<![CDATA[: Inclusive and multicultural education requires not only curriculum reform but also everyday school management that transforms diversity into respectful social relations. This study aims to analyze how multicultural education management is implemented through the habituation of 5S culture--Senyum, Salam, Sapa, Sopan, and Santun--to enhance inclusivity at Taruna Mandiri Private Elementary School, Pamulang, South Tangerang City. The study employed a qualitative case-study design. Data were collected through observation, semi-structured interviews with school leaders, teachers, education staff, parents, and twenty students, as well as documentation of school programs, rules, teaching modules, and activity records. The data were analyzed using an interactive model consisting of data reduction, data display, conclusion drawing, and verification, supported by open, axial, and selective coding. The findings reveal three major themes. First, 5S culture functions as a structured management strategy because it is planned in school programs, organized through shared roles, enacted in daily routines, and evaluated through supervision and reflection. Second, multicultural values are internalized through repeated habituation, teacher modeling, and students' direct social experiences. Third, the strategy contributes to an inclusive school climate characterized by harmonious interaction, students' sense of safety, equal participation, and the absence of discriminatory practices in daily relations. The study concludes that simple, consistent, and culturally embedded school practices can bridge multicultural education policy and lived inclusivity at the elementary level.]]>
