<![CDATA[This study aims to examine the role of teachers in developing students’ disciplinary character and social awareness at SMA SILN Sekolah Indonesia Makkah, as well as to identify the factors that support the process of character formation. This research employed a descriptive qualitative approach, with data sources involving the principal, teachers, and students. Data were collected through in-depth interviews and observations, and subsequently analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which consists of data recording, data condensation, data display, and conclusion drawing stages. Data validity was ensured through triangulation techniques. The findings indicate that teachers play a crucial role in fostering students’ discipline through exemplary behavior, the implementation of school regulations, habituation of positive activities, reinforcement of religious values, as well as the provision of assignments and appreciation. In developing students’ social awareness, teachers implement strategies including role modeling, habituation of social behaviors, integration of social values into learning activities, student involvement in social and extracurricular activities, and the creation of an inclusive and empathetic learning environment. Supporting factors in the development of student discipline include consistency in teacher role modeling, a religious school culture, and the sustainable implementation of school regulations. Meanwhile, the development of social awareness is supported by a collaborative environment, experiential learning approaches, and teachers’ humanistic and communicative approaches. This study contributes to the advancement of character education research, particularly regarding the practical role of teachers in fostering students’ discipline and social awareness within the multicultural educational environment of SILN.]]>
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