<![CDATA[Learning discipline in elementary school students involves not only compliance with rules but also the ability to manage attention, follow classroom procedures, and take responsibility for learning tasks. This study aimed to describe the use of digital media in Islamic Religious Education (IRE) and to analyse changes in the learning-discipline behaviour of third-grade students at SD Negeri 2 Linggasari through two Classroom Action Research (CAR) cycles. The participants were 13 students. The intervention used digital media documented mainly as animated videos and visual materials. Data were collected through behavioural observation, teacher interviews, and documentation. Analysis was descriptive and focused on punctuality, attention during lessons, compliance with classroom procedures, and responsibility for tasks; student-activity percentages were treated as supporting process data. In Cycle I, the reported student-activity percentage was 20%, while observation notes still indicated lateness and uneven participation. In Cycle II, the reported student-activity percentage increased to 80%; observation notes also indicated more orderly behaviour, including asking permission before leaving the classroom, improved attention and participation, and greater responsibility for learning activities. The findings indicate that the use of digital media within the action cycles was accompanied by improvements in several behaviours associated with learning discipline. However, the findings should not be interpreted as causal evidence of digital-media effectiveness because the study involved one classroom without a comparison group, and the numerical activity data are not equivalent to a direct discipline-character score]]>
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