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Indonesia's Curriculum Policy Transformation in the Face of Global Disruption: An Integrative Literature Review

Jurnal Penelitian Pendidikan · Vol. 43 No. 2 (2026) · pp. 524–537

DOI
10.15294/jpp.v43i2.63748
ISSN
2580-4154, 2503-1260
Published
2026-10-10
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Digital disruption, artificial intelligence (AI), and shifting competency demands require Indonesian curriculum policy to remain adaptive without sacrificing policy stability. This study analyzes the transformation of curriculum policy, linking it to national and international learning-achievement evidence, and identifies implementation gaps and policy priorities. This integrative literature review synthesizes 23 scientific articles published in 2022–2025 and seven fully accessible official documents/data, including curriculum regulations, the Rapor Pendidikan Indonesia 2025, and PISA 2022. Sources were selected based on relevance, credibility, full-text accessibility, and traceability, then coded thematically and triangulated with official evidence. The findings show continuity from the flexibility of Kurikulum Merdeka toward Deep Learning as well as Coding and Artificial Intelligence. National indicators improved, including the minimum numeracy competency of primary school students from 39.04% in 2022 to 52.48% in 2024, while PISA 2022 scores remained low, at 366 in mathematics, 359 in reading, and 383 in science. Teacher readiness, uneven professional development, digital infrastructure, regional capacity, and implementation governance remain critical constraints. This review contributes a three-layer analytical framework linking regulatory change, system performance, and implementation capacity to guide evidence-based curriculum evaluation and equitable policy interventions.

Keywords

Collaboration network of the authors

15 authors · 30 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Nina OktarinaAffiliation unknown8
Radini SintaAffiliation unknown2
Moh. UyubAffiliation unknown2
Dian Fithra PermanaAffiliation unknown2
SuharjaAffiliation unknown2
Muhamad TaufiqState University of Semarang1
Zaenuri ZaenuriState University of Semarang1
Arief RohmanAffiliation unknown1
Muhammad KhafidAffiliation unknown1
Tutik WijayantiAffiliation unknown1
Eta Yuni LestariAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/JPP/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Indonesia's Curriculum Policy Transformation in the Face of Global Disruption: An Integrative Literature Review</dc:title>
	<dc:creator xml:lang="en">Mursidah, Siti</dc:creator>
	<dc:creator xml:lang="en">Rokhman, Fathur</dc:creator>
	<dc:creator xml:lang="en">Handoyo, Eko</dc:creator>
	<dc:creator xml:lang="en">Tjokro, Gunawan </dc:creator>
	<dc:subject xml:lang="en">artificial intelligence</dc:subject>
	<dc:subject xml:lang="en">curriculum policy</dc:subject>
	<dc:subject xml:lang="en">Deep Learning</dc:subject>
	<dc:subject xml:lang="en">global disruption</dc:subject>
	<dc:subject xml:lang="en">Kurikulum Merdeka</dc:subject>
	<dc:description xml:lang="en">Digital disruption, artificial intelligence (AI), and shifting competency demands require Indonesian curriculum policy to remain adaptive without sacrificing policy stability. This study analyzes the transformation of curriculum policy, linking it to national and international learning-achievement evidence, and identifies implementation gaps and policy priorities. This integrative literature review synthesizes 23 scientific articles published in 2022–2025 and seven fully accessible official documents/data, including curriculum regulations, the Rapor Pendidikan Indonesia 2025, and PISA 2022. Sources were selected based on relevance, credibility, full-text accessibility, and traceability, then coded thematically and triangulated with official evidence. The findings show continuity from the flexibility of Kurikulum Merdeka toward Deep Learning as well as Coding and Artificial Intelligence. National indicators improved, including the minimum numeracy competency of primary school students from 39.04% in 2022 to 52.48% in 2024, while PISA 2022 scores remained low, at 366 in mathematics, 359 in reading, and 383 in science. Teacher readiness, uneven professional development, digital infrastructure, regional capacity, and implementation governance remain critical constraints. This review contributes a three-layer analytical framework linking regulatory change, system performance, and implementation capacity to guide evidence-based curriculum evaluation and equitable policy interventions.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-10-10</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/JPP/article/view/63748</dc:identifier>
	<dc:identifier>10.15294/jpp.v43i2.63748</dc:identifier>
	<dc:source xml:lang="en">Jurnal Penelitian Pendidikan; Vol. 43 No. 2 (2026): October 2026; 524-537</dc:source>
	<dc:source>2580-4154</dc:source>
	<dc:source>2503-1260</dc:source>
	<dc:source>10.15294/jpp.v43i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/JPP/article/view/63748/11425</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Penelitian Pendidikan</dc:rights>
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