<![CDATA[This study aims to examine the full-day school program at Integrated Islamic Elementary Schools (SDIT) for lower grade students (grades 1-3), examining developmental psychology theory and Islamic educational concepts. The research method used a qualitative approach, incorporating literature review of research articles published in scientific journals. The results indicate that the full-day school program has a positive impact on religious character development and academic achievement, but also has negative impacts such as physical and mental fatigue, reduced family time, and adaptation difficulties for lower grade students. Based on Piaget's theory, children in grades 1-3 (ages 6-9) are in the pre-operational to concrete operational transition phase, requiring sufficient playtime and rest, with an attention span of only 15-20 minutes. From an Islamic perspective, the concepts of tadarruj (gradual development), fitrah (natural development), and tarbiyah (education) teach that education should be tailored to the child's abilities and not burdensome. This study concludes that the 8-9 hour full-day school program is less suitable for lower grades and recommends program modifications by reducing the duration of formal learning, increasing playtime and rest, and involving parents more intensively in the child's education process]]>
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