<![CDATA[This research is motivated by the importance of character education in discipline and responsibility through Civic Education at MI Darunniyah NW Pancor Manis. Preliminary observations showed that students still depended on teacher direction in religious activities, submitted assignments late, and that teacher strategies were not systematically mapped. The study aims to describe the implementation of character education in discipline and responsibility in Civic Education and the role of fifth-grade teachers. A qualitative descriptive method was used, including observations on May 5, 11, and 18, 2026; interviews with the principal, Civic Education teacher, and students; and documentation. Data analysis used the Miles and Huberman model, with validity checked through triangulation, persistent observation, and member checking. Results show implementation was integrated through preparation, execution, and evaluation. The madrasah formulated programs, rules, and habituation such as IMTAK and class duty. Teachers acted as designers, implementers, guides, role models, and evaluators. Student independence increased from January to May 2026 after four months of consistent habituation. It is concluded that implementation has gone quite well through the synergy between classroom habituation and madrasah culture, but value internalization still needs continuous strengthening.]]>
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