Indonesia is a multicultural country with ethnic and religious diversity that requires an inclusive education system to maintain unity. However, in practice, discrimination persists in curriculum development, particularly between public schools under the auspices of the Ministry of Education, Culture, Research, and Technology and madrasahs under the auspices of the Ministry of Religious Affairs. This study aims to analyze the history, issues, causes, and impacts of madrasah curriculum discrimination in Indonesia to find solutions towards educational equality. The research method used is qualitative with a literature study approach (library research) sourced from books, scientific journals, and official documents related to education policy. The research findings indicate that educational discrimination stems from the colonial era, creating a dualism between secular and Islamic schools. Although madrasas have been constitutionally recognized as an integral part of the National Education System through Law No. 20 of 2003, systemic inequalities persist in terms of budget allocation, teaching staff quality, infrastructure, and access to professional training. The impacts of this discrimination include a dichotomy between religious and general education, low self-confidence among madrasa graduates, and gaps in competency standards. As a solution, cross-sectoral synergy is needed between the Ministry of Religious Affairs and the Ministry of Education, Culture, Research, and Technology to eliminate sectoral egos, strengthen the budget for private madrasas, and substantially integrate the curriculum to create equal quality education for all citizens.