<![CDATA[Objective: this study sets out to portray how the morning assembly program is managed as a vehicle of character education to strengthen student discipline, to map the factors that support and hinder its implementation, and to examine the effects the program has produced at two public junior secondary schools in Tuban Regency. Methods: a qualitative approach with a comparative case-study design was applied at UPT SMPN 1 Rengel and UPT SMPN 1 Grabagan; data were gathered through in-depth interviews, direct observation, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model. Results: the management of the morning assembly runs through four interlocking managerial functions, namely systematic planning, clear organizing, habituation-based actuating, and continuous controlling. Principal leadership, teacher role-modeling, parental support, adequate facilities, and a supportive school culture were the main enabling factors, while inconsistent student participation, limited time, uneven supervision, and weather were recurring obstacles; the program measurably reduced tardiness and strengthened uniform compliance. Novelty: rather than treating the morning assembly as a mere ceremonial routine, this study frames it as an integrative managerial model of character education and offers a comparative account across two schools that carries practical lessons for junior secondary schools with similar characteristics in Indonesia.]]>
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