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Abstract

This article is designed to examine the politics of school budgets and the equity of educational services at MI Ma'arif NU 1 Sawangan from the perspective of the sociology of educational institutions. The focus of the study is directed at the argument that budget politics at MI Ma'arif NU 1 Sawangan determines the quality of educational services while limited funds affect facilities, teacher welfare, and student access to learning. This issue is important because educational institutions are not only places for transmitting knowledge, but also arenas for the formation of social relations, values, obedience, identity, and life opportunities for students. The research was designed with a qualitative field approach through observation, interviews, and documentation. The primary data is directed at reading three empirical books: madrasah budget documents and priorities for fund use; the condition of infrastructure, books, laboratories, internet, and learning spaces; and interviews with teachers and principals about survival strategies amidst limitations. Conceptually, this article is based on the politics of school budgets, equity of educational services, and remote madrasahs as reading tools. The article's contribution lies in the development of empirical explanations that connect the daily practices of educational institutions with broader social structures. Thus, this paper is expected to help students write articles that are not merely descriptive, but also analytical, argumentative, and relevant to improving the quality of Islamic education.