STRATEGI PENGELOLAAN SEKOLAH RAKYAT UNTUK PEMERATAAN PENDIDIKAN BERBASIS MULTI AGAMA DAN ETNIS DI MALUKU UTARA

Fahrizal Pangeran, NIM.: 24204091015 (2026) STRATEGI PENGELOLAAN SEKOLAH RAKYAT UNTUK PEMERATAAN PENDIDIKAN BERBASIS MULTI AGAMA DAN ETNIS DI MALUKU UTARA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is a qualitative research with a multiple case study approach that aims to analyze the management strategies of People's Schools in supporting the equitable distribution of multi-religious and multiethnic-based education in North Maluku, examine its impact on the implementation of inclusive education, and identify supporting and inhibiting factors for its implementation. The research was conducted at Senior High People's School (SRMA) 28 and Elementary People's School (SRD) 7 Tidore Islands City. Data were collected through in-depth interviews, observations, and documentation, then analyzed using Miles, Huberman, and Saldaña's interactive model through data condensation, data display, and drawing and verifying conclusions with source and technique triangulation. The results show that the management strategy of the People's School is implemented through strategic management covering environmental scanning, strategy formulation, program implementation, evaluation and control, supported by the boarding school system, multicultural education, and affirmative policies for students from vulnerable groups. Supporting factors include the commitment of school principals, teachers, dormitory guardians, and houseparents, as well as government policy support and the boarding school system; while inhibiting factors include limited infrastructure, the need to increase human resource capacity, student adaptation processes, and the sustainability of policy and funding support from the government. This management produces multidimensional impacts, including: expanded access to education and equal services without discrimination; psychological development through increased sense of security, self-confidence, learning motivation, and independence; social development through improved ability to interact, cooperate, and build solidarity across groups; character formation that is tolerant, disciplined, responsible, and respectful of diversity; economic impact through full educational funding by the state that removes financial barriers and opens opportunities for intergenerational social mobility; and increased public trust in inclusive education as social capital for program sustainability.

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