<![CDATA[Student discipline issues in learning are often handled with a punitive approach that creates fear and resistance, rather than self-awareness. This condition indicates that the culture of discipline in schools has not fully grown out of students' internal awareness. This study aims to analyze and explore the application of restitution in building a positive disciplinary culture from the perspective of Ki Hadjar Dewantara's educational philosophy, which emphasizes humanistic parenting, role models, and freedom of learning. The research used a descriptive qualitative approach, with 18 social studies teachers and 90 junior high school students selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, while data analysis was carried out interactively through data reduction, data presentation, and thematic conclusion drawing. The results of the study indicate that the application of restitution is effective in fostering students' positive disciplinary awareness because it focuses on restoring relationships and personal responsibility, rather than on imposing punishment. Restitution encourages students to understand the moral consequences of their actions and builds empathy and self-control. The alignment of the concept of restitution with the principle of "Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut Wuri Handayani" has been proven to strengthen the formation of positive disciplinary character in schools. The study's conclusions confirm that, from Ki Hadjar Dewantara's perspective, restitution can be an effective and humanistic strategy for fostering a positive disciplinary culture. The implications of this study emphasize the need for teacher training to integrate the values of among and restitution into social studies learning practices.]]>
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