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p-Index From 2021 - 2026
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All Journal Jurnal Ilmu Pendidikan Indonesia Education and Sociedad Journal
Dwi Mahya Sari
Universitas Lampung
Religion Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Social Sciences Other

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THE IMPACT OF CURRICULUM CHANGES ON THE QUALITY OF ELEMENTARY SCHOOL LEARNING IN INDONESIA Dwi Mahya Sari; Fathur Rahman; Ibnu Ripant; Novalisa Puspitasari; Rangga Firdaus
Jurnal Ilmu Pendidikan Indonesia Vol 14 No 2 (2026): JURNAL ILMU PENDIDIKAN INDONESIA
Publisher : Master of Science Education Program, Postgraduate Program of Cenderawasih University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31957/jipi.v14i2.5325

Abstract

Curriculum changes are not just a change of documents, but must reflect the country's struggle in facing social, technological, and globalization developments. The study used a systematic literature review method by examining more than fifty reputable journal articles (Scopus index) in the last five years as well as several relevant local primary sources. The analysis found that the independent curriculum provides flexible space for schools and teachers to develop project-based learning and Pancasila student profiles. However, challenges are still found such as teacher unpreparedness, digital infrastructure disparities, science literacy gaps, and differences in implementation between regions. This article provides recommendations on teacher capacity building, structuring curriculum change management, strengthening collaboration between schools and communities, and improving digital literacy and instilling local cultural values. These findings are expected to help policymakers, researchers, and practitioners design curriculum policies that are more responsive to the needs of the 21st century while maintaining national identity.
Professional Alignment in Primary Education: The Interplay Between Teacher Certification, Workload, and Assignment Linearity Dwi Mahya Sari; Dina Martha Fitri; Rangga Firdaus
Education and Sociedad Journal Vol. 4 No. 1 (2026): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.2172

Abstract

The transition from the 2013 Curriculum to the Merdeka Curriculum in Indonesia, coupled with the issuance of the Ministerial Regulation No. 11/2025 on Teacher Workload and Ministerial Decree No. 222/O/2025 on Teacher Certification Linearity, has significantly affected the assignment of linear English teachers as classroom teachers in elementary schools. This systematic literature review aims to analyze the impact of certification and workload policies on English teacher assignments, learning coverage and quality, and curriculum development recommendations integrating educational technology. Following the PRISMA 2020 protocol, 44 studies were selected from 1,248 records across Google Scholar, SINTA, GARUDA, Scopus, and ERIC (2013–March 2026) and analyzed using thematic synthesis. Findings reveal that linearity policies create opportunities but compel teachers to assume roles beyond their specialization; workload fulfillment often reduces English instructional time; teaching quality is affected by time constraints and underutilization of technology; and curriculum transition increases autonomy yet leaves assignment challenges unresolved. Integrating educational technologies such as Learning Management Systems, AI-assisted tools, augmented reality, and blended learning can expand English learning coverage while alleviating teacher workload. The study recommends innovative curriculum models emphasizing teacher collaboration, community of practice, and technology integration to optimize the contributions of linear English teachers without compromising student learning hours.
Co-Authors Dina Martha Fitri Fathur Rahman Ibnu Ripant Novalisa Puspitasari Rangga Firdaus