The use of digital learning media in early childhood education has become an important aspect in supporting the learning process in the digital era. Digital media offer interactive and engaging learning experiences that can improve children’s learning outcomes. This study aims to systematically analyze the use of digital learning media in supporting curriculum development in early childhood education. The method used in this study is a Systematic Literature Review (SLR) based on articles published from 2021 to 2026. The research sample consists of 20 journal articles indexed Scopus (Q1-Q3) and SINTA (S2). The results of this literature review indicate that digital learning media can improve children’s cognitive abilities, engagement, literacy, numeracy, and creativity through interactive and multimodal learning experiences. However, their effectiveness is not inherent and remains constrained by suboptimal curriculum integration, varying levels of teacher readiness, and the alignment of instructional materials with children’s developmental characteristics and learning contexts. Overall, digital learning media play a significant role in supporting effective and meaningful learning, provided they are implemented through a systematic and developmentally appropriate approach.
A systematic literature review was conducted to explore the level of school readiness in implementing bilingual learning within the Merdeka Curriculum. The increasing need for multilingual competence has driven the expansion of bilingual instruction, yet variations in institutional preparedness remain evident and inadequately addressed. The focus of this study is to map implementation patterns, determine key readiness factors, and construct a conceptual framework grounded in the CIPP model. Guided by the PRISMA protocol, 20 peer-reviewed articles published between 2020 and 2025 were selected for systematic analysis. Data analysis employed thematic analysis structured around the context, input, process, and product dimensions. The results demonstrate that school readiness is a complex, multidimensional construct influenced by policy alignment, teacher competence, instructional integration, and sustainability mechanisms. Additionally, a consistent disparity between policy and classroom practice was observed, largely attributed to insufficient pedagogical integration and unequal distribution of resources. Based on these findings, the study advances a CIPP-based framework as a strategic approach for assessing and enhancing the implementation of bilingual learning.
The 21st-century educational transformation demands adaptive learning environments, such as smart classrooms, which require highly competent educators. This study aims to analyze the direct and indirect influence of Technological Pedagogical Content Knowledge (TPACK) competence and teacher readiness on the effectiveness of smart classroom technology integration at SMPIT Al-Multazam 2. A quantitative explanatory approach with a structural equation modeling (PLS-SEM) design was employed. The sample consisted of 40 teachers actively involved in smart classroom programs, selected through total sampling. Data were collected using a 5-point Likert scale questionnaire and analyzed using SmartPLS. The results indicate that TPACK competence has a positive and highly significant direct effect on both teacher readiness and the effectiveness of smart classroom technology integration. However, teacher readiness does not significantly affect implementation effectiveness, nor does it act as a mediator between TPACK and effectiveness. In conclusion, practical competence in integrating technology, pedagogy, and content directly determines the success of smart classrooms, outweighing mere perceptual readiness.
Abstract Islamic boarding school education is synonymous with the dichotomy of Islamic and general knowledge. Islamic boarding school education, in the view of many people, is only capable of forming ulama without any knowledge of life skills for the students, therefore mastery of the world with language is given little attention by Islamic boarding schools, oriented towards language learning theory, but also practicing Arabic and English as everyday languages, this has resulted in various achievements being obtained by Gontor students. This research aims to determine the implications of implementing the language curriculum in KMI for the development of Islamic educational institutions in Indonesia. This research is qualitative field research that uses a phenomenological approach with data collection carried out by observation, interviews and documentation, after the data is collected it is then analyzed using the stages of reduction, display and verification. The implementation of the language curriculum in KMI Modern Islamic boarding school of Darussalam Gontor has implications for the development of Islamic educational institutions in Indonesia, because the urgency of a language can be seen from its function which has an important role in human life. There are three functions of language, namely ideational, interpersonal, social, and textual. Islamic educational institutions in Indonesia need to develop Arabic and English, perhaps other foreign languages also need to continue to be fostered in line with the trend of increasing interaction between social groups without ideological, cultural, ethnic boundaries, skin color, across nations and across generations, so that it becomes an educational institution that can be accepted internationally and is able to keep up with the times with language mastery. The results of this research can be used as information about the importance of implementing a curriculum in the era of globalization
The existence of the kurikulum Merdeka means that student competence needs to be measured by the organization so that it can be known about the factors that can influence the effectiveness of implementing project activities to strengthen the profile of Class X Pancasila (P5) students at SMA N 1 Moga. The aim of this research is to describe, analyze and evaluate the perceptions of students, teachers and principals regarding the suitability of objectives, approaches, results achieved and the success of implementing the project to strengthen the profile of Pancasila students at SMAN 1 Moga. This research method uses a mixed method with primary data. Data collection was carried out using questionnaires and interviews with students, teachers, deputy principals and principals of SMAN 1 Moga. Data analysis was carried out using descriptive statistics and qualitative analysis. The research results show that the implementation of the project to strengthen the profile of Pancasila students at SMAN 1 Moga is in accordance with the objectives, the approach used is appropriate, the results achieved are optimal and the project is considered successful.
