<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan secara mendalam upaya kepala sekolah dalam menumbuhkembangkan karakter disiplin siswa di Sekolah Dasar Negeri 1 Banyumulek. Fokus penelitian diarahkan pada bentuk strategi kepemimpinan, kebijakan sekolah, serta implementasi program yang berorientasi pada pembentukan nilai-nilai kedisiplinan peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi terhadap kepala sekolah, guru, dan siswa yang dipilih secara purposif karena dianggap paling memahami konteks pelaksanaan program kedisiplinan. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman, yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepala sekolah memiliki peran strategis dalam menumbuhkan karakter disiplin siswa melalui enam bentuk upaya utama, yaitu: (1) kegiatan rutin dan pembiasaan positif, (2) keteladanan dalam perilaku, (3) integrasi nilai kedisiplinan dalam kegiatan pembelajaran, (4) teguran, nasihat, dan pemberian motivasi, (5) kegiatan literasi keagamaan berupa program mengaji, serta (6) penerapan budaya 3S (senyum, sapa, salam). Faktor pendukung mencakup tersedianya sarana prasarana memadai, kesadaran siswa akan pentingnya disiplin, serta komitmen sumber daya manusia di sekolah. Adapun faktor penghambat meliputi pengaruh lingkungan sosial dan pola asuh keluarga yang kurang mendukung. Secara teoretis, penelitian ini berkontribusi dalam memperkuat kajian kepemimpinan kepala sekolah berbasis karakter di sekolah dasar. Secara praktis, hasil penelitian dapat menjadi rujukan bagi kepala sekolah dan guru dalam merancang kebijakan pembiasaan disiplin yang berkelanjutan serta menumbuhkan budaya sekolah yang positif dan religius. This study aims to describe in depth the efforts of the principal in fostering and developing students’ disciplinary character at SD Negeri 1 Banyumulek. The focus of the research is directed toward the forms of leadership strategies, school policies, and the implementation of programs oriented toward cultivating students’ disciplinary values. This study employs a qualitative approach with a descriptive design. Data were collected through observation, in-depth interviews, and documentation studies involving the principal, teachers, and students who were purposively selected because they were considered to have the most comprehensive understanding of the discipline-related programs. Data analysis was conducted using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the principal plays a strategic role in fostering students’ disciplinary character through six main efforts: (1) routine activities and positive habituation, (2) role modeling in daily behavior, (3) integrating disciplinary values into learning activities, (4) providing admonitions, guidance, and motivation, (5) implementing religious literacy activities such as Qur’an recitation programs, and (6) applying the 3S culture (smile, greet, and salute). Supporting factors include the availability of adequate facilities and infrastructure, students’ awareness of the importance of discipline, and the commitment of school human resources. Meanwhile, inhibiting factors involve social environmental influences and family upbringing that do not adequately support discipline. Theoretically, this study contributes to strengthening the discourse on character-based school principal leadership in elementary schools. Practically, the findings may serve as a reference for principals and teachers in designing sustainable discipline habituation policies and in fostering a positive and religious school culture. ]]>
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