<![CDATA[Character education is a fundamental foundation for developing students’ personalities in elementary schools. One crucial aspect of character education is the development of discipline. However, approaches to student discipline have often been repressive. Therefore, this study focused on a more humanistic approach that encourages students to develop internal awareness. This study aimed to describe the process of implementing a positive culture to foster discipline among fourth-grade students and to describe their disciplinary character. The study employed a qualitative approach with a case study method. Data were collected through participant observations in the classroom, in-depth interviews with teachers and students, and documentation of learning activities. The data were analyzed using thematic analysis. The findings showed that implementing a positive culture gradually changed students’ behavior. Students began to demonstrate better discipline by following the positive culture established in the classroom. This improvement was reflected in their responsibility to comply with classroom agreements developed collaboratively by teachers and students. These agreements served as behavioral guidelines that students understood and followed as a shared responsibility rather than as a form of punishment. Consequently, the implementation of positive culture contributed to creating a more conducive and meaningful classroom environment.]]>
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