<![CDATA[Religious discipline is an important dimension of character formation in Islamic education. Although previous studies have examined Islamic Religious Education (IRE) teachers and school religious programs, less attention has been given to how teacher guidance, family support, school culture, and students’ internal motivation work together to sustain religious discipline. This study analyzes the roles of IRE teachers, examines the implementation of religious discipline guidance, and identifies internal and external factors shaping students’ religious discipline at Dharma Pancasila Junior High School, Medan. A qualitative descriptive design was used with observations, semi-structured interviews, and documentation involving one principal, two IRE teachers, and twelve students selected purposively. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that teachers act as educators, mentors, motivators, role models, facilitators, and evaluators, but their efforts are sustained by school routines, family support, and students’ personal awareness. The study offers an integrative perspective suggesting that students’ religious discipline is associated with the interaction of tarbiyah, uswah hasanah, ta’dib, and habituation across school and family settings.]]>
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