Challenges and Opportunities of Community Schools in Buru Regency

Abstract

Education inequality remains a major challenge in many disadvantaged and archipelagic regions of Indonesia, including Buru Regency. Limited access to formal schooling, socio-economic constraints, and inadequate infrastructure have encouraged the emergence of alternative education initiatives, one of which is Sekolah Rakyat. This study aims to examine community perspectives on Sekolah Rakyat and to assess the readiness of supporting infrastructure for its implementation in Buru Regency. The research employed a qualitative approach using a phenomenological method. Data were collected through open-ended interviews, direct observations, and documentation involving community leaders, educators, parents, local government officials, and representatives of the Education Office. Data analysis was conducted using the interactive model of Miles and Huberman, encompassing data reduction, data display, and conclusion drawing. The findings indicate that the community generally holds positive perceptions of Sekolah Rakyat as an inclusive and flexible alternative education model that addresses the needs of children from low-income families and those with limited access to formal education. Key supporting factors include affordability, cultural proximity, and strong community engagement. However, several challenges were also identified, particularly related to legal recognition, program sustainability, teacher competence, and infrastructure adequacy. The study also reveals that infrastructure readiness has shown positive progress, supported by land allocation, temporary facilities, and strong cross-sectoral coordination. In conclusion, Sekolah Rakyat has significant potential to promote educational equity in Buru Regency, provided that institutional support, policy integration, and sustainable infrastructure development are strengthened.