Abstract
Children in Conflict with the Law require rehabilitation that is educational, relational, and developmentally appropriate rather than narrowly punitive. This study examines rehabilitative education as an effort to strengthen moral development and civic disposition among children in conflict with the law at Yayasan Bina Sejahtera Bandung. Using a qualitative case-study design, data were generated through in-depth interviews, participant observation, and documentation involving 21 children aged 12-17 years, social mentors, and foundation management. Data were analyzed through an interactive cycle of data condensation, data display, conclusion drawing, and verification, with source, technique, and time triangulation as well as member checking used to strengthen credibility. The findings show that participants entered rehabilitation with heterogeneous legal cases and complex psychosocial vulnerabilities, particularly family dysfunction, weak self-regulation, risky peer environments, and disrupted experiences of social support. The foundation's rehabilitative practices - structured daily routines, religious habituation, psychosocial counseling, personal mentoring, reflective film discussion, deep-talk sessions, games, and a hope-tree activity - created repeated opportunities to practice discipline, responsibility, empathy, respectful interaction, reflection, and future orientation. A monthly home-return program sought to restore family attachment, but its contribution varied because some families remained rejecting or insufficiently supportive. The study argues that rehabilitation becomes educational when behavioral structure is combined with safe relationships, moral reflection, family engagement, and opportunities for agency. The findings do not establish causal or long-term recidivism effects; rather, they provide a context-rich account of observable moral and civic development within one community-based setting.