Indonesia's Curriculum Policy Transformation in the Face of Global Disruption: An Integrative Literature Review
TL;DR
This study analyzes the transformation of curriculum policy, linking it to national and international learning-achievement evidence, and identifies implementation gaps and policy priorities, and contributes a three-layer analytical framework to guide evidence-based curriculum evaluation and equitable policy interventions.
Abstract
Digital disruption, artificial intelligence (AI), and shifting competency demands require Indonesian curriculum policy to remain adaptive without sacrificing policy stability. This study analyzes the transformation of curriculum policy, linking it to national and international learning-achievement evidence, and identifies implementation gaps and policy priorities. This integrative literature review synthesizes 23 scientific articles published in 2022–2025 and seven fully accessible official documents/data, including curriculum regulations, the Rapor Pendidikan Indonesia 2025, and PISA 2022. Sources were selected based on relevance, credibility, full-text accessibility, and traceability, then coded thematically and triangulated with official evidence. The findings show continuity from the flexibility of Kurikulum Merdeka toward Deep Learning as well as Coding and Artificial Intelligence. National indicators improved, including the minimum numeracy competency of primary school students from 39.04% in 2022 to 52.48% in 2024, while PISA 2022 scores remained low, at 366 in mathematics, 359 in reading, and 383 in science. Teacher readiness, uneven professional development, digital infrastructure, regional capacity, and implementation governance remain critical constraints. This review contributes a three-layer analytical framework linking regulatory change, system performance, and implementation capacity to guide evidence-based curriculum evaluation and equitable policy interventions.