<![CDATA[This study examines the role of positive discipline as an agent of school culture transformation in Indonesian secondary education through a case study at SMA Negeri 2 Minas, Riau. Using a qualitative approach with a descriptive sociological design, the research explores patterns of social interaction, value internalization, and cultural change within the school community. Data were gathered through participatory observation, in-depth interviews with teachers, students, and the principal, as well as document analysis, and were analyzed thematically. The findings show that positive discipline functions not merely as a behavioral control system but as a transformative mechanism that strengthens character, reinforces collective responsibility, and cultivates a reflective school culture. Teachers shift their roles from controllers to facilitators of awareness and dialogue, while students engage actively in self-assessment and collaborative rule-making. These practices encourage empathy, inclusivity, and social cohesion, enhancing the school’s humanistic climate. The study contributes to sociological perspectives on education by framing positive discipline as a mechanism of cultural reconstruction within learning institutions, aligning with the goals of human-centered and transformative education in the 21st century.]]>
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