<![CDATA[The practice of punishment in education is still one of the instruments used to form student discipline, including in the madrasah environment. However, the application of punishment that is oriented towards mere obedience has the potential to ignore the psychological, social, and moral development needs of students. This issue becomes increasingly relevant when madrasah education enters the implementation phase of the Love-Based Curriculum (KBC), which places the values of compassion, empathy, respect for people, and character formation as important parts of the educational process. This article aims to reconstruct the practice of discipline in learning Akidah Akhlak by analyzing the needs of students in the application of punishment. The research uses a qualitative approach with the library research method. Data were obtained from scientific articles for 2024–2026, madrasah education policy documents, and official sources related to the Love-Based Curriculum. The analysis was carried out through content analysis and thematic synthesis. The results of the study show that discipline in Akidah Akhlak needs to shift from the paradigm of punishment as a control tool to an educational discipline that aims to build awareness, responsibility, moral reflection, and the ability to correct mistakes. Punishment can still be used in a limited way if it is proportional, does not degrade the dignity of students, does not contain physical or psychological violence, and is directed at behavioral recovery. In the perspective of the Love-Based Curriculum, punishment needs to be reconstructed into educational consequences, reflection, restitution, dialogue, and positive reinforcement. Thus, learning Akidah Akhlak not only produces students who obey the rules, but also is able to understand the moral reasons behind discipline and develop self-control]]>
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