<![CDATA[This study evaluates Indonesia’s Islamic education digitalization policy by examining the implementation of the Digital Madrasah ecosystem at MA Syaikh Daud Al-Masrur, a private Islamic senior secondary school under the Syaikh Daud Al-Masrur Islamic Boarding School in Bungo Regency, Jambi. A qualitative descriptive-evaluative design was used. Data were drawn from official policy documents, recent research literature, and contextual field observation, then analyzed through William N. Dunn’s six policy criteria: effectiveness, efficiency, adequacy, equity, responsiveness, and appropriateness. The findings show that EMIS 4.0, e-RKAM, digital learning services, and the Indonesian Madrasah Competency Assessment have strengthened administrative order, communication, and data-based management. At the school level, however, unstable connectivity, limited shared devices, uneven teacher competence, and maintenance costs restrict pedagogical use. Administrative objectives are therefore achieved more consistently than instructional transformation. The study recommends needs-based infrastructure support, sustained teacher mentoring, low-bandwidth learning options, user-centered technical assistance, and the integration of Islamic digital ethics into school policy and classroom practice.]]>
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