<![CDATA[This policy paper outlines that Madrasah education in Indonesia still faces the challenge of a paradigm dichotomy between religious knowledge and science, which leads to limitations in integrative curriculum design, particularly in the subjects of falak and astronomy. This policy study was compiled with the primary objective of analyzing the roots of this pedagogical and bureaucratic gap, and formulating strategic policy alternatives to optimize the function of the Lunar Observation Post (POB) as a natural learning laboratory for madrasahs. This study uses a qualitative approach through a descriptive-evaluative policy analysis method, where data collection is conducted by studying macro regulatory documents. The analysis results reveal that the main obstacles to scientific integration stem from institutional difficulties in translating theoretical concepts into operational modules, sectoral egos of educator competencies, and the lack of a definitive legal umbrella across directorates that can legitimize the use of POB facilities and the allocation of School Operational Assistance (BOS) funds for practicum activities.In conclusion, the deadlock in the implementation of the astronomy curriculum can only be resolved through legal intervention at the first echelon level capable of breaking down administrative barriers to facilitate resource-sharing schemes. Therefore, this study recommends the issuance of a Decree by the Director General of Islamic Education concerning Guidelines for the Implementation of Observation-Based Astronomy Learning and the Utilization of Observation-Based Learning Objects as Madrasah Learning Laboratories to create a superior generation that combines scientific reasoning with spiritual depth.]]>
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