<![CDATA[This study explores the implementation of character education using a positive discipline approach as a strategy to prevent bullying in elementary schools. In response to the national mandate for Character Education Strengthening (PPK), many schools still face challenges in translating policy into practice, particularly in creating safe and respectful learning environments. This research was conducted at SDN 115 Turangga, Bandung, using a qualitative case study design. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using the interactive model by Miles, Huberman, and Saldaña. The findings reveal that character education at SDN 115 is managed systematically through collaborative planning, distributed organizational roles, and consistent implementation of positive discipline. Discipline is framed not as punishment, but as a process of value internalization, guided by empathy, reflection, and restorative practices. Supporting factors include strong school leadership, teacher commitment, and parental involvement. The study concludes that positive discipline provides an effective, sustainable model for shaping student behavior and preventing bullying. It recommends wider adoption of this approach through structured teacher training, institutional support, and alignment with character education policy.]]>
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