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All Journal Nusantara Education Studies
Zahra Radhiyya Magfira
Universitas Negeri Yogyakarta, Yogyakarta

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Implementation of the Merdeka Curriculum Across Educational Levels Zahra Radhiyya Magfira; Zega Faridatul Janah; Dila Rahmaniyah
Nusantara Education Studies Vol. 1 No. 1 (2023): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-338

Abstract

The Merdeka Curriculum is an educational policy developed to support learning transformation while accelerating the recovery of educational quality in the post-pandemic era. This study aims to analyze the implementation of the Merdeka Curriculum across various educational levels, including early childhood, primary, and secondary education. The study employed a Systematic Literature Review (SLR) method by examining scientific articles, academic books, international reports, and policy documents published over the last five years. The findings indicate that the Merdeka Curriculum is characterized by learning flexibility, emphasis on essential competencies, differentiated instruction, and character development through the Pancasila Student Profile Strengthening Project. The implementation of this curriculum provides opportunities to develop more contextual, adaptive, and student-centered learning practices. However, its implementation still faces several challenges, including teacher readiness, institutional adaptation capacity, and the availability of supporting learning facilities. Therefore, continuous support is required through teacher professional development, strengthened school leadership, and the cultivation of innovative learning cultures. Overall, the Merdeka Curriculum has significant potential to improve educational quality by integrating competency development, character building, and twenty-first-century skills within a comprehensive educational framework.
Artificial Intelligence-Based Personalized Learning in Twenty-First Century Learning Transformation Prinastiti Dwi Santika; Zahra Radhiyya Magfira; Dedi Faqih Wahana
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-601

Abstract

The advancement of Artificial Intelligence (AI) has accelerated the transformation of learning toward a more adaptive and learner-centered approach through the implementation of personalized learning. This article aims to analyze the concepts, implementation, challenges, and strengthening strategies of AI-based personalized learning within the context of general education. The study employed a qualitative descriptive library research method by reviewing scientific publications published over the last five years. The findings indicate that AI supports the analysis of learners' characteristics, develops adaptive learning pathways, provides timely feedback, and facilitates the creation of learning materials tailored to individual needs. This approach has significant potential to improve learning effectiveness, student engagement, and the development of twenty-first-century competencies. Nevertheless, its implementation continues to face challenges related to teachers' readiness, AI literacy, data privacy, algorithmic bias, and ethical considerations. Therefore, the successful implementation of AI-based personalized learning requires synergy among technological innovation, teachers' pedagogical competence, responsible governance, and educational policies that promote adaptive, inclusive, and sustainable learning.
Co-Authors Dedi Faqih Wahana Dila Rahmaniyah Prinastiti Dwi Santika Zega Faridatul Janah