Negotiating Excellence and Equity: Gus Dur Pribumisasi Islam as an Ethical Framework for School Policy

Abstract

Educational excellence policies may improve school quality while simultaneously creating differentiated access to educational opportunities. This study examines the construction of the Sekolah Maung policy in West Java and its consistency with the ethical principles of Abdurrahman Wahid Pribumisasi Islam. The study employed a qualitative library research design using a conceptual-philosophical approach and Critical Content Analysis. Data were drawn from official policy documents, the Sekolah Maung blueprint, regulations, Gus Dur original works, and relevant scholarly literature. Data were analyzed through data condensation, data display, and conclusion drawing and verification, supported by source triangulation and referential adequacy. The findings reveal three forms of institutional differentiation: achievement-based admission, standardized performance requirements, and concentrated educational resources in 41 designated schools. Analysis of Gus Dur thought identified three ethical principles: contextual inclusivity, responsibility toward marginalized groups, and sociocultural embeddedness. The study concludes that educational excellence requires alignment with equitable access and social responsibility. The study contributes an Islamic ethical perspective to educational policy analysis and implies the need for transparent admission, equity monitoring, contextual responsiveness, and broader quality improvement across public schools.