<![CDATA[The low level of discipline among elementary school students remains a challenge in creating a conducive learning environment. This study aims to describe the application of the restitution triangle method in fostering discipline and to determine students' responses to its implementation at SDN 1 Karangpawitan, Garut Regency, and SDN Mekarwangi, Bandung City. The study used a descriptive qualitative approach through in-depth interviews, participatory observation, and documentation studies. The results showed that the application of the restitution triangle was carried out systematically, including: (a) planning in the form of a class agreement formulated in a participatory manner; (b) implementation through reflection, clarification of behavior, and returning students to the rules; (c) evaluation in the form of monitoring discipline development, recording cases, and reflective discussions; and (d) follow-up in the form of communication with parents, habituating positive activities, and reinforcing the value of responsibility. These stages are in line with Deming's PDCA theory which emphasizes the cycle of planning (Plan), implementation (Do), evaluation (Check), and follow-up (Act) as an effort for continuous improvement. Student responses showed increased awareness, responsibility, and consistency of discipline, while teachers were able to create a restorative, adaptive, and humanistic classroom culture.]]>
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