Abstract
This study aims to examine the implementation of the 5S culture (Smile, Greeting, Salutation, Politeness, and Courtesy), as well as the supporting and inhibiting factors influencing its implementation at MI Assegaf Palembang. This study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The findings indicate that the 5S culture is implemented through school policies, teacher role modeling, habituation activities, and academic and religious programs. However, its implementation has not been fully consistent, particularly in interactions among students and in their awareness and courteous behavior. Supporting factors include school policies, teacher role modeling, routine habituation, and a supportive school environment. Meanwhile, inhibiting factors include the influence of family and social environments, the formalistic implementation of some aspects of the 5S culture, and internal factors such as forgetfulness, fatigue, and lack of concentration. Therefore, continuous habituation and consistent role modeling are needed to strengthen the internalization of the 5S values and make them an integral part of students daily character.