<![CDATA[Managing Islamic educational institutions in Muslim minority areas requires strategies that maintain religious identity while responding to sociocultural diversity and limited institutional resources. This study analyzes how adaptive leadership, contextual pedagogy, and community-based management contribute to the sustainability of madrasahs in Muslim minority contexts. Employing a qualitative approach with an intrinsic case study design, the research was conducted at MTs Baitussholihin in East Lore, Poso Regency, Central Sulawesi, Indonesia. The study collected data from 33 informants through semi-structured interviews, participant observations, and document analysis, and analyzed them using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three interconnected dimensions of madrasah management. First, adaptive leadership supports participatory decision-making, shared responsibilities, and interfaith engagement, strengthening institutional legitimacy and social trust. Second, contextual pedagogy integrates local languages, cultural experiences, multilingual projects, and differentiated cooperative learning to accommodate students' diverse backgrounds. Third, community-based management promotes institutional sustainability through parental involvement, interfaith collaboration, transparent communication, and non-financial contributions. These dimensions mutually reinforce one another in addressing social prejudice, encouraging community participation, and maintaining the madrasah's Islamic identity within a multicultural environment. The study concludes that sustainable madrasah management in Muslim minority areas depends on integrating adaptive leadership, contextual pedagogy, and community collaboration as complementary institutional practices. These findings contribute to an integrative understanding of Islamic education management in religiously diverse communities.]]>
