<![CDATA[This research seeks to articulate and analyze how digital learning innovations are applied in both urban and rural primary schools. The focus of the study includes the execution of curriculum, teaching models, the integration of educational technology, the utilization of digital educational resources, evaluation systems, and the obstacles encountered throughout the learning experience. A descriptive qualitative methodology was adopted for this study, utilizing techniques such as observations, interviews, and the analysis of documents for data gathering. Results indicate that both types of schools embraced student-centered educational methods through the Merdeka Curriculum. Urban primary schools demonstrated a greater incorporation of educational technology, such as smart televisions, digital tools, project-based learning, and interactive digital resources. On the other hand, rural primary schools made the most of contextual educational methods and local resources, despite constraints in technological tools. Additionally, the research highlighted the significant role of teachers’ creativity and innovative practices in enhancing the quality of learning, even when faced with infrastructural challenges. These results underscore the necessity of digital learning innovations, the ability of teachers to adapt, and inclusive educational methodologies in elevating the standards of elementary education. Consequently, it is imperative to enhance digital literacy, improve access to educational technology, and invest in teacher professional growth to foster equitable and innovative elementary education.]]>
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