<![CDATA[This study analyzes and evaluates the digitalization policy of Islamic education through the Madrasah Digital program by examining the relationship among data governance, administrative services, learning, human-resource capacity, equitable access, and digital ethics. It applies qualitative policy document analysis to regulations, guidelines, official platforms of the Ministry of Religious Affairs, and empirical studies published between 2018 and 2026. The data were coded using six criteria: policy coherence, effectiveness, pedagogical relevance, equity, data governance, and sustainability. The findings show that madrasah digitalization has developed through EMIS 4.0, e-RKAM/EDM, the Madrasah Digital Report Card, Pusaka SuperApps, and diverse learning innovations. The policy's main strengths lie in data standardization, reporting efficiency, and broader service coverage. However, the policy remains fragmented, is stronger in administration than in instructional transformation, lacks tiered readiness standards, and has not fully addressed infrastructure gaps and uneven teacher competence. The study recommends an integrated policy architecture, readiness mapping, needs-based capacity development, system interoperability, data protection, and evaluation centered on learning outcomes and Islamic values.]]>
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