<![CDATA[This study investigates the role of education policy in mitigating social inequality in Indonesia, with a particular focus on the policies targeting marginalized populations. Despite substantial reform efforts aimed at democratizing access to education, significant disparities persist, especially in rural and underserved regions. The research evaluates the effectiveness of national educational policies designed to enhance access, quality, and equity, particularly for disadvantaged groups. Through a qualitative analysis of policy documents, stakeholder interviews, and field observations, the study identifies key challenges in policy implementation, including resource constraints, administrative inefficiencies, and socio-cultural biases that perpetuate inequality. The findings suggest that while education policy has made notable progress in expanding access, it has yet to adequately address the structural barriers that exacerbate social disparities. This paper concludes by offering recommendations for refining education policies, with an emphasis on localized, community-driven approaches and increased investment in underfunded areas. Strengthening teacher training, improving infrastructure, and promoting culturally sensitive curricula are among the key strategies proposed to ensure more equitable educational opportunities for all Indonesians.]]>
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