<![CDATA[This study aims to analyze educational access, the quality of Social Studies learning, and the challenges and efforts of teachers to improve learning quality at SMP Negeri 2 Krucil, Probolinggo Regency. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman interactive model through data condensation, data display, and conclusion drawing. The findings show that educational access is influenced by geographical conditions, road accessibility, weather, students’ travel distance, and limited internet connectivity. Nevertheless, the school’s facilities and infrastructure are relatively adequate to support Social Studies learning. The quality of Social Studies learning involves planning, implementation, and evaluation adapted to students’ conditions. Teachers employ discussion and question-and-answer methods and utilize available learning resources and media. The challenges are addressed through learning adaptations and various efforts by teachers to assist students experiencing access difficulties. From Amartya Sen’s Capability Approach perspective, geographical conditions, infrastructure, and technology function as conversion factors that affect students’ capability, while teachers’ adaptive actions demonstrate agency. The novelty of this study lies in analyzing the relationship between educational access and Social Studies learning quality in a remote area through the perspective of the Capability Approach.]]>
