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p-Index From 2021 - 2026
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All Journal Bima Journal of Elementary Education Madrasah Ibtidaiyah Research Journal Jurnal Pendidikan Dasar Jurnal Kependidikan Ki Hajar Dewantara
Wulan Feronika Maharani
Institut Agama Islam Ngawi
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Tren, Dampak, dan Tantangan Implementasi Artificial Intelligence dalam Pendidikan Dasar di Indonesia: A Systematic Literature Review Mohamad Azhar Annawa UBM; Wulan Feronika Maharani; Lathif Abdul Razaq
Bima Journal of Elementary Education Vol. 4 No. 1 (2026): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v4i1.4262

Abstract

Low literacy and numeracy achievement, along with disparities in the quality of learning in Indonesia, necessitate adaptive technological innovations, one of which is the use of artificial intelligence (AI) in primary education. This study aims to map the forms and trends of AI implementation, analyze its impact on learning, and identify challenges and supporting factors at the primary education level (SD/MI). This study employed a Systematic Literature Review (SLR) approach following the PRISMA 2020 protocol, examining 153 accredited primary education journals (SINTA 1–6) published between 2022 and 2026, of which 16 articles met the inclusion criteria, with data analyzed through thematic coding and descriptive analysis. The results indicate that AI implementation remains at an early stage and is predominantly focused on the development of AI-based teaching media and instructional materials, while the use of adaptive platforms and pedagogical integration remains limited, with emerging trends including personalized learning, the strengthening of literacy and STEM, as well as the incorporation of local contexts. AI implementation has a positive impact on learning outcomes, cognitive skills, motivation, student engagement, as well as learning efficiency and teacher planning, although these effects may be influenced by the novelty effect. Key challenges include infrastructure limitations, teachers’ digital competencies, access disparities, and ethical concerns, while major supporting factors include school leadership and the flexibility of the Merdeka Curriculum. The limitations of this study lie in the limited number of studies and the predominance of descriptive research designs; therefore, future research is recommended to employ more rigorous designs and a broader scope.
Deep Learning and the Love-Based Curriculum in Madrasah Ibtidaiyah: Implications for the Implementation of the Merdeka Curriculum Mohamad Azhar Annawa UBM; Dewi Susilo Reni; Wulan Feronika Maharani
MISOOL: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v8i1.2781

Abstract

The emergence of the Deep Learning approach and the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) amid the implementation of the Merdeka Curriculum has raised fundamental questions among madrasah educators regarding whether these approaches function as replacements for, or complements to, the existing curriculum. This study aims to examine the conceptual role and interrelationship among Deep Learning, the Love-Based Curriculum, and the Merdeka Curriculum in the context of Madrasah Ibtidaiyah education. The study employs a qualitative library research method through a systematic review of literature retrieved from the Google Scholar database, including national and international journal articles and relevant educational policy documents published between 2021 and 2026. The findings indicate that Deep Learning and the Love-Based Curriculum are not substitutes for the Merdeka Curriculum; rather, the three form a synergistic layered curriculum model. The Merdeka Curriculum functions as the national policy foundation that determines educational direction and learning outcomes, Deep Learning serves as an operational pedagogical approach that promotes reflective, meaningful, and engaging learning processes, while the Love-Based Curriculum functions as a value framework and distinctive ethos of madrasah education that cultivates the concept of Panca Cinta, encompassing spiritual, intellectual, social, ecological, and national dimensions. These findings suggest that teachers in Madrasah Ibtidaiyah should integrate all three approaches into a holistic learning ecosystem rather than treating them as separate or alternative options.
Pendidikan Dasar Inklusif di Indonesia: Peran Kompetensi Guru, Dukungan Sekolah, dan Partisipasi Anak Berkebutuhan Khusus Wulan Feronika Maharani; Mohamad Azhar Annawa UBM; Dewi Susilo Reni
Madrasah Ibtidaiyah Research Journal Vol. 4 No. 2 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/maraja.v4i2.6197

Abstract

Pendidikan dasar inklusif di Indonesia telah didukung oleh kebijakan yang kuat, namun implementasinya masih menghadapi berbagai kesenjangan. Penelitian ini bertujuan menyintesis bukti empiris mengenai kompetensi guru, dukungan sekolah, dan partisipasi anak berkebutuhan khusus (ABK), serta menganalisis keterkaitan ketiganya dalam penyelenggaraan pendidikan inklusif di SD/MI. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan pedoman PRISMA 2020. Penelusuran artikel pada Google Scholar, SINTA, dan DOAJ periode 2020–2025 menghasilkan 203 artikel, dengan 32 artikel memenuhi kriteria inklusi dan dianalisis secara tematik. Hasil kajian menunjukkan bahwa kompetensi guru masih terkendala oleh terbatasnya pelatihan pembelajaran inklusif, sedangkan dukungan sekolah bervariasi, terutama pada ketersediaan guru pendamping khusus (GPK) dan adaptasi kurikulum. Partisipasi ABK dipengaruhi oleh pembelajaran berdiferensiasi dan iklim sekolah yang inklusif. Ketiga aspek tersebut saling berkaitan secara sistemik. Penelitian ini menawarkan kerangka integratif yang menegaskan bahwa penguatan kompetensi guru, dukungan sekolah, dan partisipasi ABK merupakan prasyarat utama keberhasilan pendidikan dasar inklusif di Indonesia.
Kesiapan Bersekolah dalam Transisi dari PAUD ke Pendidikan Dasar: Perspektif Ekologis dan Multidimensional Wulan Feronika Maharani; Putri Maratus Sholikhah; Taufika Nururrohmah; Mohamad Azhar Annawa UBM
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 2 (2026): Jurnal Kependidikan Ki Hajar Dewantara (Jurnal KHD)
Publisher : Lembaga Pusat Kegiatan Belajar Masyarakat (PKBM) Tunas Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jurnalkhd.v3i2.325

Abstract

The transition from Early Childhood Education (ECE) to primary school is a critical developmental stage that influences children's academic and social success. This study aimed to synthesize the literature on school readiness during the transition from ECE to primary school from ecological and multidimensional perspectives. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Articles were retrieved from Google Scholar, Portal Garuda, DOAJ, and Semantic Scholar between January 2020 and May 2026. Of the 380 records identified, 41 studies met the inclusion criteria and were analyzed using thematic synthesis. The findings indicate that school readiness comprises six key dimensions: social-emotional development, cognitive development, language and literacy, self-regulation, physical-motor development, and approaches to learning. Among these, social-emotional development and self-regulation emerged as the most consistent predictors of successful school transition. School readiness is influenced by ecological factors across all levels of Bronfenbrenner's ecological systems. Effective transition practices include parent psychoeducation, play-based learning activities, and collaboration among key stakeholders, whereas an excessive emphasis on early literacy and numeracy instruction and weak alignment between ECE and primary education remain major barriers. The findings highlight the importance of holistic, collaborative, and ecologically informed assessment and transition programs to support children's successful transition to primary school.
Co-Authors Dewi Susilo Reni Lathif Abdul Razaq Mohamad Azhar Annawa UBM Putri Maratus Sholikhah Taufika Nururrohmah