<![CDATA[Developing students' disciplinary character remains a major challenge because character education is frequently implemented through regulatory compliance rather than sustainable social learning. This single-case qualitative study examines how students' disciplinary character is developed at MAN 2 Kuningan through Albert Bandura's Social Learning Theory and proposes an institutional social learning model for character formation. Using an interpretive case study design, data were collected from school leaders, teachers, guidance counselors, and students through semi-structured interviews, observations, and document analysis, and analyzed using Miles' interactive model. The findings show that disciplinary character is cultivated through the integration of teacher modeling, religious habituation, counseling, positive reinforcement, and a character-oriented institutional culture. These institutional practices systematically facilitate students' attention, retention, reproduction, and motivation, enabling disciplinary values to be internalized through continuous social interaction. The principal theoretical contribution of this study is the development of an Institutional Social Learning Model that extends Bandura's Social Learning Theory by demonstrating that institutional commitment, school culture, and structured guidance function as enabling conditions for effective observational learning in Islamic education. Practically, the model provides a framework for strengthening sustainable character education in madrasahs. As a single-case qualitative study, the findings offer contextual insights rather than statistical generalization]]>
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