Keywords
Education Policy
Rural Indonesia
Comparative Study
Social Transformation Theory
Educational Equity
How to Cite
Abstract
Inclusive education policies in Indonesia face significant challenges due to spatial, socioeconomic, and institutional capacity disparities between urban and rural areas. This study aims to analyze the dynamics of implementing inclusive education policies in rural Indonesia through a comparative study across three distinct regions: Central Java, East Nusa Tenggara (NTT), and Papua. Utilizing a qualitative approach with a secondary comparative study design, the data were analyzed thematically through comparative synthesis and interpreted using Social Transformation Theory. The results reveal substantial variations in policy effectiveness across regions. Central Java successfully implemented structured planning enhanced by blended learning training and active volunteer participation. In NTT, physical infrastructure limitations were offset by strong social capital and local traditional deliberative forums (awiq-awiq). Meanwhile, Papua faced severe barriers, including geographic isolation, a digital infrastructure crisis, and a high reliance on external interventions due to minimal engagement of local community leaders. This study concludes that the success of inclusive education policies in rural areas depends not only on macro-level regulations but also on the synergy between national policy structures, the active role of local agents, and the equitable distribution of physical and digital infrastructure.
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