Implementasi Koding dan Kecerdasan Artifisial Di Sekolah Dasar: Kajian Systematic Literature Review

Ryan Cahya Fitrianto; Moh. Gema Maulana

doi:10.30998/sap.v11i1.3712

Authors

Ryan Cahya Fitrianto Universitas Negeri Semarang Author
Moh. Gema Maulana Universitas Negeri Semarang Author

DOI:

https://doi.org/10.30998/sap.v11i1.3712

Keywords:

KKA, Elementary School, Teacher Readiness, Systematic Literature Review

Abstract

The implementation of Coding and Artificial Intelligence (KKA) subject in elementary schools is a strategic policy by Indonesia's Ministry of Basic and Secondary Education, introduced in the 2024/2025 academic year under the Merdeka Curriculum framework; however, its implementation still faces various obstacles that have not been comprehensively mapped. This study aims to analyze the challenges, opportunities, research trends, and teacher readiness in the implementation of KKA in Indonesian Elementary Schools. A Systematic Literature Review (SLR) method following the PRISMA 2020 protocol was employed, with literature searches conducted across Google Scholar, SINTA, and Publish or Perish databases covering the period 2022–2026. Of 102 identified articles, 18 met all inclusion criteria and were analyzed thematically. Findings reveal that the primary challenges include insufficient content and pedagogical competencies among teachers, limited technology infrastructure, and the absence of operational curriculum guidelines from the government. Significant opportunities were identified in structured teacher training effectiveness, Merdeka Curriculum policy momentum, and academic community support. Research trends show a shift from basic coding instruction toward artificial intelligence integration within deep learning and computational thinking frameworks. Teacher readiness generally requires improvement, although training interventions have proven effective in significantly closing competency gaps.

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