<![CDATA[This study addresses the limited scholarly attention given to educational policy implementation within Islamic madrasahs, despite its critical influence on institutional quality and responsiveness to modernization. The research aims to analyze the approaches, management models, methodologies, and contextual factors shaping the enactment of educational policies in three institutions: MA Darul Aitam, MA Yaqin Pemondah, and MA Badarul Islam. Employing a qualitative multi-site case study design, data were collected from 21 purposively selected participants—including principals, vice principals, teachers, administrative staff, and students—through semi-structured interviews, observations, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldana (2019). The findings reveal four key insights: (1) Policy implementation is influenced by the integration of national education directives with Islamic moral and cultural values, guided by leadership vision and community engagement; (2) The madrasahs adopted distinct policy management models—consultative, participatory, and hierarchical—each fostering accountability and adaptability in different ways; (3) Methodological orientations reflect a synthesis of tradition, innovation, and administrative discipline; and (4) Contextual factors such as leadership style, teacher competence, community participation, and resource adequacy significantly affect policy effectiveness. The study concludes that successful policy implementation in madrasahs depends on the alignment of ethical leadership, inclusive governance, and the embedding of moral values within institutional practices. Theoretically, the study advances Islamic education policy discourse, while practically offering guidance for policymakers seeking to enhance teacher professionalism, integrate digital literacy, and adapt national policies to local contexts.]]>
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