<![CDATA[Digital transformation and the development of artificial intelligence have changed the competencies required of learners. This article examines Indonesia’s Coding and Artificial Intelligence (KKA) education policy, particularly the policy direction established through Minister of Primary and Secondary Education Regulation No. 13 of 2025 and Decree No. 127/P/2025. The analysis uses a qualitative, descriptive policy-review approach based on the policy documents and the analytical framework presented in the source article. The discussion applies problem analysis, the CIPP framework, stakeholder analysis, gap analysis, implementation analysis, equity analysis, ethical-risk analysis, and SWOT. The analysis indicates that KKA has strategic potential to strengthen digital literacy, computational thinking, problem-solving, creativity, and responsible technology use. However, implementation outcomes depend on teacher readiness, school infrastructure, learning resources, local-government support, and equitable access. Key risks include uncritical reliance on AI, inaccurate or biased outputs, privacy and data-protection concerns, copyright issues, and the possibility that learning becomes limited to operating applications. The article recommends staged implementation based on school readiness, teacher professional development, unplugged learning alternatives, explicit digital ethics instruction, cross-stakeholder coordination, and outcome-oriented monitoring. Policy success should therefore be assessed not only by the number of participating schools, but also by learners’ demonstrated competencies and the fairness of learning opportunities.]]>
