Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal TOFEDU: The Future of Education Journal Journal of Innovative and Creativity
Rina Nurul Aisyah
Universitas Pahlawan Tuanku Tambusai
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Kurikulum Pendidikan Dasar di Indonesia: Tantangan, Inovasi, dan Implementasinya di Era Digital Romi Laspita; Cindy Fatika Sari; Hanifa Dzakiyya; Rifdah Afifah; Siti Rahma Mailani; Nurkauliah Aisyah; Rina Nurul Aisyah; Said Aziz; Azrah Syarifah Kamilla; Nadia Fahira Anggraini; Ratih Nurjannah Pohan
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i2.12077

Abstract

Basic education curriculum in Indonesia is undergoing a strategic transition through the institutionalization of the Merdeka Curriculum and the expansion of digital learning ecosystems. This article aims to analyze the main challenges, innovations, and implementation strategies of Indonesia’s basic education curriculum in the digital era. The study used a narrative literature review by synthesizing policy documents, national statistics, international assessment reports, and recent scholarly publications published mainly within the last ten years. The findings indicate that curriculum reform is driven by three urgent needs: strengthening foundational literacy and numeracy, improving teacher capacity for differentiated and project-based learning, and reducing digital inequality among schools and regions. The Merdeka Curriculum provides innovation through competency-based learning outcomes, flexible teaching modules, diagnostic assessment, and the Pancasila Student Profile Strengthening Project. However, implementation remains uneven because teacher readiness, school infrastructure, digital access, and data-based school management differ significantly across contexts. Digital technology can support personalization, collaboration, and multimodal learning, but it must be used pedagogically, ethically, and inclusively. The article concludes that curriculum implementation in basic education should prioritize teacher professional development, equitable digital infrastructure, contextual school curriculum development, and continuous evaluation based on learning outcomes rather than administrative compliance.
The The Use of Generative AI to Improve Reading Literacy Skills among Generation Alpha Students: A Systematic Literature Review Fitri Andini dini; Nadila Putri Nassel; Afifah Rahmadani; Nur Syakila Mulya; Rina Nurul Aisyah; Hanifa Dzakiyya; Putri Hana Pebriana
The Future of Education Journal Vol 5 No 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1620

Abstract

As the mid-2020s unfold, the integration of Generative Artificial Intelligence (GenAI) has transformed the reading literacy paradigm for Generation Alpha from the consumption of static texts to engagement with dynamic text-based interactions. This study aims to examine the role of GenAI as a cognitive partner in enhancing reading literacy through a Systematic Literature Review (SLR) of scholarly studies and policy documents published between 2021 and 2026. Employing a qualitative descriptive-analytical approach, the study synthesizes data from relevant national and international journal publications. The findings indicate that the use of technologies such as AI-powered reading assistants and interactive storytelling significantly improves elementary school students’ reading fluency, comprehension, and active engagement. However, the review also identifies several critical challenges, including the risk of AI hallucinations, the potential decline of cognitive skills due to excessive technological dependence, and the widening AI divide. The study concludes that the effectiveness of GenAI in education largely depends on teachers’ digital literacy and the development of an AI Literacy Framework that emphasizes metacognitive awareness and ethical competencies. Furthermore, inclusive policies are required to ensure that this literacy transformation can be accessed equitably by all segments of Generation Alpha.
Co-Authors Afifah Rahmadani Azrah Syarifah Kamilla Cindy Fatika Sari Fitri Andini dini Hanifa Dzakiyya Nadia Fahira Anggraini Nadila Putri Nassel Nur Syakila Mulya Nurkauliah Aisyah Putri Hana Pebriana Ratih Nurjannah Pohan Rifdah Afifah Romi Laspita Said Aziz Siti Rahma Mailani