<![CDATA[In rural communities, the sustainability of early childhood education (ECE) institutions depends on ability of schools to build and maintain strong social relationships with families and communities. This study examines the role of social capital in sustaining an early childhood education institution at TK Al Istiqomah IV, located Cingcin Village, through theoretical framework of James Coleman. This study used a qualitative approach with a case study design. Data were collected through in-depth interviews with the school principal, teachers, and parents, complemented by observations, and analyzed using thematic analysis. The findings show that institutional sustainability is supported by three forms of social capital. First, obligations and expectations are developed through reciprocal relationships between the schools, families, and communities. The school fulfills community expectations by providing quality educational services, and parents and community members contribute through active social participation. Second, information channels are strengthened through the Parents–Teachers Association (PPMG), parenting programs, parent classes, and continuous communication between schools and families, enhancing coordination and community engagement. Third, social norms and effective sanctions are reflected in collaborative activities, including parent teaching programs, cooking classes, outing classes, community service, art performances, and using of the local environment as a learning resource, fostering collective responsibility for sustaining the school. These findings demonstrate that social capital functions as an institutional mechanism that strengthens community participation and supports the sustainability of early childhood education institutions in rural area.]]>
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