<![CDATA[Transformasi digital pendidikan di Indonesia berkembang pesat, tetapi bukti mengenai pembelajaran, asesmen digital, kurikulum, dan kebijakan masih terfragmentasi sehingga hubungan antardomain belum jelas. Studi ini memetakan tren penelitian, membandingkan manfaat dan hambatan antarkonteks, serta merumuskan kerangka integratif transformasi digital pendidikan Indonesia. Systematic Literature Review mencakup publikasi 2021–2025 dengan Google Scholar sebagai sumber penelusuran. Audit naskah menghasilkan 30 studi utama unik untuk sintesis mendalam dan 43 sumber pendukung pada periode yang sama; tiga sumber 2019–2020 digunakan hanya sebagai konteks. Data diekstraksi berdasarkan tahun, jenjang, metode, teknologi, tema, dan hasil, lalu dianalisis melalui sintesis tematik-komparatif. Temuan menunjukkan bahwa efektivitas digitalisasi bergantung pada keselarasan infrastruktur, kompetensi digital pendidik, desain pedagogi dan asesmen, fleksibilitas kurikulum, serta dukungan kebijakan. Hambatan utama meliputi kesenjangan akses, kesiapan guru, validitas asesmen, privasi data, dan ketimpangan wilayah. Studi ini menawarkan kerangka integratif sosio-teknis yang menempatkan pemerataan dan hasil belajar sebagai keluaran interaksi faktor teknologi, manusia, pedagogi, kurikulum, dan tata kelola. Kebijakan digitalisasi perlu berbasis konteks, bukti, dan evaluasi lintas jenjang. Digital transformation in Indonesian education has accelerated, but evidence on digital learning, assessment, curriculum, and policy remains fragmented, obscuring how these domains interact. This study maps research trends, compares benefits and barriers across contexts, and develops an integrative framework for educational digital transformation in Indonesia. A Systematic Literature Review covered publications from 2021 to 2025 using Google Scholar as the discovery source. A manuscript re-audit identified 30 unique primary studies for in-depth synthesis and 43 supporting sources from the same period; three sources from 2019–2020 were retained only for context. Data were extracted by year, educational level, method, technology, theme, and outcome, then analyzed through comparative thematic synthesis. Findings show that digitalization outcomes depend on alignment among infrastructure, educators’ digital competence, pedagogical and assessment design, curriculum flexibility, and policy support. Major constraints include unequal access, teacher readiness, assessment validity, data privacy, and regional disparities. The review proposes an integrative socio-technical framework in which equity and learning outcomes emerge from interactions among technological, human, pedagogical, curricular, and governance factors. Digitalization policy should therefore be context-sensitive, evidence-informed, and evaluated across educational levels.]]>
