<![CDATA[Religious education plays a crucial role in shaping students’ religious character. However, the limited instructional time allocated for religious subjects in public elementary schools has encouraged local governments to introduce a mandatory Madrasah Diniyah policy as an effort to strengthen religious education. This study aims to describe and analyze the integration of religious education in public elementary schools as a response to this policy. The research focuses on the forms of integration, the implementation process, and the supporting and inhibiting factors in the policy execution. This study employs a qualitative approach using a multi-case study design conducted in two public elementary schools with different implementation models. Data were collected through in-depth interviews, observations, and documentation involving school principals, teachers, Madrasah Diniyah administrators, and other relevant stakeholders. Data analysis was carried out through data condensation, data display, and conclusion drawing, and the validity of the data was ensured through source and technique triangulation. The findings indicate that the integration of religious education is implemented through collaboration and coordination between schools and Madrasah Diniyah at the stages of planning, implementation, and evaluation. Two integration models were identified: internal integration, where schools establish Madrasah Diniyah within the school environment, and external integration, where schools collaborate with nearby Madrasah Diniyah institutions. The integration includes curriculum alignment, scheduling adjustments, and the habituation of religious activities in students’ daily routines. Supporting factors include strong institutional commitment, support from local government policies, and community participation. Meanwhile, inhibiting factors include limited learning time, the readiness of teaching personnel, and technical challenges during the arly stages of implementation.]]>
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