Inclusive Education of Indigenous Belief Communities in Indonesia: Perspective of Independent Learning

Indigenous belief communities in Indonesia continue to face marginalization in the national education system, limiting their access to education that aligns with their spiritual and cultural values. Our study investigates how the Sapta Darma community members perceive inclusive education and how their socio-cultural traditions can support educational practices rooted in independent learning. Using a qualitative phenomenological approach and a multi-site design, data were collected from 30 participants, including community leaders, parents, and youth in Banyuwangi, Kediri, and Yogyakarta through in-depth interviews, observations, and documentation. The results show that inclusive education in the Sapta Darma community, grounded in the spirit of independent learning, must integrate local spiritual and cultural values to strengthen community identity, while their resilience amid challenges like limited facilities and social stigma highlights the need for greater government support. Our research highlights the urgent need for government policy support to develop inclusive curricula based on community access and to institutionalize inclusive education forums that empower Indigenous belief communities. Further research is needed to understand the long-term impact of local values-based education on students' social and academic development. The results of this study are expected to contribute significantly to the development of fairer education policies.