<![CDATA[Character education in elementary schools requires learning strategies that connect moral values with students’ daily lives, yet discipline problems such as lack of focus and disturbing peers persist. This study aimed to describe how a Pancasila Education teacher implemented Contextual Teaching and Learning (CTL) and to portray the discipline character of fourth-grade students at SD Negeri 64 Ambon. A descriptive qualitative design was employed in April 2026. The subjects were 49 students of classes IV-A and IV-B, and the informants were one main teacher, two supporting teachers, and ten students selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and documentation, analyzed interactively (data reduction, display, and conclusion drawing), and validated by source and technique triangulation. The findings show that the teacher applied all seven CTL components, which correspond to Lickona’s moral knowing, moral feeling, and moral action. Students’ discipline was positive in punctuality and respect for teachers and peers, with only one to two students arriving late. However, class-duty and waste-disposal behavior remained in a transitional stage that still required teacher reminders, which teachers linked to family-related constraints. CTL therefore supports the development of discipline character, but sustained school–family collaboration is needed.]]>
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