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bibo:abstract "This research is a qualitative research with a multiple case study approach that\r\naims to analyze the management strategies of People's Schools in supporting the\r\nequitable distribution of multi-religious and multiethnic-based education in North\r\nMaluku, examine its impact on the implementation of inclusive education, and\r\nidentify supporting and inhibiting factors for its implementation. The research was\r\nconducted at Senior High People's School (SRMA) 28 and Elementary People's\r\nSchool (SRD) 7 Tidore Islands City. Data were collected through in-depth interviews,\r\nobservations, and documentation, then analyzed using Miles, Huberman, and\r\nSaldaña's interactive model through data condensation, data display, and drawing and\r\nverifying conclusions with source and technique triangulation.\r\nThe results show that the management strategy of the People's School is\r\nimplemented through strategic management covering environmental scanning,\r\nstrategy formulation, program implementation, evaluation and control, supported by\r\nthe boarding school system, multicultural education, and affirmative policies for\r\nstudents from vulnerable groups. Supporting factors include the commitment of\r\nschool principals, teachers, dormitory guardians, and houseparents, as well as\r\ngovernment policy support and the boarding school system; while inhibiting factors\r\ninclude limited infrastructure, the need to increase human resource capacity, student\r\nadaptation processes, and the sustainability of policy and funding support from the\r\ngovernment. This management produces multidimensional impacts, including:\r\nexpanded access to education and equal services without discrimination;\r\npsychological development through increased sense of security, self-confidence,\r\nlearning motivation, and independence; social development through improved ability\r\nto interact, cooperate, and build solidarity across groups; character formation that is\r\ntolerant, disciplined, responsible, and respectful of diversity; economic impact\r\nthrough full educational funding by the state that removes financial barriers and\r\nopens opportunities for intergenerational social mobility; and increased public trust in\r\ninclusive education as social capital for program sustainability."^^xsd:string;
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