Literasi Digital Guru di Era Kurikulum Merdeka
Tantangan, Kesiapan, dan Implikasi terhadap Kualitas Pembelajaran
DOI:
https://doi.org/10.71094/mandalawidya.v1i2.92Keywords:
Digital literacy; , Teachers; , Kurikulum Merdeka (Independent Curriculum); , Learning quality;Abstract
Teacher digital literacy has become a key competency in supporting the successful implementation of the Kurikulum Merdeka (Independent Curriculum) in Indonesia. This study aims to analyse the challenges, readiness, and implications of teachers’ digital literacy for the quality of learning. Employing a systematic literature review, the study synthesises findings from national and international research published between 2017 and 2025. The review reveals that teachers continue to face significant challenges, including limited technological infrastructure, generational gaps in digital proficiency, and insufficient institutional support. Teachers’ readiness varies widely, shaped by professional experience, access to digital training, and engagement in professional learning communities. The findings indicate that strong digital literacy contributes positively to learning quality by enabling interactive, innovative, and student-centred pedagogical practices aligned with 21st-century competencies. However, disparities in access—particularly in 3T (frontier, outermost, and underdeveloped) regions—hinder equitable implementation. Strengthening teachers’ digital literacy therefore requires coordinated efforts across individual, institutional, and governmental levels. Enhancing practical training, improving school-level digital infrastructure, expanding professional learning networks, and promoting inclusive digital policies are essential to ensure that Kurikulum Merdeka can be implemented effectively and equitably throughout Indonesia.
References
Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B.-B., & Agbeko, M. (2025). The influence of digital professional development and professional learning communities in the relationship between school digital preparedness and digital instructional integration. PLOS ONE, 20(7), e0328883. https://doi.org/10.1371/journal.pone.0328883
Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B.-B., & Danso Essel, D. (2025). A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices. Frontiers in Education, 10, 1541031. https://doi.org/10.3389/feduc.2025.1541031
Chen, B., Chen, N.-S., & Kinshuk. (2020). Teachers’ networked professional learning with MOOCs. PLOS ONE. https://doi.org/10.1371/journal.pone.0235170
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
El-Hamamsy, L., Monnier, E.-C., Avry, S., Chessel-Lazzarotto, F., Liégeois, G., Bruno, B., & Dehler Zufferey, J. (2023). An adapted cascade model to scale primary school digital education curricular reforms and teacher professional development programs. arXiv. https://doi.org/10.48550/arXiv.2306.02751
Gilster, P. (1997). Digital literacy. Wiley.
Hennessy, S., Kershner, R., Calcagni, E., & Ahmed, F. (2021). Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: A design-based approach. Review of Education. https://doi.org/10.1002/rev3.3269
Kemendikbudristek. (2022). Panduan Implementasi Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. https://kurikulum.kemdikbud.go.id/
Liu, J., Du, Y., et al. (2024). Leveraging professional learning communities in linking digital professional development and digital instructional integration: Evidence from 16,072 STEM teachers. International Journal of STEM Education, 11, Article 13. https://doi.org/10.1186/s40594-024-00513-3
Masoumi, D., & Noroozi, O. (2023). Developing early career teachers’ professional digital competence: A systematic literature review. European Journal of Teacher Education, 48(3), 644–666. https://doi.org/10.1080/02619768.2023.2229006
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Miskam, N. N., Zhang, X., & Hasam, N. A. (2024). Improving teachers’ digital competence in higher education: A systematic literature review.
MyDin, A. A., et al. (2024). Professional learning communities and their impact on teacher performance.
Organisation for Economic Co-operation and Development. (2023). OECD Digital Education Outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://doi.org/10.1787/c74f03de-en
Organisation for Economic Co-operation and Development. (2023). Professional development for digital competencies in early childhood education and care (ECEC). OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/05/professional-development-for-digital-competencies-in-early-childhood-education-and-care_8d1a624e/a7c0a464-en.pdf
Organisation for Economic Co-operation and Development. (2025). Preparing teachers for digital education: Policy paper. OECD Publishing. https://doi.org/10.1787/af442d7a-en
Pratolo, B. W., Fatimah, N., Soviyah, & Ali, Z. (2022). Digital literacy readiness: Voices of Indonesian primary and secondary English teachers. English Language Teaching Educational Journal, 5(2), 129–142. https://eric.ed.gov/?id=EJ1376861
Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Shabrina, A., & Astuti, U. P. (2022). The Integration of 6Cs of the 21st Century Education into English Skills: Teachers’ Challenges and Solutions. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 7(1), 28. https://doi.org/10.17977/jptpp.v7i1.15185
Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (n.d.). Teachers’ professional digital competence: An overview of conceptualisations in the literature. Cogent Education.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Zhang, X., Abu Hasan Sazalli, N., & Miskam, N. N. (2024). Improving teachers’ digital competence in higher education: A systematic literature review. .
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ascosenda Ika Rizqi, Rose Fitria Lutfiana, Hanjar Ikrima Nanda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
