<![CDATA[The increasing awareness of the limitations of physical punishment in schools has encouraged the adoption of more humanistic disciplinary practices that emphasize character development. This study aimed to explore the implementation of positive discipline without physical punishment at MTs Maqwa Tulungagung, with particular attention to its contribution to students' character formation, the roles played by teachers, students' responses, and the factors influencing its implementation. A descriptive qualitative design was employed in this research. Data were obtained through observations, interviews, and documentation involving the principal, teachers, and students. The collected data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings demonstrate that positive discipline is implemented through teachers' exemplary behavior, respectful and humanistic communication, the cultivation of positive habits, and the application of educational consequences instead of physical punishment. These practices contribute to the development of students' discipline, responsibility, independence, and respect for others. Teachers function not only as instructors but also as mentors and role models, while students generally respond positively because they feel valued, understood, and encouraged to comply with school regulations through self-awareness rather than fear. The implementation is supported by strong school leadership, teachers' commitment, a religious school culture, and parental involvement. However, differences in students' personalities, peer influence, and limited supervision outside school remain significant challenges. Overall, positive discipline without physical punishment provides an effective approach to promoting sustainable character development through the internalization of values and the growth of students' self-awareness.]]>
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