<![CDATA[Internalizing discipline as a character value through Civic Education (PKn) is essential because discipline encompasses not only compliance with rules but also the development of students’ awareness and responsibility in everyday life. This study analyzes the process of internalizing discipline in Civic Education, its implications for student behavior, and the factors supporting or inhibiting this process among Grade V students at MIS NW Jantuk. A qualitative approach was employed, with data collected through observations, interviews, and documentation involving the principal, Grade V teacher, and students as informants. The findings indicate that discipline was internalized through three stages: value transformation, value transaction, and value transinternalization. This process was reflected positively in students’ punctuality, compliance with school regulations, responsibility for completing assignments, and orderly participation in learning activities, although some students continued to require guidance and supervision. Teacher modeling, habituation, school support, and parental cooperation facilitated the internalization process, whereas limited student awareness, external environmental influences, and inadequate parental supervision constituted the principal barriers. These findings demonstrate that the effective internalization of discipline through Civic Education depends on consistent modeling and habituation reinforced by cooperation among teachers, schools, and families. The study contributes a process-oriented account of discipline formation in primary education and highlights the importance of a sustained and integrated educational environment for translating character values into student behavior.]]>
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