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All Journal Educatio Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) RESIPROKAL: Jurnal Riset Sosiologi Progresif Aktual Jurnal Paedagogy Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Cokroaminoto Journal of Primary Education Journal for Lesson and Learning Studies JURNAL ILMIAH GLOBAL EDUCATION Jurnal Dedikasi Madani : Jurnal Hasil Pengabdian Kepada Masyarakat Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Interdiciplinary Journal of Education Journal of Authentic Research Pena Anda Adi Widya : Jurnal Pendidikan Dasar
Lalu Parhanuddin
Universitas Hamzanwadi
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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PROBLEMATIKA KURIKULUM SEKOLAH DASAR DI ERA DIGITAL: TELAAH KRITIS TERHADAP TANTANGAN STRUKTURAL DAN PEDAGOGIS Mujiburrahman, Mujiburrahman; Parhanuddin, Lalu; Sarlita Kartiani, Baiq; Najamuddin, M
Adi Widya: Jurnal Pendidikan Dasar Vol 10 No 2 (2025): Vol 10 No 2 (2025): Adi Widya: Jurnal Pendidikan Dasar
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/aw.v10i2.5751

Abstract

The advancement of digital technology has brought about significant transformations in the education system, including at the primary school level. However, the adoption of curricula in response to the digital era continues to face various complex structural and pedagogical challenges. This article aims to critically examine the main challenges faced by primary school curricula in the digital age, focusing on five key issues: the digital access gap, limited digital competence among teachers, curriculum inflexibility, psychosocial impacts on students, and the limitations of digital evaluation systems. This study employs a qualitative method with a systematic literature review approach, drawing upon Scopus-indexed articles relevant to the topic. The findings reveal that disparities in digital infrastructure, weak digital literacy among educators, and rigid curriculum structures are major obstacles to primary education transformation. Moreover, psychosocial impacts such as decreased learning motivation, social isolation, and emotional pressure emerge as serious issues that remain unaddressed in curriculum policy. The lack of inclusive and authentic assessment systems further exacerbates the misalignment between digital learning approaches and the assessments used. As a contribution, this article proposes policy recommendations that include curriculum reform based on flexibility and contextual relevance, strengthening teacher competencies in digital pedagogy, and developing holistic evaluation systems that prioritize student needs. Therefore, primary school curricula in the digital era should be designed not only to enhance technological access and efficiency but also to ensure equity, psychological well-being, and meaningful learning quality.
Co-Authors Abdul Aziz Ahmad Tohri Ahmad Yasar Ramdan Ahzan, Moh Zainul Andi Sulastri Badarudin Baiq Sarlita Kartiani, Baiq Sarlita Kartiani Dasim Budimasyah Encep Syarief Nurdin Habibuddin Hadi, L. Asnan Kurnia Al Hakim , Arif Rahman Huldiya Syamsiar Husnul Mukti Ibrahim, Doni Septu Marsa Julianti, Novita Khaerul Anam Latifa, Rohmi Mastur Mastur Mispandi Muhamad Ali Muhamad Ali MUHAMMAD ALI Muhammad Husni Mujiburrahman Mujiburrahman Musifuddin Musifuddin Musipuddin, Musipuddin Najamuddin, M nurfaridah, fathin Nursyaid, Moh. Yudi Patmasari, Yulia Rohini Rossada, Amrina Rufi'i Sudarwo, Raden Sukatin, Sukatin Suptiani, Yulinda Tatan Tatan Tatan, Tatan Taufiq, Muh. Widiawati, Era Paziroh Yadi Ruyadi