<![CDATA[This study aims to describe the implementation of the 5S culture (Senyum, Salam, Sapa, Sopan, and Santun) at SMA Negeri 2 Slawi and to analyze its contribution to strengthening students’ Civic Disposition and social care values, along with the supporting and inhibiting factors involved. A qualitative descriptive approach with an embedded case study design was used, involving twelve informants consisting of the principal, teachers, a homeroom/program coordinator teacher, a student council member, and students; data were gathered through observation, in-depth interviews, and documentation study, then analyzed using the interactive model of Miles, Huberman, and Saldana and validated through technique triangulation. The results show that the 5S culture has been implemented consistently through the morning gate-welcoming duty, classroom habituation, and teachers’ exemplary behavior, although it is not stated explicitly in the school’s written code of conduct; this culture is found to strengthen students’ Civic Disposition in the form of discipline, responsibility, tolerance, and active participation, as well as social care values reflected in empathy, willingness to help, and cooperation, while its implementation is still constrained by inconsistent student habits, negative social media influence, and limited firm sanctions. It is concluded that the 5S culture is an effective school-culture strategy for shaping Civic Disposition and social care values among senior high school students, so its reinforcement needs to be supported by more explicit school policy, sustained socialization programs, and stronger synergy with families. Keywords: 5S Culture, Character Education, Civic Disposition, School Culture, Social Care Values.]]>
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