<![CDATA[This qualitative descriptive case study examined how students experienced Home Class, a structured daily morning routine at SMP Susteran Purwokerto, and how they perceived its relationship with discipline and readiness to learn. Three purposively selected students with contrasting behavioral profiles participated in face-to-face interviews on May 29-30, 2026. Data consisted of written interview notes supported by audio recordings and were analyzed through descriptive coding, cross-informant comparison, theme construction, and retention of disconfirming evidence. The findings were organized into three themes: perceived contributions to daily life, perceived contributions to learning readiness, and perceived contributions to discipline and self-regulation. Students associated Home Class with punctuality, orderly transitions, attention to teachers, respectful interaction, leadership opportunities, time management, and efforts to resist negative peer influence. However, all three informants reported that improvements in classmates' manners were not uniform, indicating that the routine was experienced differently across students. Home Class is therefore best interpreted as a context-specific pre-instruction routine that may support perceived discipline and readiness to learn rather than as an intervention with verified causal effects. The study contributes a student-centered account of how repeated school routines can connect structure, relational practice, faith-based character formation, and emerging self-regulation, while highlighting the need for broader, multi-informant, longitudinal evaluation.]]>
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