<![CDATA[This study examines how the Restitution Triangle approach was institutionalized as a positive discipline innovation at SMP Negeri 2 Selat, Kapuas Regency, Central Kalimantan. Drawing on Fullan’s three phases of educational change and Scott’s three institutional pillars, it asks how a discipline innovation moves from individual practice toward school culture. A qualitative single case study was conducted from April to July 2026 with nine purposively selected informants: the principal, the vice principal for student affairs, a guidance counselor, and six teachers. Data were collected through in-depth interviews, observation, and document study, verified by source and technique triangulation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that initiation was driven by dissatisfaction with punitive practices and by two mutually legitimizing channels, namely the Pioneer Teacher Program and national policy. Implementation shifted practice toward dialogue faster than it shifted teachers’ beliefs, so that non-physical punishment survived as an “agreed consequence.” Institutionalization is strongest at the normative pillar, partial at the cultural-cognitive pillar, and weakest at the regulative pillar, while sustainability beyond the current principal remains untested. The school is therefore in an institutionalization-in-progress condition. Written guidelines, sustained teacher capacity building, and distributed leadership are recommended.]]>
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