the role of Islamic Religious Education (IRE) teachers' exemplary behavior in shaping students' discipline and compliance with school rules. Previous studies show that teacher modeling supports discipline, but their findings remain scattered across school levels and research designs, and few explain how exemplary behavior works as a mechanism of observational learning that links discipline and rule compliance. This study uses a qualitative literature study in the form of an integrative review. Thirteen empirical studies published between 2019 and 2026, consisting of journal articles and undergraduate theses on IRE teachers and student discipline in Indonesian schools and madrasahs, were selected through explicit inclusion criteria and analyzed thematically through data condensation, data display, and conclusion drawing. The synthesis identifies four forms of exemplary behavior: punctuality, compliance with rules and neat appearance, religious practice, and courteous interaction. Teachers reinforce these forms through habituation, persuasive advice, educative reinforcement, and collaboration with parents and other school staff. School policy, consistent rule enforcement, and parental involvement support exemplary behavior, while weak supervision, peer influence, and diverse family backgrounds hinder it. Read through Bandura's social learning theory, exemplary behavior operates through direct modeling, value internalization through consistency, and classroom social norms. The study concludes that teacher exemplary behavior is a central but not sole factor in student discipline and works best when the whole school applies rules consistently.]]>
