<![CDATA[Objective: This study aims to analyze the policy contestation between PKBM and PKPPS in equality education in Islamic boarding schools. This research also formulates a more integrated reconstruction model of Islamic Religious Education (IRE) services to support the achievement of SDG 4. Theoretical framework: This study uses the Collaborative Governance framework from Ansell and Gash (2008). The framework emphasizes collaboration between stakeholders to address regulatory fragmentation and improve the effectiveness of education governance. Literature review: A literature review discusses the dynamics of equality education policies in Indonesia, especially the relationship between PKBM and PKPPS. The literature also highlights the dualism of regulations between ministries and their impact on pesantren governance and graduate recognition. Methods: This study uses a qualitative approach with a policy analysis method. The analysis focused on regulations related to PKBM and PKPPS to identify overlapping policies and their impact on pesantren education services. Results: The results of the study show that there is a regulatory dualism between the Ministry of Education and the Ministry of Religion. This condition triggers governance fragmentation, bureaucratic inefficiency, and inequality in the recognition of equality education graduates in Islamic boarding schools. Implications: This study emphasizes the importance of policy integration and cross-sectoral synergy in the management of pesantren education. The proposed collaborative model can strengthen education governance and equity while supporting the achievement of SDG 4. Novelty: The novelty of this research lies in the policy reconstruction model based on the five pillars of Collaborative Governance. This model is realized through a one-roof system that integrates EMIS and Dapodik and combines the yellow book curriculum with global competency standards.]]>
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