<![CDATA[Religious education in public schools plays a strategic role in fostering students' faith, piety, and character. However, the limited allocation of instructional time is often disproportionate to the breadth of learning outcomes expected. This study aims to analyze the problems of instructional time allocation for religious education from the perspective of government curriculum policy and its implications for learning effectiveness. The study employed a library research design using a descriptive-analytical approach. Data were collected through a systematic review of government regulations, scholarly books, and relevant national and international journal articles. Data were analyzed through data reduction, data display, critical interpretation, and thematic conclusion drawing. The findings indicate that limited instructional time encourages teachers to prioritize cognitive achievement, while affective and psychomotor competencies receive less emphasis. Furthermore, the effectiveness of religious education is influenced by school culture, family support, and the integration of religious values into co-curricular and extracurricular activities. The scientific contribution of this study lies in providing a comprehensive synthesis of the relationship between curriculum policy, instructional time allocation, and the achievement of religious education objectives, offering a conceptual basis for future policy development. The findings imply that curriculum policymakers and schools should reconsider instructional time allocation, strengthen value-based learning, and integrate religious education into the broader school culture to improve students' character development]]>
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