Inclusive Leadership of School Principals in Managing Student Diversity: A Study on the Implementation of the Merdeka Curriculum

Abstract

This article examines the role of inclusive leadership of school principals in managing student diversity in the context of implementing the Independent Curriculum. The diversity of students' social, economic, and cultural backgrounds, academic abilities, interests, and learning styles requires school principals to be more than just administrative managers, but also key actors in creating a school climate that is fair, participatory, and responsive to differences. This research uses a qualitative approach with a case study design in an elementary school that has implemented the Independent Curriculum. Data were collected through in-depth interviews, participant observation, and documentation studies, then analyzed thematically following the interactive model of Miles, Huberman, and Saldaña. The results show that inclusive leadership of school principals is manifested in four main practices: (1) formulating a school vision and mission that accommodates diversity; (2) facilitating differentiated learning and strengthening the Pancasila Student Profile; (3) building communication and collaboration across stakeholders; and (4) developing an inclusive and supportive school culture. However, its implementation still faces obstacles such as limited teacher competency in designing differentiated learning, high administrative burdens, and resistance to change. This article concludes that the success of managing student diversity in the Independent Curriculum depends heavily on the principal's capacity to exercise inclusive, adaptive, and equity-oriented leadership.